Distributed Cognition-applied Design of SMART Learning Environment
Hyeonjin Kim
Department of Education
Korea National University of Education
The Republic of Korea
jinnie@knue.ac.kr
Okkyong Yoon
Department of
Geographical Education
Cheonju National University of
Education
The Republic of Korea
okyoon@cje.ac.kr
Jeonghye Han
Department of
Computer Education
Cheonju National University of
Education
The Republic of Korea
hanjh@cje.ac.kr
Kwangwoo Nam
Department of
Computer Science
Kusan National University
The Republic of Korea
kwnam@kunsan.ac.kr
Abstract: This study aims to present our design experience, distributed cognition-applied design for Smart learning
environments with GPS and Augmented Reality, for elementary geographical education in Korea. Distributed
cognition theory guides the systems design of this learning environment in that the theory provides systemic
views for particularly, learning with technology. Based on distributed cognition, we analyzed how cognition
was distributed mostly among students and artifacts for four lesson activities. Accordingly, we developed
GeoStroyteller as cognitive partner with students. With the GeoStoryteller, students can gain better
understandings of the principles of a map such as 2D, locations, symbols, and directions. This SMART learning
environment will be implemented in May of 2013. The results will provide implications for further design of
2nd round learning environments based on distributed cognition.
Introduction
This study aims to present our design experience, distributed cognition-applied design for Smart
learning environments, for elementary geographical education in Korea. This is part of the two year research
project which aims to design and develop learning environments with emerging technology such as smart
devices, GPS, and Augmented Reality.
In 2011, the Korean Government, Ministry of Education, Science and Technology (MEST), announced
the plan of SMART Education to promote the 21st century skills of learners for the future society. SMART
Education is “intelligent and adaptive teaching and learning system to enable new pedagogy, curriculum,
assessments, teachers, etc. which are required for the 21 st century knowledge society” or a “learning format
which is integrating social learning and adaptive learning in the collaborative environment” (MEST, 2011, p.6).
Accordingly, we developed the SMART learning environment with GPS and Augmented Reality. Distributed
cognition theory guides the systems design of this learning environment in tat the theory provides systemic
views for particularly, learning with technology.
Distributed Cognition as Design Framework
According to distributed cognition, cognition is distributed with humans, artifacts, and daily life (Bell
& Winn, 2000; Salomon, 1993). The subjects of distribution include people and people and people and tool.
The process of cognition, therefore, is done by theses interactions, that is, not separately but collectively.
Distributed cognition in nature depends on interactions to accomplish shared goals of people. It also provides a
systems view to understand cognition. In this respect, we use distributed cognition to design our learning
environment. Also, we question how cognition should be distributed in order for learners to accomplish the
learning goals in more effective and efficient ways. That is, what kinds of cognitive activities should be loaded
off from learners and what kinds of cognitive activities should be done by learners? To answer these questions,
we designed the SMART learning environment based on distributed cognition.
Systems Analysis of Distributed Cognition
Based on distributed cognition, we analyzed how cognition was distributed mostly among students and
artifacts. This analysis guided our design practice for learner activities, teacher scaffolding, and learning tools in
systemic ways. To begin with, we identified the goals of performance and cognitions required during the
completion of the class projects. As results, the overarching goal of learning in lessons is that “I am able to
develop a sense of place, spatial perception, creativity, and digital literacy through developing my creative
storytelling map”. Within the overarching goal, we analyzed sub-goals of learning and the requirements of
cognition. Based on this analysis, we decided that cognition was distributed among students and learning tool.
Table 1 summarized the results of the analysis.
Table 1. Systems Analysis of distributed cognition of students and artifacts
Lesson
1
Learning Goal
To understand the
principles of the map
such as 2D and
location
2
To draw the map by
using the appropriate
symbols and directions
To develop my
reminiscences
reminiscence
3
4
and
collect base materials
about the places of
memory for my
storytelling map
To develop the
storytelling map of my
hometown
Student’s cognition
Learning tool’s cognition
-To compare the difference of 2D
and 3D
-To place location appropriately in a
-To display various 2D and 3D features
-To give the information of the right
locations in several cases for
map
practicing the concept of location
-To identify and select the
appropriate symbols in a map
-To tell the appropriate directions in
a map
-Not to support symbol learning
-To display the information of direction
during walking toward different
directions.
-To remember and use the
-To save reminiscences
appropriate concepts of 2D,
location, symbol, and direction for
planning my storytelling map
and collect base
materials about the places of memory
-To remember and use the
appropriate concepts of 2D,
location, symbol, and direction for
planning my storytelling map
-To select and display appropriate base
maps for elaborating the detailed places
of memory on maps
-To enable to be added and edited my
-To complete my storytelling map
both correctly and creatively
story on the places of memory with
emoticons and texts.
reminiscence
Development of Intellectual Artifacts: GeoStoryteller
To distribute cognition with artifacts, we developed GeoStroyteller as cognitive partner with students.
With the GeoStoryteller, students can gain better understandings of the principles of a map such as 2D,
locations, symbols, and directions. GeoStoryteller is the Android-based application for the smart pad so that
students can use it anywhere both inside and outside classroom. Table 2 presents the several design prototypes
of the tool.
Table 2. Systems Analysis of distributed cognition of students and artifacts
Lesson
Learning tool’s cognition
-To display various 2D and 3D features
1
-To give the information of the right locations
in several cases for practicing the concept of
location
2
-Not to support symbol learning
-To display the information of direction during
walking toward different directions.
3
-To save reminiscences
and collect base materials about the places of
memory
reminiscence
4
-To select and display appropriate base maps
for elaborating the detailed places of memory
on maps
-To enable to be added and edited my story on
the places of memory with emoticons and
texts.
Implementation and Conclusion
Initial Design Shot
This SMART learning environment will be implemented in May of 2013. Two elementary classes
were selected as experimental groups and one class was as control group. The classrooms are equipped with
one-to-one smart pad and wireless Internet infrastructure. Because the teachers and students have no experience
in learning with smart pads, we will begin with technology workshops with teachers and students. We will
examine the effects of the SMART learning environments by comparing with the control group, lesson in a
traditional classroom. We also explore how cognition is distributed with students and artifacts by analyzing the
interaction and log files. The results will provide implications for further design of the 2nd round learning
environments based on distributed cognition.
References
Bell, P., & Winn, W., 2000, Distributed Cognitions, By Nature and By Design. In D. H. Jonassen & S. M. Land
(eds.), Theoretical Foundations of Learning Environments(pp.123-145). Mahwah, NJ:Erlbaum.
Salomon, G., 1997, No distribution without individual's cognition: a dynamic interactional view. In G. Salomon,
R. Pea, & J. S. Brown (eds.), Distributed cognitions: Psychological and educational consideration (pp.111-137).
Cambridge University Press.