Cognition & Technology
October 13
CEP 909
Fall 2005
Stuff by day

In class:

Powerpoint from Class

Required Readings:

Zumbach, J., Reimann, P., & Koch, S. (2001). Influence of passive versus active information access to hypertextual information resources on cognitive and emotional parameters. Journal of Educational Computing Research, 25(3), 301-318. (Download)

PLUS One of the following four (chose one that interests you, and be prepared to talk about it):

Brinkerhoff, J.D., Klein, J.D., & Koroghlanian, C.M. (2001). Effects of overviews and computer experience on learning from hypertext. Journal of Educational Computing Research, 25(4), 427-440. (Download)

Dee-Lucas, D. (1996). Effects of overview structure on study strategies and text representations for instructional hypertext. In J.-F. Rouet, J.J. Levonen, A. Dillon, & R.J. Spiro (Eds.) Hypertext and Cognition (pp 73-107). Lawrence Erlbaum: Mahwah, NJ. (Download)
Ford, N., & Chen, S.Y. (2000). Individual differences, hypermedia navigation, and learning: an empirical study. Journal of Educational Multimedia and Hypermedia, 9(4), 281-311. (Download)
Lawless, K., & Kulikowich, J.M. (1998). Domain knowledge, interest, and hypertext navigation: A study of individual differences. Journal of Educational Multimedia and Hypermedia, 7(1), 51-69.(Download)
Liu, M., Bera, S., Corliss, S.B., Svinicki, M.D., & Beth, A.D. (2004). Understanding the connection between cognitive tool use and cognitive processes as used by sixth graders in a problem-based hypermedia learning environmnet. Journal of Educational Computing Research, 31(3), 309-334. (Download)
Dünsker, A., & Jirasko, M. (2005). Interaction of hypertext forms and global versus sequental learning styles. Journal of Educational Computing Research, 32(1), 79-91. (Download)




Reminder: All work for the class is to be turned in electronically so that others in the class may access your work. Put it on your web-page, on the e-groups, or whichever way you can make your work publicly visible. Assignments due next Wed at 11:59 pm.

Chose OPTION 1 or OPTION 2 below

OPTION 1: Create a piece of non-linear fiction (maybe reading Joyce here will help, maybe not). This might be easier if you have the ability to make web-pages, but a powerpoint could work, as well as paper text (like the old 'chose your own adventure stories'). The goal is to create something that makes the reader make choices, is non-trivial (more than a page or 2, or just 1 choice or two).

Examples from the web include: Lasting Image and Simple Harmonic Motion Or, Josephine Baker in the Time Capsule .

Some awesome examples from CEP909 students include: Older and Far Away, and Night Swim

Submit your work, and submit a short reflection on the process of non-linear writing and what you tried to accomplish.

OPTION 2: Find a victim, and use a sorting task. Like we did in class, your job is to pick a domain to study, devise items to sort that might measure knowledge about the domain, try it on a victim, record their sorting and strategy. Write up all the above, and a short analysis of what you found out about your victim's knowledge of the topic.

GROUP HOMEWORK: To be determined soon.


Reminder: Look at some other students work BEFORE you get to class on Thursday. Be prepared to talk about one other student's theory of mind in depth that you found particularly interesting or worth discussing.
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