Abstract:

Technology, as we know it, is just another tool and whether or not it will lead to educational change depends on how it is designed, and for what purpose.   In this address, several examples of computer environments will be described that have been designed with cognitive tools for learning (Lajoie & Derry, 1993; Lajoie, 2000). Current cognitive theories consider the role of learners within meaningful contexts and consequently the systems described here speak to authentic real-world practices where students apply schooled knowledge to problem solving contexts. Different computer tools are designed for supporting specific cognitive processes, such as, memory aids, tools for performing actions that will lead to solving problems, tools that assist learners to think about their actions,  knowledge acquisition tools for building knowledge through on-line interactive resources, or communication software that assists with sharing information within groups of learners. The computer based learning environments described here have been designed for different purposes, some pertaining to high school mathematics and science, others for medicine and graduate level psychology seminars.  In each case, cognitive theories guide the design of these interactive learning environments and tools have been developed that are specific to the goals of instruction.  The goal is to nurture problem solving skills and learning in specific domains of knowledge. The role of the learner varies according to the design of the computer-based learning environment.  In some cases, students work independently and in other cases collaboratively.  Some students work together in a face–to face situation and other students work countries apart in a web-supported environment.  Some students work together to solve problems dynamically others communicate on-line to construct a better conceptual understanding of the knowledge in question. Enhanced learning can occur in each of these situations if technology is designed with appropriate cognitive tools. The role of the teacher can also vary according to the system in question.  The type of feedback provided to learners changes according to the pedagogical principles embedded in the learning environment. The uses of technology in education are boundless and are only as good as the principles that underlie their design, as well as the teachers who use them with a pedagogical purpose.  

Biographical Information:

Professor Susanne Lajoie received her Doctorate from Stanford University in 1986. She is a Professor and Chair of the Department of Educational and Counselling Psychology at McGill University. Dr. Lajoie has engaged in a wide array of innovative research and scholarly activities where she applies cognitive theories to the design of computer based learning environments for classroom and real-world applications.  She uses a cognitive approach to skill identification and applies her research to the design of computer coached practice environments in the areas of science, statistics, and medicine. She has numerous publications including 2 volumes on Computers as Cognitive tools published by Erlbaum. These volumes have highlighted the necessity for theory-driven design of technologies for education and training. This year she was appointed as a Fellow in the American Psychological Association for her outstanding contributions to the field of Psychology. In 2000, Dr. Lajoie was the recipient of the McGill Carrie Derick Award for graduate supervision and teaching.