Electronic Proceedings of the 12^th Asian Technology Conference in Mathematics

Abstract for 12758

Cognitive Requirement and Management of Cognitive Object-Oriented

Teaching Model

Authors: Hsiu Ju Chang

Affiliations: Taipei County Zih-Ciang Junior High School

Keywords: Intermediate, Advanced, K-12 Level, COOTM, Information

management, metacognition

Cognitive Object-Oriented Teaching Model (COOTM) adopted the

capabilities of technology to provide instructors, learners,

material developers, and system administrators with suitable

strategies and interfaces to co-construct the adaptive teaching and

learning environments. By design, such adaptive environments require

sophisticated levels of cognitive supporting functions in explicit

scaffolding of cognitive requirements, metacognition and

teaching/learning strategies. The challenges of an adaptive

educational system are also to construct or reconstruct cognitive

requirements and guide or redirect metacognition for learners during

learning processes. It means that the well-designed of cognitive

programs will benefit for learners to build their metal images for

recalling and cognizing knowledge/concept which will support the

meaningful constructions and interpretations on learners¡¦ knowledge

construction. Furthermore, the information management of web-based

educational system is the essential factor to acquire and assist

teaching/learning processes and is the communicate mechanisms to

perform objectives among learners, instructors, material developers,

and system administrators. In this paper we based on a model, named

Cognitive, Object-Oriented Teaching Model (COOTM) to implement

adaptive teaching and learning environment. The precision and

bridging behaviors of COOTM are identified by well defined teaching

programs, real teaching/learning actions, adaptive cognitive levels,

cognitive representations and the detectable/reachable interactive

information processes between instructors, learners, material

developers and system administrators. While learning is happen, the

COOTM tries to maintain and transform the individual learning

processes into the visible and manipulated features transparently

and sensibly in web-based educational system. The purpose of this

paper is to critically analyze criteria underlying learner-centered,

tutor-centered, and web-based environments in light of how well

learners appear to meet the cognitive requirements for engaging

learning processes and how well instructors detect to reach the

cognitive management for improving teaching processes.