!

!" # "
" $
#
Organisational component 4
% Welcome 4
Lecturer 4
& Calendar 4
' Academic honesty 5
( Assessment 6
) Written examination 6
Prescribed text 6

Study component

Session 1: Orientation 7

Session 2: Modelling with databases

Learning object 1: Basic database terminology
Learning object 2: Queries in databases
Learning object 3: Flat file database
Learning object 4: Strategies for developing database skills
Learning object 5: Advantages and limitations of database modelling

Session 3: Building a database model

Session 4: Modelling with spreadsheets

Learning object 1: Date & Time functions
Learning object 2: Math & Trig functions
Learning object 3: Statistical functions
Learning object 4: Lookup & Reference functions
Learning object 5: Database functions
Learning object 6: Logical functions
Learning object 7: Strategies for developing spreadsheet skills
Learning object 8: Advantages and limitations of spreadsheet for modelling

2
Session 5: Building a spreadsheet model

Session 6: Modelling with Expert Systems

Learning object 1: Functions of expert systems
Learning object 2: Components of expert systems
Learning object 3: Strategies for developing expert systems skills
Learning object 4: Advantages and limitations of expert systems for modelling

Session 7: Building an expert systems model

3
Welcome to CIT 720 Computers as Cognitive Tools. We trust that you will
find the content motivating and challenging.

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

Session 1 Orientation
Date 11 July 2007
Time 17:30-20:30
Venue Computer Lab, Groenkloof Campus

Session 2 Modelling with databases

Learning object 1: Basic database terminology
Learning object 2: Queries in databases
Learning object 3: Flat file database
Learning object 4: Strategies for developing database
skills
Learning object 5: Advantages and limitations of
database modelling
Date 18 July 2007
Time 17:30-20:30
Venue Computer Lab, Groenkloof Campus

Session 3 Modelling with Databases (Continued)

Building a database model
Date 25 July 2007
Time 17:30-20:30
Venue Computer Lab, Groenkloof Campus

4
 Session 4 Modelling with Spreadsheets
Learning object 1: Date & Time functions
Learning object 2: Math & Trig functions
Learning object 3: Statistical functions
Learning object 4: Lookup & Reference functions
Learning object 5: Database functions
Learning object 6: Logical functions
Learning object 7: Strategies for developing spreadsheet
skills
Learning object 8: Advantages and limitations of
spreadsheet for modelling
Date 1 August 2007
Time 17:30-20:30
Venue Computer Lab, Groenkloof Campus

Session 5 Modelling with Spreadsheets (Continued)

Building a spreadsheet model
Date 18 August 2007
Time 17:30-20:30
Venue Computer Lab, Groenkloof Campus

Session 6 Modelling with Expert Systems

Learning object 1: Functions of expert systems
Learning object 2: Components of expert systems
Learning object 3: Strategies for developing expert
system skills
Learning object 4: Advantages and limitations of expert
systems for modelling
Date 22 August 2007
Time 17:30-20:30
Venue Computer Lab, Groenkloof Campus

Session 7 Modelling with Expert Systems (Continued)

Building an expert systems model
Date 29 August 2007
Time 17:30-20:30
Venue Computer Lab, Groenkloof Campus

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:

5
 • 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).

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.

Date: 15 November, 2007 [To be confirmed]

Time: 08:30-10:30
Venue: Gym Hall, Groenkloof Campus

! " # $

Jonassen, D.H. 2006. Modeling with

Technology. New Jersey: Pearson
Education Inc.

6
%

Topic 1: Introduction to Computers as Cognitive Tools

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.
• List the four components required for meaningful learning according to
Jonassen and outline what each implies in teaching.
• Explain the phrase think conceptually.
• 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.

Reading Activity

Jonassen, D.H. 2006. Modeling with Technology, pp. xiii-xvii; 1-8.

Exercise 1

1. Navigate to the CIT 720 folder on the Share drive of the computer you use
in the Groenkloof Lab.
2. Open the file named Reading Tests and copy the tests to you home
directory. Complete each test. Adhere to the time allocation indicated.
3. Save the file as Reading_Tests in the CIT 720 folder in your home
directory.

Topic 1: Introduction to Computers as Cognitive Tools (Continued)

Learning outcomes

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

7
 • 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. 12-25.

Topic 1: Modelling with databases

Learning outcomes

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

• Define basic database terminology

• Do queries in a database and apply SQL language to code 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.
• 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.

8
Reading Activity

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

Introduction to SQL. Available online form
http://www.w3schools.com/sql/sql_intro.asp

Assignment

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_1.mdb in the CIT 720 folder in the disk
space provided or in your memory stick.

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

Submission date: 8 August 2007.

Topic 1: Modelling with spreadsheets

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.
• 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.

Jonassen, D.H. 2006. Modeling with Technology, pp. 91-130.

9
%

Topic 1: Modelling with spreadsheets

Assignment

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.

Submission date: 29 August 2007.

Topic 1: Modelling with expert systems

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.

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

% !

Topic 1: Modelling with expert systems

Assignment

Design an expert system on a given topic combined with an online

assignment that utilises the expert system. The topic for the expert system
will be provided. Take care to adhere to the following educational principles:

10
 • Prevention of memory overload
• Availability of immediate feedback in preference to delayed feedback

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

Submission date: 19 September 2007.

11