16 Distributed Cognition

Distributed Cognition 

In Distributed Cognition the student is afforded more power. In other words it is a student centered approach to learning where the learners participate in a systematically designed learning environment that supports interaction amongst its participants. Distributed cognition describes a construction of knowledge that takes place in a natural environment which is synergistically connected to the cognitive actions taken by the participants in the learning environment. (Bell & Winn, 2000) This theory promotes learning in a community of learners or a system where interaction takes place. It is through this interaction where cognition occurs. Distributed Cognition requires sharing of cognitive activity among the parts and participants of this system, which can be other people or artifacts such as devices, technologies or media. These participants distribute their cognition among other learners and physical or digital artifacts by externally representing their knowledge. Artifacts can help to scaffold new capabilities as well as off-load a certain amount of cognitive work thus reducing the cognitive load of the learners and helping to augment their capabilities. At times, by using these artifacts, a little bit of the information might stick with the user, this is known as cognitive residue. It is through interaction with other members and artifacts that progresses learning. Therefore communication among all participants is paramount in importance (Bell & Winn, 2000).

The role of technology within this theory is an invaluable part of the system in which the learners are interacting. This interaction can either help to distribute their knowledge, off-load certain amounts of cognitive work making the cognitive load less and or help to scaffold new capabilities (Bell & Winn, 2000). In this theory technology (artifacts and or tools) can be used to help extend human capabilities. An example of this might be the use of manipulatives in the early development of basic addition skills (Bell & Winn, 2000). The problem might be too complex for the child to solve, but with the use if the manipulative, they can visually represent their thinking and use the tool to help them solve the problem. Another example of this is taken from a case study that was conducted using robotics to produce solving problem skills. In this case study, students were placed into small collaborative groups and were asked to construct a robot, using Lego Mindstorm for schools kits, which would perform various tasks. The groups were introduced to a tool known as a flowchart. They used these flowcharts to map the programming instructions they would give the robot to complete the given task. This allowed them to off-load some of the cognitive work to the flowchart and then through its use, they were able to solve harder problems (Chambers, et al, 2007). The above example shows that cognition takes place because of the cognitive abilities of the learner plus the augmentation of these capabilities by the use of the external technology (Bell & Winn, 2000).

This learning theory supports the very skills needed by the 21st century. Learners who are placed in to a learning environment based on this theory would be using their “knowledge and skills—by thinking critically, applying knowledge to new situations, analyzing information, comprehending new ideas, communicating, collaborating, solving problems, making decisions” (Honey, et al, 2003, p. 9).