Running head: Using the Functional Information Processing Model (FIPM) Using the Functional Information Processing Model (FIPM) to Learn how a Library Catalog Works. Daniel A. Sabol Teachers College, Columbia University
Using the Functional Information Processing Model (FIPM) 2 This work will look at a Cognitive Task Analysis using the Functional Information Processing Model framework. This model uses facts, images, procedures and mechanisms to show knowledge representation. Cognitive Task Analysis is described by Crandall, Klein and Hoffman (2006) as, a family of methods used for studying and describing reasoning and knowledge. These studies include the activities of perceiving and attending that underlie performance of tasks, the cognitive skills and strategies needed to respond adeptly to complex situations, and the purposes, goals and motivations for cognitive work. The item I decided to use is that of a general library catalog. One will start by looking at the topic and the knowledge involved. Next, I will look at the knowledge representations and lastly, I will describe how I came up with these particular representations. The library catalog is an electronic search engine that consists of bibliographic records or all items held within a particular library or group of libraries. Users generally search the catalog by using its many limiting entities such as book title, authors name or genre. When dealing with factual knowledge we are using information that is commonly concrete in an individuals mind. My particular example model of the proposition is: The library catalog is a database that is a search engine. (Isa, search engine, database)
Using the Functional Information Processing Model (FIPM) 3 Propositional Network Library Catalog Library Catalog is-a Database Preforms Search & Retrieval has has has Index Within Records Within Fields When dealing with imagery knowledge Black (2006), notes that it is, knowing what something looks like. When dealing with a library catalog it becomes a bit difficult to enlist a student in the process of imagining what a catalog would look like. The student would need to first think of a telephone book that allows them to search in many different ways to find information. The telephone book would be used in place of a database. They would then think of a subject or information that is needed, for instance, cars. The students should describe the steps they go through to determine what information they need. They should picture looking up cars in the yellow pages, then begin by going to the C s in the phone book. This is what the database does with the index, records and
Using the Functional Information Processing Model (FIPM) 4 fields that exist within it. This is the search and retrieval step. When they find the information they need the students can move forward with the process they started by using the information to pursue their goal. Index Database DVD Pixel Coordinate Network: Library Catalog Newspapers Books Search Search Box Bok Library Catalog The Origins of Species Search Publisher Keyword Author Date Advanced Search Computer ch Screen Bok Procedural knowledge is knowing how to do something. In this particular case the student would know what a database does and how it operates. The student will
Using the Functional Information Processing Model (FIPM) 5 also want to know how to effectively use a library catalog to find books and information for projects and general learning. Knowing how a database works requires the student to understand how all of the smaller pieces fit together to make the database understandable for the learner to experience its operations. The operations of a database are quite complex so being able to understand it procedurally can be time consuming. The database and how it operates should be broken down into chunks and explained to the student. For instance, when you put a search term into the search box and click search button the system begins a process of retrieval. The system searches through thousands of records until it finds similar items. It then ranks the results by relevancy based on the limits set by the user. Another example could be searching a library catalog using the advanced search. This is an example of a series of production rules being that the student learns the steps of searching and opening a catalog, for instance: IF GOAL is to Search CATALOG THEN SUBGOAL is to Open CATALOG AND SUBGOAL is to use CATALOG IF SUBGOAL is to Open CATALOG AND CATALOG is open THEN no further action is needed IF SUBGOAL is to Open CATALOG AND CATALOG is closed THEN locate CATALOG icon on computer screen mouse over icon double click on icon program should open IF SUBGOAL is to use CATALOG AND CATALOG IS OPEN THEN enter search topic in search box
Using the Functional Information Processing Model (FIPM) 6 select limiter(publisher, keyword, author, date) hit search with mouse retrieve information IF SUBGOAL is to use CATALOG AND CATALOG IS CLOSED THEN locate CATALOG icon on computer screen mouse over icon double click on icon program should open THEN enter search topic in search box select limiter(publisher, keyword, author, date) hit search with mouse retrieve information Mechanism knowledge or mental models is considered to be understanding or knowing how something works. According to Chan, M. S., & Black, J. B. (2006) A mental model consists of: constructing mental models of systems entails understanding structural causal interactions as well as functional relationships among entities in systems. Specifically, structural causal interactions reveal how one entity is causally related to another (i.e., similar to causal chains in events or stories); functional relationships describe how a change in one parameter leads to a change in another parameter or the entire system (i.e., similar to a math function). With my particular item, a library catalog, the mental model consist of the actual search engine, which takes queries and provides responses. When a query is submitted the search engine transmits data to the server. The server sends the query to an index server, which tells the items that match the search. The information is then processed and ranked in order and sent back to the user. The user then selects which item they prefer.
Using the Functional Information Processing Model (FIPM) 7 Mental Model represents a search and retrieval using a library catalog. Student Input / Output Students Needs / Cognition Enter Search Terms Library Catalog Interface Computer Input/output Federated Search Engine Allows searching across multiple fields Terms are searched and located. Index Index Index Keywords which identify unique records. Items are retrieved and ranked in order and sent back up to the student. Database Records Fields Information
Using the Functional Information Processing Model (FIPM) 8 Thus, this mental model can be represented by the following: IF goal is to search database AND user is to understand the process THEN user enters search term into library interface AND user selects search button THEN search engine searches across multiple indexes to locate info AND info is located and passed back to catalog interface in rank order THEN student selects appropriate item using computer mouse I have decided to do a knowledge based instructional design using David Merrill's Component Display Model. This model blends both factual with imagery knowledge. According to Merrill(1980), CDT specifies how to design instruction for any cognitive domain. CDT provides the basis for the lesson design in the TICCIT computer based learning system This model has two general areas, which it focuses on, content (facts, concepts, procedures, and principles) and performance (remembering, using, generalities). The model has seven areas which to focus the students on. Those areas are objective, generality, instance, generality practice, instance practice feedback and elaborations. One would start by having the students use the seven areas to determine exactly what we are looking at and to understand factual background information about the topic. An example would be: Objectives: Brainstorm and define how a library catalog works. Generality: Determine all of the attributes like the index, federated search engine, database and fields. Instance: Have the students describe items which are similar to a library catalog such as a phone book, dictionary, Google Generality/ Instant Practice: Here I would give the students a definition of a
Using the Functional Information Processing Model (FIPM) 9 library catalog which is an electronic bibliographic database that describes the books, videotapes, periodicals, etc. carried by a particular library. Feedback: Here I would provide feedback on correct and incorrect assumptions. I would have the students do hands on simulations in teams of five where they act as pieces of the database. This would incorporate the imagery knowledge. Each group of students would be provided a thesaurus and a dictionary. Student number one would act as the one looking for a definition. He/she would select something that is relevant to life. He would then pass it on to the student acting as the catalog interface. The student acting as the interface would pass the information on to the search engine, which would assist the students holding the thesaurus/index to find better words to choose to be more accurate. The index would then pass the words onto the database/dictionary, which would retrieve two definitions of the word and report back to the catalog interface. Overall, this was an excellent assignment that assisted one in learning a great deal about cognition and computing. It also showed how a student would think of the processes and steps to a library catalog.
Using the Functional Information Processing Model (FIPM) 10 References Black, J. (2006). Types of Knowledge Representation (Research Report No. 92-3). New York, NY: Teachers College, Columbia University. Chan, M. S., & Black, J. B. (2006). Direct-manipulation animation: incorporating the haptic channel in the learning process to support middle school students in science learning and mental model acquisition (Research Report). Crandall, B., Klein, G., & Hoffman, R. R. (2006). Working Minds: A Practitioner's Guide to Cognitive Task Analysis. Cambridge, MA: MIT Press. Merrill, D. (1980). Learner control in computer based learning. Computers and Education, 4, 77-95.