 The
emphasis of Distributed Cognitions theory on learner collaboration
in naturalistic settings is very
consistent with earlier social learning theories. Students, working
together toward a common goal, generate knowledge that resides
only partially in each individual; the collective
wisdom is specific to the particular learning context,
at once created and utilized by each integral learner.
One of the recent criticisms of
sociocultural and social cognitive theories is the exclusion of
external learning tools, such as
computers or other non-human components, from the social networks
by which knowledge is constructed. In contrast, Distributed Cognitions
theory proposes that learning technologies play an important role
by enabling learners to offload
complex or computationally demanding processes to appropriate
tools, thereby freeing themselves to engage in more mindful or
cognitively appropriate activities.
Another significant contribution of Distributed Cognitions theory
is the supposition that sharing
requires the coordinated externalization
of ideas. Recall the example in the Bell and Winn chapter of our
text that detailed 8th graders using concept mapping software
to visualize different argumentative positions for a physical
science debate. Not only did the collaboration require different
groups to research and synthesize data about the properties of
light, but they also had to publish their collapsed findings to
the rest of the class, so that others, in turn, might utilize
them.
Cognition, in this manner, results from the communication
of externalized ideas, the coordinated sharing
of those ideas, and the mutual interdependence
of each learner, as demanded by the authentic learning tasks in
the environment.
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