Department of Science, Mathematics and Technology

Faculty of Education
University of Pretoria
2009
BEd (Hons) CIE
CIT 720 Computers as Cognitive Tools
Table of Contents
Page
Organisational component 4
1 Welcome 4
2 Lecturer 4
3 Calendar 4
4 Academic honesty 5
5 Assessment 6
6 Written examination 6
7 Prescribed text 6

Study component

Session 1: Introduction to conceptual change 7

Session 2: Modelling with databases 7

Session 3: Building a database model 7

Session 4: Modelling with spreadsheets 9

Session 5: Building a spreadsheet model 10

Session 6: Modelling with Expert Systems 10

Session 7: Building an expert systems model 10

Assessment Rubrics 11

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Organisational Component
1. Welcome
Welcome to CIT 720 Computers as Cognitive Tools. We trust that you will find
the content motivating and challenging.

2. Lecturer
Lecturer Prof. Tinus Kühn
Department Curriculum Studies
Office Aldoel Building E210
Telephone no. 012.420.2883
E-mail tinus.kuhn@up.ac.za
Consulting hours By appointment

3. Calendar

Session 1 Introduction to conceptual change

Date 15 July 2009

Time 17:30-20:30

Venue Computer Lab, Groenkloof Campus

Session 2 Modelling with Databases (Part 1)

Date 22 July 2009

Time 17:30-20:30

Class test: 17:30-18:00

Venue Computer Lab, Groenkloof Campus

Session 3 Modelling with Databases (Part 2)

Date 29 July 2009

Time 17:30-20:30

Class test: 17:30-18:00

Venue Computer Lab, Groenkloof Campus

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Session 4 Modelling with Spreadsheets (Part 1)

Date 5 August 2009

Time 17:30-20:30

Class test: 17:30-18:00

Venue Computer Lab, Groenkloof Campus

Session 5 Modelling with Spreadsheets (Part 2)

Date 12 August 2009

Time 17:30-20:30

Class test: 17:30-18:00

Venue Computer Lab, Groenkloof Campus

Session 6 Modelling with Expert Systems (Part 1)

Date 19 August 2009

Time 17:30-20:30

Class test: 17:30-18:00

Venue Computer Lab, Groenkloof Campus

Session 7 Modelling with Expert Systems (Part 2)

Date 26 August 2009

Time 17:30-20:30

Class test: 17:30-18:00

Venue Computer Lab, Groenkloof Campus

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4. Academic Honesty
It is expected from candidates to uphold the highest level of academic honesty.
A candidate will not submit assignments by copying the work of another
candidate.

Direct quotations, facts and figures, as well as ideas and theories, from both
published and unpublished works must always be referenced.

A charge of misconduct will be laid against a student that violates the copyright
law. A Committee of Discipline can then:

• deprive a student the right or a privilege in terms of his or her registration;

• suspend a student for a specified period;
• deny a student the privilege of re-registration as a student at the
University.

Consult an official guide on one of the referencing styles. The Harvard

referencing style is sufficient for use in this module.
(http://library.curtin.edu.au/referencing/harvard.pdf).

5. Assessment
To demonstrate the outcomes of this module successfully, candidates will have
to:

• Complete and submit all the assignment(s) on time.

• Sit for a written examination on the theory relating to this module.

The marks obtained for the practical assignment(s) will constitute your module
mark. The average of the module mark and the mark obtained in the written
examination will constitute the final mark of the module.

6. Written Examination

Date: [To be determined]

Time: [To be determined]
Venue: Gym Hall, Groenkloof Campus

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7. Prescribed Text

Jonassen, D.H. 2006. Modeling with

Technology. New Jersey: Pearson
Education Inc.

• Information Technology Service Durham University. 2007. An

introduction to databases using Microsoft Access 2003. Available online
at: http://www.dur.ac.uk/resources/its/info/guides/41Access2003.pdf
Accessed on 30 June 2009.

• Introduction to SQL. 2009. Available online at:

http://www.w3schools.com/sql/sql_intro.asp. Accessed on 30 June 2009.

• Information Technology Service Durham University. 2006. Using

formulae and functions in Microsoft Excel.. Available online at:
http://www.dur.ac.uk/resources/its/info/guides/35Excel2003Formulae.pdf
Accessed on 30 June 2009.

Students should take note of the following:

• Students have two weeks for the completion of an assignment. No late

submissions will be marked.
• If a student copies work from a friend or fellow student, both students will
forfeit the mark.
• Students may not use a cellular phone for accepting calls or sending
sms-messages during contact sessions.
• If assignments are not available electronically no mark will be awarded.
• Should a student arrive late, the lecture or part of the lecture missed will
not be repeated for the sake of the latecomer.
• There is a language penalty for each assignment; since the computer-
based instructional tools that you design are available online, students
should ensure that language usage is acceptable and correct.

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Study Component
Session 1: Introduction to conceptual change
Learning outcomes

By the end of the session you should be able to:

• Outline how the traditional view of teaching with technologies differs from
current perspectives on the topic.
• Point out what the purpose of technology is in teaching.
• Outline what conceptual change means for Jonassen.
• Explain Jonassen’s use of the term modelling.
• Define model building as a strategy and outline what Jonassen’s stance
on mindtools is.
• Explain how Jonassen relates mindtools to constructivism.
• List the variables that effective mindtools depend on.
• Write explanatory notes on conceptual change.
• Mention what the kinds and amount of conceptual change depend on.
• Outline what cognitive conflict is.
• Outline what a model as a conceptual system consists of and indicate
how it is represented externally.
• Comment on the function of external models.
• State the purpose of modelling.
• Distinguish between quantitative and qualitative models.
• Explain the difference between constructing a model and using it and
explain why using a model does not provide much opportunity for
learning.
• Define domain knowledge and mention two computer-based tools to
propagate it.
• Mention the four kinds of system in systems thinking.
• Define system.
• Explain what modelling thinking means.
• Write explanatory notes on mindtools in education.
• Mention four classes of mindtool and indicate what kind of computer-
based tool each can be propagated with.
• Mention two limitations of mindtools.

Reading Activity

Jonassen, D.H. 2006. Modeling with Technology, pp. xiii - 26.

Asignment 1

• Answer the following questions in a MS Word document:

1. Briefly discuss conceptual change as seen by Jonassen.
2. Briefly explain Jonassen’s use ot the term modeling.
3. Briefly discuss the meaning of the word mindtool.

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 4. Briefly state the purpose of modelling.
5. Briefly discuss the modelling of domain knowledge, systems, thinking,
problem solving and experiences.
6. Briefly discuss the limitations of mindtools.
• Save the document in your esnips folder.
• Create a link in your portfolio to the MS Word document in esnips.

Session 2: Modelling with Databases (Part 1)

Learning outcomes

By the end of the session you should be able to:

• Define basic database terminology.

• Open an existing MS Access database.
• Defining fields in MS Access.
• Create a table structure in MS Access.
• Enter and edit data in a table.
• Insert and delete records.
• Make global changes in MS Access.
• Use the AutoForm wizard.
• Add new records in the data entry form.
• Delete records in the data entry form.
• Resize a form.
• Adding special controls on a form.
• Move around data tables in MS Access.
• Sort records in MS Access.
• Locate specific records in MS Access.
• Use filtering of data by selection, form and input.
• Sort filtered records in MS Access.
• Do queries in a database and apply SQL language to code a query.
• Apply calculated fields in a query.
• Mention the components of a database managing system
• Mention two important database managing system organising tools and
outline the functions required to implement them.
• Explain the term flat file database.
• List the advantages and disadvantages of modelling with databases.

Reading Activity

Information Technology Service Durham University. 2007. An introduction to

databases using Microsoft Access 2003. Available online at:
http://www.dur.ac.uk/resources/its/info/guides/41Access2003.pdf
Accessed on 30 June 2009.

Introduction to SQL. 2009. Available online at:

http://www.w3schools.com/sql/sql_intro.asp. Accessed on 30 June 2009.

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Session 3: Modelling with Databases (Part 2)
Learning outcomes

By the end of the session you should be able to:

• Write explanatory notes on the intellectual skills involved when learners

construct a database and outline what kind of analysis modelling with a
database entails.
• List and outline the strategies for modelling with databases.
• List the advantages and disadvantages of modelling with databases.
• Discuss the steps to be followed when coaching modeling with
databases.
• Design and develop a database for modeling domain knowledge.

Reading Activity

Jonassen, D.H. 2006. Modeling with Technology, pp. 91-100.

Assignment 2

Design a database as a mindtool for modelling domain knowledge. The domain

for the database will be supplied. Include the worksheets that you will hand to
learners that will support them in exploring the domain knowledge.

Create the database as Assignment_2.mdb in the your esnips disk space. Save
the worksheets that you will hand to learners that will support them in exploring
the in esnips.

Create a link in your portfolio to assignment_2.mdb as well as the worksheets.

Submission date: 4 August 2009.

Session 4: Modelling with Spreadsheets Part 1)

Learning outcomes

By the end of the session you should be able to:

• Define spreadsheet.
• Define function in spreadsheet context.
• Mention the three primary functions of spreadsheets.
• List the mental processes generated by spreadsheets.
• Outline the essence of a spreadsheet.
• Mention 4 ways in which spreadsheets model phenomena.
• Write explanatory notes on spreadsheets for computation, analysis and
reasoning.
• Write explanatory notes on spreadsheets for mathematics
comprehension.
• Enter formulae in MS Excel.

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 • Edit formulae in MS Excel.
• Use cell references.
• Use relative addressing of cells in MS Access.
• Use absolute addressing of cells in MS Access.
• Add numbers using the button and SUM function.
• Use the mathematical functions.
• Use the text functions.
• Use the logical functions.
• Use the date and times functions.
• Use the statistical functions.
• Use the lookup functions.
• Use the graph functions of MS Excel.

Reading Activity

Information Technology Service Durham University. 2006. Using formulae and

functions in Microsoft Excel.. Available online at:
http://www.dur.ac.uk/resources/its/info/guides/35Excel2003Formulae.pdf
Accessed on 30 June 2009.

Session 5: Modelling with Spreadsheets (Part 2)

Learning outcomes

By the end of the session you should be able to:

• Explain the components of and mental activities of the learner in doing

spreadsheet calculations.
• Outline how spreadsheets can animate numeric phenomena.
• List the strategies for modelling with spreadsheets.
• Briefly discuss the advantages and limitations of modelling with
spreadsheets.
• Design and develop a spreadsheet for modeling phenomena.

Reading Activity

Jonassen, D.H. 2006. Modeling with Technology, pp. 117-132.

Assignment 3

Design a spreadsheet to model a domain-related knowledge system. The topic

for the domain-related knowledge system will be provided.

The knowledge system must be integrated into a computer-based learning

event that should guide the learner in exploring relationships in the system.

After completion of the mindtool upload it to your eSnips file sharing facility.

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 Submission date: 18 August 2009.

Session 6: Modelling with expert systems (Part 1)

Learning outcomes

By the end of the session you should be able to:

• Define expert system.

• Define artificial intelligence (AI).
• Point out what kind of reasoning expert systems ideally propagate.
• Mention the seven components of an expert system and discuss each in
detail.
• Outline the rationale for modelling with expert systems from a didactic
perspective.
• List the strategies for modelling with expert systems.
• Briefly discuss the advantages and limitations of modelling with expert
systems.

Reading assignment

Jonassen, D.H. 2006. Modeling with Technology, pp. 61-65; 133-147.

Session 7: Modelling with expert systems (Part 2)

Learning outcomes

By the end of the session you should be able to:

• Design and develop a rule based expert system using e2gLite Expert
System Shell.
• Create rules, prompts and goals using e2gLite Expert System Shell.

Assignment 4

Create an expert system on a given topic combined with an online assignment;

the learner must make use of the expert system to complete the assignment.
The following principles apply:
• Prevention of memory overload.
• Supplying immediate feedback – not delayed feedback.

After completion of the mindtool upload it to your esnips file sharing facility.

Submission date: 1 September 2009.

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Assessment Rubrics

CIT 720 MARKING GRID FOR ASSIGNMENT 2: Database Model

Aspect 3 2 1 Weight Score

Database

Self-contained database Complete database; Almost complete Incomplete database; 5

all components database; most only some
supplied. components supplied. components supplied.

Data types All data types Most data types Few data types 4
appropriate. appropriate. appropriate.

Field names All field names Most field names Few field names 3
descriptive. descriptive. descriptive.

Form layout Exemplary layout. Satisfactory layout. Unsatisfactory layout. 4

Queries All queries Most queries Few queries 4

appropriate. appropriate. appropriate.

Content Rich in content. Content rather Content poor. 4

average.

Language usage No errors. Some minor errors. Marred by careless 5

errors.

Worksheets

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Layout Exemplary layout. Satisfactory layout. Unsatisfactory layout. 4

Questions High quality. Average quality. Low quality. 5

Language usage No errors. Some minor errors. Marred by careless 5

errors.

Total 43

CIT 720 MARKING GRID FOR ASSIGNMENT 3: Spreadsheet Model

Criterion 3 2 1 Weight Score

Title page • All the information is • Some of the • Most of the information 5
appropriate. information is is inappropriate.
appropriate.

Instructions • Complete • Mostly complete. • Incomplete 3

• Systematic • Mostly Systematical • Unsystematic
• Chronological • Mostly Chronological • Unchronological

Form layout Exemplary layout. Satisfactory layout. Unsatisfactory layout. 3

Charts • Complete • Mostly complete • Incomplete 4

• Functional colours • Mostly functional • Non-functional colours.
• Completely self colours • Not self explanotory

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 explanatory • Mostly self explanatory

Content Correct. Flawed. Unacceptable. 5

Language usage No errors. Some minor errors. Marred by careless errors. 5

Total 25

CIT 720 MARKING GRID FOR ASSIGNMENT 4: Expert System

Aspect 3 2 1 Weight Score

Completeness – is it Completely Almost complete expert Incomplete database; 10

representative of the representative system; most only some components
content area components present present

Accuracy Completely accurate Minor inaccuracies Major inaccuracies 20

Reality match: is ES Valid ES Few shortcomings. Major shortcomings 40

valid?

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Quality of output – that High level output. Satisfactory output. Unsatisfactory output. 10
user receives

Interface No errors and Minor errors and almost Major errors and not 20
completely user-friendly. completely user-friendly. completely user-friendly.

Learning event Learning event very Learning event Learning event 50

meaningful and somewhat meaningful meaningless and not
appropriate. and mostly appropriate. appropriate.

Language penalty No errors. Some minor errors. Marred by careless 5% - 25 %

errors.

Total 150

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