Cognitive Flexibility Hypertext by Ryan Adams

Cognitive Flexibility Hypertext by Ryan Adams

I was tasked with describing the cognitive flexibility hypertext instructional model.  This model, as it is named, goes against a rigid form of instruction.  Students engage in a discovery-based approach to learning, with an emphasis on multiple representations of the material.  Students may be assigned a certain task and then must conduct research to learn about their topic or area of study.  Research is done in a manner that encourages a visiting and re-visiting of different websites to build schema.  Thus, students create their own unique meaning and build connections in a variety of ways, since they have freedom to travel to different sites and make different connections.

Since students are engaging in discovery, and therefore construct schema and meaning as a result, this instructional model fits in the constructivist theory.  Students explore different websites to find relevant information.  This experience builds their own understanding and knowledge of the concept.  They construct meaning through this experience.  Students are also given independence in this model.  Not all students will visit website A first; some will visit website B, or C, and then visit A, only to return to website B to make more connections than when they first began.  Students are continually building knowledge and schema through this process, and will construct meaning in unique ways.

As an example, students might be tasked with a lead-off question:  "What are quadratic equations and what are their applications?"  Students would then be released to research quadratic equations, later to present their findings through some technological means.  Some groups of students might visit websites that discuss the path of a baseball from the pitcher's hand to the catcher's glove.  Other students might find a website about architectural marvels of suspension bridges.  Others still might find discussions on gravity and concepts in physics.  No student will have the same experience, but the experience will be one of richness and intellectual value.  Presentations of student findings would be unique and would help build other students' schema even more.

For further study on this instructional model, utilize the links below:

http://www.instructionaldesign.org/theories/cognitive-flexibility.html

http://jec.sagepub.com/content/12/4/301.abstract

https://www.ideals.illinois.edu/bitstream/handle/2142/17752/ctrstreadtechrepv01993i00573_opt.pdf?sequence=1