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Updated: Jun 4, 2026

Orienteering as a Tool for Cognitive Research: An Implementation Guide

Orienteering as a Tool for Cognitive Research: An Implementation Guide

Published on: November 29, 2024

Cognitive tools as a scaffold for faculty during curriculum redesign.

Debra Hagler¹, Barbara White, Brenda Morris

¹College of Nursing and Health Innovation, Arizona State University, Phoenix, Arizona 85004, USA. DEBRA.HAGLER@asu.edu

The Journal of Nursing Education

|February 18, 2011

Summary

Cognitive tools aided faculty during curriculum redesign by supporting individual and group thinking. These tools facilitated social knowledge construction among faculty with diverse expertise.

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Last Updated: Jun 4, 2026

Orienteering as a Tool for Cognitive Research: An Implementation Guide

Orienteering as a Tool for Cognitive Research: An Implementation Guide

Published on: November 29, 2024

Area of Science:

Educational Psychology
Workplace Learning
Cognitive Science

Background:

Faculty often require support during complex processes like curriculum redesign.
Cognitive tools can enhance individual and group thinking.
Social knowledge construction is vital for collaborative learning environments.

Purpose of the Study:

To describe the development and application of cognitive tools for faculty during curriculum redesign.
To examine how cognitive tools support individual, metacognitive, and group processes.
To explore the role of cognitive tools in fostering social knowledge construction among faculty.

Main Methods:

Development of various cognitive tools tailored for faculty needs.
Implementation of these tools within a faculty curriculum redesign initiative.
Qualitative analysis of faculty experiences and contributions.

Main Results:

Cognitive tools provided support at individual task, metacognitive, and group sociocommunicative levels.
Collaboration using cognitive tools enabled faculty with diverse expertise to contribute effectively.
These tools fostered valuable social knowledge construction within faculty groups.

Conclusions:

Cognitive tools are effective in supporting faculty during intensive redesign processes.
Facilitating collaboration and knowledge sharing among faculty enhances learning outcomes.
Recommendations are provided for implementing cognitive tools in faculty workplace learning.