[[_Anotacions]] tags:: #marc_teoric #Distributed_Cognition # Deitrick2015 # Using Distributed Cognition Theory to Analyze Collaborative Computer Science Learning ## Anotacions [[Deitrick2015]] "Others have used students' code to investigate how students transfer program design patterns from game programming to making science simulations [3]." ([Elise Deitrick et al 2015:1](zotero://open-pdf/library/items/CHU3QZAR?page=1)) "Computer science education is increasingly collaborative, employing approaches like pair programming [22], peer teaching [25], and decomposition of pro jects into pieces to be done by individuals and then stitched together [13]." ([Elise Deitrick et al 2015:1](zotero://open-pdf/library/items/CHU3QZAR?page=1)) "Teams may be able to accomplish more than the sum of their individual members' skills would suggest, but they may also get bogged down in group dynamics that hamper their capabilities. Further, we should not take for granted that groups of youth learning together" ([Elise Deitrick et al 2015:1](zotero://open-pdf/library/items/CHU3QZAR?page=1)) "We need research on the ways in which groups work together so that we can get to the process of learning: the micro-genesis of students' computer science thinking, at both the individual and the collective levels." ([Elise Deitrick et al 2015:2](zotero://open-pdf/library/items/CHU3QZAR?page=2)) "Knowledge development, in this view, is intrinsically linked to social context, and research on learning that strips away the contextuality of activity is incompatible with socio-cultural theories of learning [8]." ([Elise Deitrick et al 2015:2](zotero://open-pdf/library/items/CHU3QZAR?page=2)) "Distributed Cognition [16] (DCOG) theory generalizes this perspective on real-world cognition, arguing that all of the cognitive functions (e.g., memory) that have historically been analytically located in the head can also be seen in the emergent properties of interactions between people and tools in culturallyand historically-produced settings. In proposing a framework for studying \Cognition in the Wild," Distributed Cognition theorists highlight several key aspects of cognitive systems that researchers should attend to [15]: The distribution of cognitive processes across social groups, including ongoing redistribution of activity to balance cognitive load. That culture intimately shapes cognition by oering tools, settings, and social norms through which to work or through which work can break down. Eortful coordination between internal (to the head) and external (tools and environment) structure, including through the use of the body of the problemsolver. The event-driven path dependence of cognition, where \the products of earlier events can transform the nature of later events."" ([Elise Deitrick et al 2015:3](zotero://open-pdf/library/items/CHU3QZAR?page=3)) _Definició de Cognició Distribuïda. ([note on p.3](zotero://open-pdf/library/items/CHU3QZAR?page=3))_ "DCOG challenges researchers to take careful account of how individuals interact with one another, tools, and setting, and to observe the ways in which those interactions produce the cognitive functions of information processing, memory, sensing, error correction, etc." ([Elise Deitrick et al 2015:3](zotero://open-pdf/library/items/CHU3QZAR?page=3)) "To study learning through the paradigm of classical cognition is necessarily to devalue the many nuanced ways in which real-world knowledge and real-world learning is intimately bound to social and material context." ([Elise Deitrick et al 2015:3](zotero://open-pdf/library/items/CHU3QZAR?page=3)) "Through a DCOG process of recall, representation, and data transformation, they programmed a melody with BlockyTalky. At the beginning of the episode, it was clear that Nathan could play the song and had an embodied, non-symbolic representation of it. Chris demonstrated he was capable of putting standard music notation into computer code. However, they were only successful because the group recongured social structure to include the impromptu support provided by Jake and his extensive musical background." ([Elise Deitrick et al 2015:7](zotero://open-pdf/library/items/CHU3QZAR?page=7)) "The work was deeply shaped by cultural resources: the students and Jake all knew what Smoke on the Water should sound like because it is a mainstay of classic rock." ([Elise Deitrick et al 2015:8](zotero://open-pdf/library/items/CHU3QZAR?page=8)) _Objecte Frontera: Smoke on the Water ([note on p.8](zotero://open-pdf/library/items/CHU3QZAR?page=8))_ "Agency in the group remained with the students. In our experiences, it is often the case that when a teacher assists a group with a hard problem, agency over the group's problem solving shifts to the teacher." ([Elise Deitrick et al 2015:8](zotero://open-pdf/library/items/CHU3QZAR?page=8)) _A ellaboratori no és el professor qui resol els problemes. Igual que aqui. ([note on p.8](zotero://open-pdf/library/items/CHU3QZAR?page=8))_ "Can future media computation curricula deliberately include productive participatory roles for teachers where they can play an expert role in a non-computing domain (like music) to aord them close observation of students' emerging computation without interfering with the computing agency and skill that students are developing?" ([Elise Deitrick et al 2015:8](zotero://open-pdf/library/items/CHU3QZAR?page=8)) "In a sense, the computer's interface imbued it with agency to guide the group's discussion." ([Elise Deitrick et al 2015:8](zotero://open-pdf/library/items/CHU3QZAR?page=8)) "Though the timing discussion in this case was ultimately inconsequential, computing education researchers might investigate ways that future tools could use this potential for agency to guide group problem solving discussion." ([Elise Deitrick et al 2015:8](zotero://open-pdf/library/items/CHU3QZAR?page=8)) ## Conceptes Marc Teòric ### [[023. Aprenentatge Col·laboratiu]] ### [[Estudi de la Cognicio Distribuida]] ### [[Distributed Cognition]] ### [[Socially Distributed Cognition]] ### [[Embodied Cognition]] ### [[Structurally Distributed Cognition]] ### [[Culture and Cognition]] ### [[Design Patterns]] ## Conceptes Propis ### [[043. Aprenentatge Col·laboratiu]] ### [[Aprenentatge Col·laboratiu Alumnes-Professors]] #### [[Aprenentatge Col·laboratiu entre Alumnes]] ### [[Gamificació com a Infraestructura Frontera]] #### [[Presentació Aprenentatge Col·laboratiu]] #### [[Videojoc, Web o APP com a Objectes Fronteres]]