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== Definition ==

See also: [[Socio-constructivism]], [[Community of practice]], [[Computer-mediated communication]], [[Distributed cognition]], [[situated cognition]], [[awareness]]

According to Kumar (1996): In '''shared cognition theory''' the environment in which learning takes place is given the focus rather than the environment-independent cognitive processes. The environment consists of both physical context and social context.

== Shared cognition and learning ==

Shared cognition is related to [[situated cognition]] theory and that focuses on peer learning in contexts where they are applicable (Brown, Collins, & Duguid, 1988 and Lave & Wenger, 1991). According to Kumar (1996), advantages of the situated cognition approach and [[situated learning]] instructional designs are:

* By linking together specific contexts and the knowledge to be learned, peers learn conditions under which the knowledge should be applied.

* Situations foster creative thinking. Peers often learn how the knowledge they have can be applied in new situations.

* Situatedness leads to the acquired knowledge being more practical in nature.

According to this approach, collaboration is viewed as a process of building and maintaining a shared conception of a problem, thus ensuring a natural learning environment.

== Shared cognition and team work ==

Overall, it seems that situation [[awareness]] is the broadest goal state within group cognition. Within situation awareness is the concept of team or
shared mental models. These mental models can be taskwork or teamwork-related, and can focus on knowledge structures or belief structures

{{comment|someone should start writing something based on Hopp et al maybe}}

== References ==

* Brown, J. S.; Collins, A.; and Duguid, P. (1988). Situated cognition and the culture of learning. Technical report, Institute for Research on Learning.

* Clark, H. H. & Brennan, S. E. (1991). Grounding in communication. In L. B. Resnick, J. Levine and S. D. Teasley (Eds.), Perspectives on Socially Shared Cognition (pp. 127-149). Washington, DC.: American Psychological Association.

* Hopp, Pam; C.A.P. Smith and Stephen C. Hayne (2002), Literature Review of Shared Cognition, College of Business, Colorado State University, Working Paper. [http://selfsynchronize.com/hayne/onr/SMM%20lit%20review.pdf]

* Kumar, Vivekanandan Suresh (1996), Computer-Supported Collaborative Learning: Issues for Research, Department of Computer Science, University of Saskatchewan. [http://www.cs.usask.ca/grads/vsk719/academic/890/project2/project2.html HTML], retrieved 18:01, 9 February 2007 (MET).

* Lave, J., and Wenger, E., eds. 1991. Situated Learning: Legitimate peripheral participation. Cambridge University Press.

* Robert M. Cradock. Review of Lauren B. Resnick; John M. Levine; Stephanie D. Teasley, Contemporary Sociology, Vol. 21, No. 5. (Sep., 1992), pp. 716-717. [http://links.jstor.org/sici?sici=0094-3061%28199209%2921%3A5%3C716%3APOSSC%3E2.0.CO%3B2-W JSTOR Bitmap]

[[Category: Learning theories]]
[[Category: Psychological theories]]
[[Category: Collaborative learning]]{{edutechwiki}}

Shared cognition - Revision history

Daniel K. Schneider: 1 revision imported

edutechwiki_en>Hayne at 15:16, 8 March 2009