Disttributed+Cognition+and+Distributed+Learning+Compared


 * ===**Comparison between Distributed Cognition and Distributed Learning**===

(SCOTT - you had some writing on this in the forums. Others, we could use more references to others that might have compared them)

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). none //Optional:// comment for page history

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