David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
In Peter Gardenfors, Petter Johansson & N. J. Mahwah (eds.), Cognition, education, and communication technology. Erlbaum Associates 147--180 (2005)
Metacognition is associated with planning, monitoring, evaluating and repairing performance Designers of elearning systems can improve the quality of their environments by explicitly structuring the visual and interactive display of learning contexts to facilitate metacognition. Typically page layout, navigational appearance, visual and interactivity design are not viewed as major factors in metacognition. This is because metacognition tends to be interpreted as a process in the head, rather than an interactive one. It is argued here, that cognition and metacognition are part of a continuum and that both are highly interactive. The tenets of this view are explained by reviewing some of the core assumptions of the situated and distribute approach to cognition and then further elaborated by exploring the notions of active vision, visual complexity, affordance landscape and cue structure. The way visual cues are structured and the way interaction is designed can make an important difference in the ease and effectiveness of cognition and metacognition. Documents that make effective use of markers such as headings, callouts, italics can improve students' ability to comprehend documents and 'plan' the way they review and process content. Interaction can be designed to improve 'the proximal zone of planning' - the look ahead and apprehension of what is nearby in activity space that facilitates decisions. This final concept is elaborated in a discussion of how e-newspapers combine effective visual and interactive design to enhance user control over their reading experience.
|Keywords||E-learning instructional design metacognition distributed cognition affordance landscape cue structure|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
Shaun Gallagher (2014). Pragmatic Interventions Into Enactive and Extended Conceptions of Cognition. Philosophical Issues 24 (1):110-126.
Similar books and articles
Joëlle Proust (2003). Does Metacognition Necessarily Involve Metarepresentation? Behavioral and Brain Sciences 26 (3):352-352.
J. Smith, W. Shields & D. Washburn (2003). The Comparative Psychology of Uncertainty Monitoring and Metacognition. Behavioral and Brain Sciences 26 (3):317-339.
Robert Russell Hampton (2003). Metacognition as Evidence for Explicit Representation in Nonhumans. Behavioral and Brain Sciences 26 (3):346-347.
Ronald Giere (2002). 15 Scientific Cognition as Distributed Cognition. In Peter Carruthers, Stephen P. Stich & Michael Siegal (eds.), The Cognitive Basis of Science. Cambridge University Press 285.
Jiajie Zhang & Vimla L. Patel (2006). Distributed Cognition, Representation, and Affordance. Pragmatics and Cognition 14 (2):333-341.
Daniel Smilek, John D. Eastwood, Michael G. Reynolds & Alan Kingstone (2007). Metacognitive Errors in Change Detection: Missing the Gap Between Lab and Life. Consciousness and Cognition 16 (1):52-57.
Melissa R. Beck, Daniel T. Levin & Bonnie L. Angelone (2007). Metacognitive Errors in Change Detection: Lab and Life Converge. Consciousness and Cognition 16 (1):58-62.
Diego Fernandez-Duque, J. A. Baird & Michael I. Posner (2000). Awareness and Metacognition. Consciousness and Cognition 9 (2):324-326.
A. P. Shimamura (2000). Toward a Cognitive Neuroscience of Metacognition. Consciousness and Cognition 9 (2):313-323.
Added to index2009-12-03
Total downloads67 ( #65,951 of 1,911,741 )
Recent downloads (6 months)3 ( #254,551 of 1,911,741 )
How can I increase my downloads?