#12. Cognitive Flexibility

As with other models that encourage real world experience, the Cognitive Flexibility model has great intentions even though it seems to be one of the more complicated to implement. Ill-structured knowledge, multiple representations, case-based scenarios, and complex situations are presented with CF models of learning. Epistemic cognition, which are perceptions that learners have about the nature of learning and structure of knowledge is also a primary consideration (Jacobson, 1995, p.304). CF is more concerned with knowledge construction and transfer rather than rote memorization (Jacobson, 1995, p.305).

From the CF lecture, an example on the various uses of the word "bat" helped me visualize how CF could be applied to foreign language courses. However, I am not sure how to further develop the CF model for foreign language instruction that could use it to the fullest potential. I do not think the CF would be the most ideal method for several reasons. Rote memorization is pertinent in some degree and presenting complex situations may confuse and discourage the student. Most of the decision making process in learning a language is linear; there are very limited number of ways to ask for someone's name in a conversation. As a result, the intensive effort needed for development of a CF could not be justified for a foreign language course.

Modern technology serves CF well with more appealing interfaces and improvements to issues of navigation and accessing information as addressed by Jonassen due to growing expertise in the industry (Jonassen, 1992, p.314) Take the EASE History Tour for example, it is wonderfully designed, with a simple yet pleasing layout. Though there is a large amount of content, the site does not seem cluttered.  Topics are clearly organized, and there is a library of lessons that pertain to each topic which instructors new to the site could use as a starting point.  The "Tour" page which gives explicit instructions on how to look for information and what icons mean is especially helpful to both instructors and students. To develop a CF, I think the bulk of the work would be invested in the planning stages, like designing the program blueprint, web development strategies, and collecting case study material. As technology and user preferences change, the site would need to be updated accordingly.

While CF provides a wealth of resources and problem solving opportunities, it seems less involved with interaction and hands-on learning than other models. I would suggest a live video chat with experts or even a video game simulation that can respond dynamically to a learner. Video game technology is very adept with user-friendliness and navigation components. Perhaps this area should be explored to facilitate the development of a computer or web-based course. Just as we consider the creation of learning-oriented TV programs, video games can be refashioned for educational purpose as well, if individuals and entities are willing to make the investment.

References:

Jonassen, D.H., Ambruso, D.R., & Olesen, J. (1992). Designing a hypertext on transfusion medicine using cognitive flexibility theory. Journal of Educational Multimedia & Hypermedia, 1(3), 309-322.

Jacobson, M.J., & Spiro. R.J. (1995). Hypertext learning environments, cognitive flexibility, and the transfer of complex knowledge: An empirical investigation. Journal of Educational Computing Research, 12(4), 301-333.