Distributed+Cognition+and+Learning

== DISTRIBUTED COGNITION AND DISTRIBUTED LEARNING > 1. INTRODUCTION > 2. DISTRIBUTED COGNITION AND DISTRIBUTED LEARNING > 3. APPLICATIONS OF DISTRIBUTED LEARNING > 4. DISTRIBUTED LEARNING EXAMPLES > 5. CHALLENGES TO IMPLEMENTATION OF DISTRIBUTED LEARNING > 6. ASSESSING DISTRIBUTED LEARNING > 7. REFERENCES

**2. DISTRIBUTED COGNITION AND DISTRIBUTED LEARNING**
==
 * 1) **Defining Distributed Cognition**
 * 2) **Distributed Learning and Collaboration**
 * 3) **Relationship between Distributed Learning and Distributed Cognition**

**2.1. Definitions of Distributed Cognition**
// Ok... I just lost a nice long bit that I wrote here and I now see how people sometimes wipe out a page. I was moving away and then remembered that I might not have saved... the screen was in the middle of a move and therefore --when I pushed save there was a blank page. And the blank page was saved. At least I now know how this happens. I put used the history tab and then revert to this version, but I lost my comment which was quite extensive...drats... So as I was saying... there are two ways in which authors have used distributed cognition. We are discovering them in our talk. The Holan, Hutchins, and Kirsch are making arguments about the nature of learning and suggesting that we give up on studying cognition as a property of the individual as it always distributed, but we can talk about the distribution in different ways. Other authors, Gabbriel Soloman for one, but also other authors who want to use the term to signify how some systems of activity are different from others and how distributed cognition is different from individual cognition. So you can have both in a setting. I have attached a number of articles that were included in one edition of the Ed. Psy Review devoted this topic. The article by Moore and Rocklin lays out the differences in pretty clear and easy to understand language (self+ and social). You might be amused to see this as a "taking stock" message. Each of the articles in the set is like a long thoughtful message. And Moore and Rocklin are writing the taking stock message. This is how knowledge builds. I think we can in this section make the case for both positions and perhaps even why one might want to take one perspective over the other. //

INTRO:

Distributed cognition is a way of describing the interactions among people who, whether knowingly or unwittingly, are interacting with each other in specific contexts with complex sets of tools, resources, and artifacts that both constrain and mediate the actions of the group. In Distributed Cognition the tools, environments, contexts, as well as more distant cultural and historical factors permeate all aspects of the activity. The participants acting in the settings are not equally aware of all of the factors that link their actions and ultimately shape the way that they approach problems or accomplish tasks. The term focuses the debate on individual cognitions and problem solving and that is embedded in concerted action and cannot be easily separated into what is known by any one person (Salomon, 1997). This concept gives rise to the notion that knowledge is not a possession, knowledge is not a static representation of data stored in a file cabinet in the mind. Rather knowledge is described as a more emergent property of knowing and acting, and both the knowledge and actions exist in a seamless concert of social, cultural, historical and contextual properties. So that to understand what anyone knows, we need to study socially mediated activity-- "the combination of goals, tools and settings" and understand how they "consitutue simultaneoulsly the context of behavior and the ways in which cognition can be said to be distributed in that context (Cole & Engestrom Quoted in Soloman, 1977,p.xvi)."

Distributed cognition as a theory of learning, i.e. one in which the development of knowledge is attributed to the system of human agents interacting dynamically with artifacts, has been widely applied in the field of [|distance learning], especially in relation to [|Computer Supported Collaborative Learning] (CSCL) and other computer-supported learning tools. Distributed cognition illustrates the process of interaction between people and technologies in order to determine how to best represent, store and provide access to digital resources and other artifacts. (Perry, 2003).

Hollan, Hutchins & Kirsh (2000) observing human activity “in the wild,” described three ways that cognitive process can be distributed:
 * 1) They can be distributed across members of a social group either co-present or over a distance.
 * 2) They can distributed between internal process and external (material or environmental) tools.
 * 3) They can be distributed across time with products of earlier events transforming the nature of later events.

**2. 2. Distribute Learning and Community Collaboration (TOP)**
Our definition of distributed cognition centers on activity in contexts which involve the use of artifacts and tools, divisions of labor, and norms and rules that affect the way that people act. This form of 'cognition as activity,' suggests a continual changing process rather then a set of propositions that exist in the mind. This dynamic form of thinking about cognition gives rise to the concept of distributed learning. It allows one to refer to the process of learning as it relates to shared activities aimed at achieving common goals. Distributed learning takes place when people learn and develop new ideas, theories and logical processes though their actions and in doing so create distributed knowledge or cognition.

Distributed learning involves the creation of "a set of thoughtful practices in specific contexts with mediating tools". This is way of building knowledge or distributed cognition takes place in a complex social system shaped by factors that come from the people, the organization, the institution, the culture, and current and past time periods.

An outcome of distributed learning is the formation of learning communities, "Distributed learning involves an orchestrated mixture of face-to-face and virtual interactions, often centered on a "learning communities" model" (Dede, 2004). We think it is helpful therefore, to have an understanding of why so many people find the concept of a learning community so powerful.

According to Bielaczyc & Collins, (1999) in a learning community, the goal is to advance the collective knowledge and, in that way, support the growth of individual knowledge (Scardamalia and Bereiter, 1994). The defining quality of a learning community is that there is a culture of learning, in which everyone is involved in a collective effort of understanding. There are four characteristics that such a culture must have: 1. A diversity of expertise among its members, who are both valued for their contributions and given support to develop. 2. A shared objective of continually advancing the collective knowledge and skills. 3. An emphasis on learning how to learn. 4. Mechanisms for sharing what is learned.

Distributed learning holds the promise to help move education out of the 19th and into the 21st century. The ultimate goal is to use new forms of technology to help students reach far beyond what is possible with paper, pencils, and textbooks. Information and communication tools provide an opportunity for students to access activities and environments never before possible. Technology is providing new ways to engage content, experts, and tools that exist beyond the four walls of the classroom. It allows students and educators to partcipate with others in forms of distributed cognition that distribute learning among people in ways that result in shared forms of both mental and physical action (Pea, 1997).

Distributed Learning Communities are special because learners are participating over time and space. Participants have access to the community via technology tools which enable asynchronous and synchronous learning opportunities. Tools such as Skype, Moodle, Blackboard, wikis, and blogs allow members of the community to share their knowledge. They allow cognition to be distributed so that each member can be a part of the community regardless of their location in either space or time.

Members of a distributed learning community are concerned with both their individual knowledge and the group knowledge. By sharing their individual expertise and putting forth their cognition into the group, each member benefits and the collective knowledge is advanced. This is one of the key goals behind distributed learning. The participants are not necessarily working towards the same goal, but towards " the development of individual expertise and collective knowledge..." (Dede 22). ==

**2.3. Relationship between Distributed Cognition and Distributed Learning (TOP)**
The relationship between distributed learning and distributed cognition centers on the learning process and the context within which the interaction takes place. Coghlan (1997) defines the adult learning process as: experiencing, reflecting, interpreting, and taking action. This is also referred to as the experiential learning cycle. If we use this model as a definition of learning then complete learning takes place when information is synthesized and applied in a new way by an individual or group.

Distributed cognition is an integral outcome of distributed learning. When individuals are involved in an effective distributed learning environment, they will be acquiring and internalizing knowledge that some of which they will have mastery over and other aspects which they will have access to by virtue of their ties to others in their learning community. Therefore, in an effective distributed learning environment, distributed cognition is the collective shared outcome.

Distributed cognition and distributed learning can be engaged at the same time, while distributed learning takes place as individuals continue to evolve, that evolution often takes place as individuals begin to "share one mind." Several musicians practicing a particular piece to hone individual and collective talents is at the essence of collaborative learning. All while working together with a goal to share one musical thought. Of all forms of music, Jazz improvisation presents a potent example of distributed learning and cognition. Each musician plays what they "know" while listening intently to what others play. As they hear their music in the context of the music of others, what they play, and conversely what they know how to play, evolves into new harmonies.

Frank Barrett (1998) discusses seven characteristics that allow jazz bands to “improvise coherently and maximize social innovation in a coordinated fashion.” 1. Provocative Competence – Deliberate efforts to interrupt habit patterns 2. Embracing errors as a source of learning 3. Shared orientation toward minimal structures that allow maximum flexibility 4. Distributed task – continual negotiation and dialogue toward dynamic synchronization 5. Reliance on retrospective sense-making 6. “Hanging out” – Membership in a community of practice 7. Taking turns soloing and supporting.

Jazz improvisation provides all of the necessary tools for individuals to be collaborative while learning and more importantly begin to become one “collective conscience.” This collective consciousness is what mean by distributed cognition. The interchange between a soloist and the rhythm section is critical; the pianist, bassist, and drummer must work together and communicate often non-verbally to achieve a heighten awareness of the music. This allows the solist to take musical risks with timbre, notation, rhythm and tempo; all done with the knowledge of a structure lying underneath. “Paul Desmond said that the improviser must crawl out on a limb, set one line against another and try to match them, bring them closer together.” (Barrett)

The key to improvisation is fearlessness and spontaneity once the musician is no longer afraid to fail that is when learning takes place. Jazz improvisation at its core welcomes “errors”, a misplayed note in orchestral music sticks out like a sore thumb; whereas in jazz improvisation, a misplayed note is an opportunity for the community (band members) to parley with one another.

Jazz musicians work off of each other and respond to each other on a continuum, at times mirroring the melody or harmony between two melodic instruments or rhythmically between a melodic instrument and percussionist. When a musician begin to solo, a reflective moment becomes available to the other members, allowing them to gather in new information to be used in their own solo or as an accent to featured musician.

Most importantly, jazz improvisation provides a time of camaraderie - individuals working together towards a collective goal of sustained intensity. As musicians work together as band over time habits and rituals develop amongst the members and commonalities begin to surface that allows the musicians to work as once and produce something greater than they could on their own.

Jazz improvisation is an example of the complex activity that defines both distributed cognition (what the community knows and can play) and distributed learning (the process of evolving that knowledge).