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...[[Computer-mediated communication]], [[Distributed cognition]], [[situated cognition]], [[awareness]] ...cognitive processes. The environment consists of both physical context and social context.

...activities. Furthermore it inherits general VE features like social space, social presence, [[awareness tool]]s etc. and that can and should be exploited by * A virtual learning environment is a social space: educational interactions occur in the environment, turning spaces in

{{quotation|Social network analysis is focused on uncovering the patterning of people's intera ...g of a social network, a complete and rigorous description of a pattern of social relationships is a necessary starting point for analysis. That is, ideally

...of distributed cognition. L. Resnick (ed.) Perspectives on Socially Shared Cognition. Washington, DC: American Psychological Association, 283-287. * Hutchins, E. (1994). Cognition in the Wild. Cambridge, MA. MIT Press.

...ncludes the activities/mechanisms performed individually, since individual cognition is not suppressed in peer interaction. But, in addition, the interaction am ...to the group project"). Hence, the 'collaborative' situation is a kind of social contract, either between the peers or between the peers and the teacher (th

...man functioning is determined by (a) '''personal factors''' in the form of cognition, affect, and biological events, (b) '''behavior''', and (c) '''environmenta ...tion | With the publication of Social Foundations of Thought and Action: A Social Cognitive Theory, Bandura (1986) advanced a view of human functioning that

...tion specific to the subject, or through the appropriation of pre-existing social schemes. See also: [[cognitive tool]], [[external cognition]]

...tegies]]. It is closely related to [[socio-culturalism]] and [[distributed cognition]] and (probably identical) to [[cognitive apprenticeship]]. * Meaningful learning will only take place if it is embedded in the social and physical context within which it will be used. (Brown et al 1989) accor

...try to enculturate students into authentic practices through activity and social interaction" (Brown et al.). Thus, it is important not only to solve proble complex and important skills, such as those required for language use and social interaction, are learned informally

...constructed through the interplay of existing knowledge and individual (or social) experience. There are several variants, e.g. #* [[Situated cognition]]

...of as a 'social process in which meaning is negotiated, goals emerge from social processes, and success is taken within context' (Young, Barab, & Garrett, 2 ...g Virtual Worlds: Tracing the Historical Development of Learner Practices, Cognition And Instruction, 19(1), 47-94. [http://inkido.indiana.edu/research/onlinema

...ia separate computers through the Internet or a network connection - using social software. CMC does not include the methods by which two computers communica ...novelty but a communication channel through which much of our business and social interaction takes place, and this transformation is expected to continue" (

...[groupware]] application) or based on [[social computing]], e.g. several [[social software]] includes [[note taking]] tools. * Flower, L. S. and Hayes, J. R. (1980) The cognition of discovery: defining a rhetorical problem. College Composition and Commun

===Social constructivism or Socio-Constructivism=== ...e local processes in collaborative learning and in the discussion of wider social collaboration''''' in a given subject, such as science. ([[socio-constructi

...ourse and dialogue (Reichman 1985; Grosz and Sidner 1986), and theories of social interaction (Goffman 1970; Brown and Levinson 1987; Sacks, Schegloff, and J ...ourse and dialogue (Reichman 1985; Grosz and Sidner 1986), and theories of social interaction (Goffman 1970; Brown and Levinson 1987; Sacks, Schegloff, and J

...t effective in formal learning situations: it is situated, contextual, and social.}} ..., Blanchard-Fields, F, Cho, JR and Druhan,B. (1989). Learning, Memory and Cognition, ''J of experimental psychology'', Vol. 15/6 1083-1100

...organization that includes formal or informal hierarchies, some idea of ''social service'' (members helping each other), and a willingness learn from each o ...). A well designed portal that provides both functionality and a sense of "social presence and being there" may help.

...uld include [[situated cognition|situatedness]], i.e. interaction with the social and physical context. ...rring in situations where at least two persons try to solve a problem. The social world of a learner includes the people that directly affect that person, in

...ence of Learning, National Research Council, Commission on Behavioral and Social Sciences and Education, [http://newton.nap.edu/html/howpeople1/ HTML] and [ ...& Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332.

Building on top of Salomon's (1991,1993a, 1993c) concepts of distributed cognition, ...agree that symbol systems should be conceptualized as part of distributed cognition, since most cognitive actities rely on symbol processes. On the other hand,

domains of natural and particularly social/behavioural sciences, theory building is the See also: [[social computing]] and [[virtual environment]]s.

...o include the self-regulation of motivation, the learning environment, and social supports for self-directedness.}} (Zimmerman et al. (1992: 664) ...e goals, extrinsic rewards, task value, interest, mastery goals, efficacy, cognition, help seeking, environment, attention, willpower, emotion, other motivation

#* .... in particular in social sciences where man is subject and object, observer and observed and where m ** you believe in a marxist activity-based scheme of looking at social phenomena

...sting independent of the mind of individuals, and is transferred "inside". Cognition is the rule-based manipulation of these symbols...this school of thought be ...ose mental activities...thinking is grounded in perception of physical and social experiences, which can only be comprehended by the mind. What the mind prod

...n rules. This model acknowledges the declarative and procedural aspects of cognition.}} ([http://tip.psychology.org/concept.html TIP -Concepts], {{retr}}) ...F. Rouet, J. J. Levonen, A. P. Dillon et R. J. Spiro (dir.), Hypertext and cognition (pp. 43-72). Mahwah, NJ: Lawrence Erlbaum.

...g about learning that will allow our understanding of cognition and social cognition to have impact in education. JLS publishes research articles that advance o ...s scheme reflects the debate about research "paradigms" that has dominated social science research literature for decades. For example, Soltis (1992) claims

# Then, MBD proceeds by investigating the environmental needs and social context necessary for making those affordances recognizable and graspable. * Klahr, D. (2000). Exploring Science: The Cognition and Development of Discovery Processes. MIT Press, Cambridge, MA.

...escribed as a programmable modeling environment for simulating natural and social phenomena. {{quotation|NetLogo is particularly well suited for modeling com ...onstructed large numbers of models of complex phenomena in the natural and social worlds. The Models Library that comes with NetLogo covers phenomena in biol

Design-based research uses the full range of social science methodologies, but if faces specific challenges (most of which can ...ice exceptional children: Toward an integration of motivation, emotion and cognition factors for a technology-based intervention. In Dai, D.Y. (Ed.), Design Res

...itation and management of sustainable transformations, whether individual, social, structural or institutional. In this respect, most pedagogies should be re ...e notices that TP is still an ongoing process shifting over time to follow social transformation:

...ivist]] in nature and explain behavior as as response to psychological and social needs. The relation between need and motivation can be described as a feedb ===Needs, goals and social interaction. ===

<p>Triangulation of personal/ social feedback</p> &amp; distributed cognition (metacognition).</p>

<td>Social practice, "knowing in action"</td> <td>Action in (complex and social) situations</td>

...rs can display their badges online and can share badge information through social networks. ...ital badge identified a wide variety of uses, such as sharing them through social media and printing off a hard copy certificate. Others were uncertain about

...l practices of joint meaning-making, rather than individuals' practices in social settings. ...social is grounded in individual activities; concepts of praxis, activity, social reproduction, structuration and enactment begin to address this dialectic.

...ientific inquiry in biology classrooms. In S. M. Carver & D. Klahr (Eds.), Cognition and Instruction: Twenty five years of progress (pp. 263–305). Mahwah, NJ: * Roehler, L. R., & Cantlon, D. J. (1997). Scaffolding: A powerful tool in social constructivist classrooms. In K. Hogan & M. Pressley (Eds.), Scaffolding st

...testifies to their specialisation and becomes one of the factors of their social recognition. But, while the textbook officializes and consolidates, it also ...text is end-directed towards an exam or outcome reflecting a goal-carrying social value. (Issit, 2005: 689)

See also: [[Shared cognition]], [[learning analytics]] ...ed in. Greenberg (1996) thinks that this type of awareness plays a role of social glue between people.

...ources, i.e. what is called progressive education in the US, [[distributed cognition]] and [[Community of practice|apprenticeship learning]], critical pedagogy ...Wenger <ref name=":0">Wenger, Etienne. (2000), Communities of Practice and Social Learning Systems, Organization, Volume 7(2): 225-246</ref> identity is what

...icroworld must be defined at the interface between an individual user in a social context and a software tool possessing the following five functional attrib ...g Virtual Worlds: Tracing the Historical Development of Learner Practices, Cognition And Instruction, 19(1), 47-94. [http://inkido.indiana.edu/research/onlinema

PBL is inherently social and collaborative in methodology and teaches students essential "soft skill ...collaboration as a member of a group, communication and leadership skills, social and ethical skills.

* Bekker, M.M. and Sturm, J. (2009) Stimulating Physical and Social Activity through Open-Ended Play , Interact 2009, Uppsala, Sweden, 952- 953 ..., B. (2008) Interactive Play Objects and the effects of open-ended play on social interaction and fun, In Proceedings of ACE, International Conference on Adv

...s to create artefacts, and thereby differentiated it from natural science, social science and humanities – but not from engineering. [..] His point of depa ...ng and digital scholarship initiatives. They argue that design methods and cognition are relevant for addressing global-scaled challenges and notice that {{quot

...can act. Finally, there can be a general increase in [[reflection]] (meta-cognition). ...led on the journal publication process of an academic society and based on social constructivism (Falchikov and Goldfinch, 2000 and Lin et al., 2001a), has b

...onstructing knowledge based on previous knowledge and interaction with the social environment, e.g. theories that have followed from [[constructivism]] (Piag ...se valuable experiences ... as well as promotes a greater appreciation for social responsibility (Scott, 1994)". Hence, it also provides opportunities for in

# Social and Situational Interaction Among Learners # Social interaction style (added later): individual preference for social interaction while learning

...objectif - riche de cette nouvelle compréhension de la cognition et de la cognition sociale - d'avoir un impact sur l'éducation. Elle publie des articles de r ...aux innovations technologiques en lien avec le développement économique et social.}}

...83).}} He also notes that few research exists with respect to higher-order cognition and concludes: {{quotation|Given the complexity of tasks present in many cu ...teractive games for health promotion: Effects on knowledge, self-efficacy, social support and health. In R. L. Street, W. R. Gold & T. Manning (Eds.), Health

* [http://www.idrc.ca/fr/ev-133060-201-1-DO_TOPIC.html Domaine social], par J. M. Chevalier * Greener, S., Shurville, S. and Rospiglosi, A. (2007). The Value of Social Cognitive Theory in Online Discussion: Reflection via a Critical Incident r