Study Guide

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Organisational component % Welcome

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Lecturer

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& Calendar

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' Academic honesty

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( Assessment

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) Written examination

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Prescribed text

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Study component Session 1: Orientation

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Session 2: Modelling with databases Learning object 1: Basic database terminology Learning object 2: Queries in databases Learning object 3: Flat file database Learning object 4: Strategies for developing database skills Learning object 5: Advantages and limitations of database modelling Session 3: Building a database model Session 4: Modelling with spreadsheets Learning object 1: Date & Time functions Learning object 2: Math & Trig functions Learning object 3: Statistical functions Learning object 4: Lookup & Reference functions Learning object 5: Database functions Learning object 6: Logical functions Learning object 7: Strategies for developing spreadsheet skills Learning object 8: Advantages and limitations of spreadsheet for modelling

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Session 5: Building a spreadsheet model Session 6: Modelling with Expert Systems Learning object 1: Functions of expert systems Learning object 2: Components of expert systems Learning object 3: Strategies for developing expert systems skills Learning object 4: Advantages and limitations of expert systems for modelling Session 7: Building an expert systems model

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Welcome to CIT 720 Computers as Cognitive Tools. We trust that you will find the content motivating and challenging.

Lecturer Prof. Tinus Kühn Department Curriculum Studies Office Aldoel Building E210 Telephone no. 012.420.2883 E-mail [email protected] Consulting hours By appointment

Session 1 Date Time Venue

Orientation 11 July 2007 17:30-20:30 Computer Lab, Groenkloof Campus

Session 2 Modelling with databases Learning object 1: Basic database terminology Learning object 2: Queries in databases Learning object 3: Flat file database Learning object 4: Strategies for developing database skills Learning object 5: Advantages and limitations of database modelling Date 18 July 2007 Time 17:30-20:30 Venue Computer Lab, Groenkloof Campus Session 3 Modelling with Databases (Continued) Building a database model Date 25 July 2007 Time 17:30-20:30 Venue Computer Lab, Groenkloof Campus

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Session 4 Modelling with Spreadsheets Learning object 1: Date & Time functions Learning object 2: Math & Trig functions Learning object 3: Statistical functions Learning object 4: Lookup & Reference functions Learning object 5: Database functions Learning object 6: Logical functions Learning object 7: Strategies for developing spreadsheet skills Learning object 8: Advantages and limitations of spreadsheet for modelling Date 1 August 2007 Time 17:30-20:30 Venue Computer Lab, Groenkloof Campus Session 5 Modelling with Spreadsheets (Continued) Building a spreadsheet model Date 18 August 2007 Time 17:30-20:30 Venue Computer Lab, Groenkloof Campus Session 6 Modelling with Expert Systems Learning object 1: Functions of expert systems Learning object 2: Components of expert systems Learning object 3: Strategies for developing expert system skills Learning object 4: Advantages and limitations of expert systems for modelling Date 22 August 2007 Time 17:30-20:30 Venue Computer Lab, Groenkloof Campus Session 7 Modelling with Expert Systems (Continued) Building an expert systems model Date 29 August 2007 Time 17:30-20:30 Venue Computer Lab, Groenkloof Campus

It is expected from candidates to uphold the highest level of academic honesty. A candidate will not submit assignments by copying the work of another candidate. Direct quotations, facts and figures, as well as ideas and theories, from both published and unpublished works must always be referenced. A charge of misconduct will be laid against a student that violates the copyright law. A Committee of Discipline can then:

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deprive a student the right or a privilege in terms of his or her registration; suspend a student for a specified period; deny a student the privilege of re-registration as a student at the University.

Consult an official guide on one of the referencing styles. The Harvard referencing style is sufficient for use in this module. (http://library.curtin.edu.au/referencing/harvard.pdf).

To demonstrate the outcomes of this module successfully, candidates will have to: • •

Complete and submit all the assignment(s) on time. Sit for a written examination on the theory relating to this module.

The marks obtained for the practical assignment(s) will constitute your module mark. The average of the module mark and the mark obtained in the written examination will constitute the final mark of the module.

Date: 15 November, 2007 [To be confirmed] Time: 08:30-10:30 Venue: Gym Hall, Groenkloof Campus

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# $ Jonassen, D.H. 2006. Modeling with Technology. New Jersey: Pearson Education Inc.

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% Topic 1: Introduction to Computers as Cognitive Tools Learning outcomes By the end of the session you should be able to: • • • • • • • • • • • •

Outline how the traditional view of teaching with technologies differs from current perspectives on the topic. Point out what the purpose of technology is in teaching. List the four components required for meaningful learning according to Jonassen and outline what each implies in teaching. Explain the phrase think conceptually. Outline what conceptual change means for Jonassen. Explain Jonassen’s use of the term modelling. Define model building as a strategy and outline what Jonassen’s stance on mindtools is. Explain how Jonassen relates mindtools to constructivism. List the variables that effective mindtools depend on. Write explanatory notes on conceptual change. Mention what the kinds and amount of conceptual change depend on. Outline what cognitive conflict is.

Reading Activity Jonassen, D.H. 2006. Modeling with Technology, pp. xiii-xvii; 1-8. Exercise 1 1. Navigate to the CIT 720 folder on the Share drive of the computer you use in the Groenkloof Lab. 2. Open the file named Reading Tests and copy the tests to you home directory. Complete each test. Adhere to the time allocation indicated. 3. Save the file as Reading_Tests in the CIT 720 folder in your home directory.

% Topic 1: Introduction to Computers as Cognitive Tools (Continued) Learning outcomes By the end of the session you should be able to:

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Outline what a model as a conceptual system consists of and indicate how it is represented externally. Comment on the function of external models. State the purpose of modelling. Distinguish between quantitative and qualitative models. Explain the difference between constructing a model and using it and explain why using a model does not provide much opportunity for learning. Define domain knowledge and mention two computer-based tools to propagate it. Mention the four kinds of system in systems thinking. Define system. Explain what modelling thinking means. Write explanatory notes on mindtools in education. Mention four classes of mindtool and indicate what kind of computerbased tool each can be propagated with. Mention two limitations of mindtools.

Reading Activity Jonassen, D.H. 2006. Modeling with Technology, pp. 12-25.

% Topic 1: Modelling with databases Learning outcomes By the end of the session you should be able to: • • • • • • • •

Define basic database terminology Do queries in a database and apply SQL language to code a query. Mention the components of a database managing system Mention two important database managing system organising tools and outline the functions required to implement them. Explain the term flat file database. Write explanatory notes on the intellectual skills involved when learners construct a database and outline what kind of analysis modelling with a database entails. List and outline the strategies for modelling with databases. List the advantages and disadvantages of modelling with databases.

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Reading Activity Jonassen, D.H. 2006. Modeling with Technology, pp. 91-100. Introduction to SQL. Available online form http://www.w3schools.com/sql/sql_intro.asp Assignment Design a database as a mindtool for modelling domain knowledge. The domain for the database will be supplied. Include the worksheets that you will hand to learners that will support them in exploring the domain knowledge. Create the database as Assignment_1.mdb in the CIT 720 folder in the disk space provided or in your memory stick. After completion of the mindtool upload it to your esnips file sharing facility. Submission date: 8 August 2007.

% Topic 1: Modelling with spreadsheets Learning outcomes By the end of the session you should be able to: • • • • • • • • • • • •

Define spreadsheet. Define function in spreadsheet context. Mention the three primary functions of spreadsheets. List the mental processes generated by spreadsheets. Outline the essence of a spreadsheet. Mention 4 ways in which spreadsheets model phenomena. Write explanatory notes on spreadsheets for computation, analysis and reasoning. Write explanatory notes on spreadsheets for mathematics comprehension. Explain the components of and mental activities of the learner in doing spreadsheet calculations. Outline how spreadsheets can animate numeric phenomena. List the strategies for modelling with spreadsheets. Briefly discuss the advantages and limitations of modelling with spreadsheets.

Jonassen, D.H. 2006. Modeling with Technology, pp. 91-130.

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% Topic 1: Modelling with spreadsheets Assignment Design a spreadsheet to model a domain-related knowledge system. The topic for the domain-related knowledge system will be provided. The knowledge system must be integrated into a computer-based learning event that should guide the learner in exploring relationships in the system. After completion of the mindtool upload it to your eSnips file sharing facility. Submission date: 29 August 2007.

% Topic 1: Modelling with expert systems Learning outcomes By the end of the session you should be able to: • • • • • • •

Define expert system. Define artificial intelligence (AI). Point out what kind of reasoning expert systems ideally propagate. Mention the seven components of an expert system and discuss each in detail. Outline the rationale for modelling with expert systems from a didactic perspective. List the strategies for modelling with expert systems. Briefly discuss the advantages and limitations of modelling with expert systems.

Jonassen, D.H. 2006. Modeling with Technology, pp. 61-65; 133-147.

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Topic 1: Modelling with expert systems Assignment Design an expert system on a given topic combined with an online assignment that utilises the expert system. The topic for the expert system will be provided. Take care to adhere to the following educational principles:

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Prevention of memory overload Availability of immediate feedback in preference to delayed feedback

After completion of the mindtool upload it to your eSnips file sharing facility. Submission date: 19 September 2007.

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