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Edited by Dr. Lynne Schrum, George Mason University
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| formerly Journal of Research on Computing in Education |
Volume 40 Number 3 Spring 2008
Benefits and Constraints of Distributed Cognition in Foreign Language Learning: Creating a Web-based Tourist Guide for London
Susanne Narciss and Hermann Koerndle
Dresden University of Technology
Abstract
This paper uses the framework of distributed cognition to discuss benefits and constraints of technology adoption and use in social-constructive language learning scenarios. The purposes of this paper are (a) to describe how the open-ended knowledge construction and communication tools TEE (The Electronic Exercise) and EF-editor (Exercise Format Editor) can serve socialconstructive language learning from a distributed cognition point of view, (b) to report how TEE and EF-editor have been used in a foreign language classroom with 25 seventh grade students for creating a Web-based tourist guide to London, and (c) to present the results of an evaluative study investigating the benefits and constraints the teacher and students experienced through this learning scenario. Finally, these results are discussed with regard to the heuristic value of distributed cognition for technology-enhanced social-constructive learning-scenarios.
 Download the full article (PDF, 113 KB)
Contributors
Susanne Narciss is a lecturer and researcher at the Department of Psychology of Learning and Instruction at Dresden University of Technology. She received her PhD from Heidelberg University, and then moved to Dresden University. Her current interests include (a) research on the role of motivation and meta-cognition for technology-enhanced learning and instruction, and (b) research on the factors in and effects of informative tutoring feedback (ITF). Her work on ITF was considered cutting-edge research by the American Association on Educational Communication and Technology (AECT). Her AECT handbook chapter “Feedback strategies for interactive learning tasks” received the AECT Distinguished Development Award 2007. (susanne.narciss@tu-dresden.de.)
Hermann Koerndle is professor of Psychology of Learning and Instruction at Dresden University of Technology. He has an extensive background in both cognitive psychology and man-machine interaction, specifically in applications of psychological and ergonomic principles for designing technology enhanced tools for fostering the active construction and communication of knowledge. Koerndle received his PhD at Oldenburg University, worked at Regensburg University in the field of applied psychology, then worked at the Technical University of Aachen in the field of man-machine interaction. Since October 1993, he has been at Dresden University where he is currently engaged in (a) research on the factors in and effects of technology-enhanced interactive learning tasks, and (b) research on open-ended authoring tools in various instructional contexts. (hermann.koerndle@tu-dresden.de.)
Copyright 2008, (International Society for Technology in Education). All rights reserved.
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