Mindtools



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 * Adrienne Angle, Katie Nixon, Janet Lee, Helen Warner**

Mindtools is the name given to computer applications that engage learners in critical thinking about the specific content they are studying (Jonassen, 1998). In contrast to instructional technologies that simply deliver instruction, mindtools are computer applications that help learners interpret, organize, and construct their own personal knowledge structures. There are several types of mindtools, and each scaffolds learner reasoning in different ways. However, all mindtools require users to think critically and construct their own understanding of the content they are studying.

=Semantic Organization Tools= Semantic organization tools are systems that help learners organize new information. Databases and semantic networking are two of the most common semantic organization tools.

Databases


Databases are organized, electronic records of information. Essentially, databases are electronic versions of the paper filing systems used in many offices. Databases organize content by the kind of information in each record and create categories for related fields to facilitate quick retrieval. These tools can also help users analyze relationships among records by using search and sort functions for a given set of parameters.

In order to effectively use and construct databases, users must think critically about how to develop a data structure for their data set. Users must also locate and insert the appropriate information into each field or record. In this sense, the construction of a database is a constructivist use of technology; users tap into their conceptual understanding of a content area to create their own structure for a given body of data through categorization and organization. Jonassen describes that this is "knowledge construction, not reproduction" (1998).

Semantic Networking
Semantic networking programs allow users to create electronic concept maps. Concept mapping is a strategy that helps learners build conceptual understanding, identify relationships, and organize information related to a particular concept. This approach helps learners visualize and graphically organize information. Programs such as SemNet, Inspiration, and Mind Mapper help learners build concept maps electronically; these representations can be multileveled and are easily modifiable as learners gain new information.

Through semantic networking, learners can represent the structure of knowledge, or schema, that they have constructed mentally. In a classroom, teachers could use this strategy to assess students' conceptual understanding of a particular topic. Concept mapping could also be used to track change in a learner's schema overtime. In addition, semantic networking can be used to help learners organize their thinking as they are building these knowledge structures.

=Dynamic Modeling Tools= Dynamic Modeling Tools are tools to help learners describe the dynamic relationships between ideas. Tools for dynamic modeling can include spreadsheets such as excel documents, expert systems, systems modeling tools, and microworlds.

Spreadsheets
“Spreadsheets are computerized, numerical record keeping systems” that are supposed to replace paper-based accounting systems. A spreadsheet is a “grid or matrix” of cells that serve as placeholders for values and/or formulae. An individual can manipulate and program values in each cell for their specific purposes. Spreadsheets allow users to easily input and compute data in a system that essentially, does all the work for them. However, despite the computer "doing all the work," the individual user must be knowledgable of the formulas in order to input it into the program. The most popular spreadsheet system used is Microsoft Office’s Excel spreadsheet. Microsoft Excel is a commercial program that utilizes a spreadsheet application that is written and distributed by Microsoft for Microsoft Windows and Mac OS X. Although not much has changed in the world of spreadsheets, subtle improvements have been made such as allowing multiple users to edit and make changes at the same time. Google Docs provides users with the possibility to create spreadsheets within a document and share it with multiple users. Multiple individuals are able to view and make changes to the document from different locations, and having members view the changes as it is happening. This tool mimics mathematical logic used for calculations. By making this correlation known to users allows them to improve their understanding of the procedures needed to produce the desired outcome. Though normally used for business organization and accounting processes, spread sheets can be useful in social studies, ecology, chemistry, and physics. This mind tool is no longer used just for business. Students, teachers, event planners, etc. utilize this tool to organize not just mathematical calculations, but also to organize other information such as vacation plans, classroom grading, etc. Microsoft Office even provides templates for different uses in Excel. It can be used as an organizational tool for any genre ranging from academics, problem solving, decision analysis, weddings, personal travels to much more.

Expert Systems
An expert system is essentially an artificial decision maker, or a form of Artificial Intelligence (AI). It is a computer program that simulates the way people of a specific expertise solve problems. Expert systems contain a knowledge base, inference engine, and user interface. It uses "shells," which is a component that engages in the critical thinking aspect of the program. They also interact with the users of the program in order to gather data, which is then applied to the existing knowledge base. The purpose of this system is to help deepen understanding since it mimics the thought process of a Subject Matter Expert (SME). Comprehensive research has focused on creating these systems to help professionals with their daily work.

Unlike courseware where a program and hypothetical situations are imbedded into the system and where training or learning can be unsupervised, an expert system implements logical arguments, much like what a SME would provide, to information that is provided or given. For example, geologists use expert systems to decide where to drill for oil, bankers use it to help evaluate a loan application, and employees use it to decide company benefit alternatives.

Systems Modeling Tools
Systems Modeling Tools require students to develop complex mental representations of the phenomena they are study. Jonassen references the program Stella which allows students to create graphic organizers for abstract concepts in texts. Students uses building block icons to construct a map of cognitive processes. The cognitive conception representations that Stella creates are expressed as different blocks/icons representing different components and variables which are all interconnected. Essentially Stella and other dynamic modeling tools help students construct concrete maps of abstract analysis and concepts. Stella has been updated since Jonassen’s article to Stella4D with better graphics, and 4D modeling. Now

Newer, free, web-based system modeling tools, such as [|Gliffy], allow students to create mental representations of the concepts with original design or more familiar concept maps (such as Venn diagrams or flow charts). They are not as interactive or as easily manipulated as Stella.

Microworlds
Jonassen explains that “Microworlds are exploratory learning environments or discovery spaces in which learners can navigate, manipulate or create objects, and test their effects on one another.” Many microworlds are video-based adventure games which engage students as they create essentially their own space. Jonassen references the Geometric Supposer and Algebraic Supposer as standard tools for testing conjectures in geometry and algebra by constructing and manipulating geometric and algebraic objects in order to explore the relationships within and between these objects. Contemporary examples include games like Second Life and Sims’ City. Over the past decade, world creations have become more prevalent in instructional computer programming.

=Information Interpreting Tools= Information Interpretation Tools help learners to access and process information.

Search Engines
Search engines allow students to limit and organize the kinds of information they receive in their hits. Google provides hits based on the number and ranks of other web sites and pages that link there. Dogpile is a search engine which allows you to search all search engines.

Visualization Tools
Visual tools offer students access to information through a visual modality. They provide tools which allow students to reason visually in certain areas. Visual software like MacSpartan (a visual science software) enable students to view, rotate, and measure objects and information as well as modify and construct these objects and information.Other web-based resources include Wordlewhich allows you to generate "word clouds" from texts you provide. The clouds give greater prominence to words that appear more frequently in the source text. Gapminder World lets students see visual representations of demographics and data among nations in the world and manipulate maps and data to understand causal relationships.

=Knowledge Construction Tools= Jonassen cites the theory of constructionism, which is based on Piaget's constructivist learning theory, to explain why it is important for students to develop their own understanding of concepts. He argues that learners acquire more knowledge by having to design and construct an object instead of just studying the object.

Hypermedia
Jonassen describes hypermedia as information nodes, the basic unit of information storage. The nodes can consist of a page of text, graphic, video clip, sound byte, or an entire document. Nodes are connected to each other via links, creating a "dynamic knowledge base that continues to grow, representing new and different points of view." To navigate the knowledge base, users select links to follow through the information. Together, the node and link structures create an interconnected "network of ideas." While hypermedia has traditionally operated as a tool for information retrieval, Jonassen argues it is even more effective to have students create their own hypermedia knowledge base. Hypermedia can be applied to any content area and requires an additional subset of skills that deepen student understanding and knowledge, such as project management, research, organization, presentation, and reflection.

= = =**Conversation and Collaborative Tools**= Similar to Vygotsky's Social Development Theory, Jonassen argues that we often learn more through the social negotiation of meaning rather than just being taught. There are many computer-based environments that support this collaborative form of learning. Online telecommunications, such as live chat programs and videoconferencing, offer learners opportunities for real-time discussions and interactions with their peers. Other forms of internet-based communication, such as blogging/microblogging (Twitter), email, listservs, and message boards, provide additional opportunities for interpersonal exchanges. There are also countless methods of technology-supported information collection and organization, such as internet searches, wikispaces, virtual field trips, and database creation.



Jonassen describes the scaffolding necessary to enable students to effectively communicate using these technological tools. To meaningfully participate in online communications, Jonassen explains that students must be able to "interpret messages, consider appropriate responses, and construct coherent replies." While this skill is certainly addressed in many effective classrooms, Jonassen also provides details on an internet-based program that attempts to address this skill. The Collaboratory Notebook is a science-based online environment in which students and teachers pose questions that can be addressed by participants across the country. To scaffold the communication process, the Collaboratory will require students to communicate with certain types of responses. For example, if a student provides a conjecture on a topic, the program will require the student to support the proposition with support or evidence. This scaffolding is designed to facilitate more effective communication between those engaged in the discussion.

