Activities are located behaviors, taking time, conceived as socially meaningful, and usually involving interaction with tools and the environment. In modeling human cognition as a form of problem solving (goal-directed search and operator sequencing), cognitive science researchers have not adequately studied "off-task" activities (e.g., waiting), non-intellectual motives (e.g., hunger), sustaining a goal state (e.g., playful interaction), and coupled perceptual-motor dynamics (e.g., following someone). These aspects of human behavior have been considered in bits and pieces in past research, identified as scripts, human factors, behavior settings, ensemble, flow experience, and situated action. More broadly, activity theory provides a comprehensive framework relating motives, goals, and operations. This paper ties these ideas together, using examples from work life in a Canadian High Arctic research station. The emphasis is on simulating human behavior as it naturally occurs, such that "working" is understood as an aspect of living. The result is a synthesis of previously unrelated analytic perspectives and a broader appreciation of the nature of human cognition. Simulating activities in this comprehensive way is useful for understanding work practice, promoting learning, and designing better tools, including human-robot systems.

This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES =+0.15), group task performance (mean ES = +0.31), and several process and affective outcomes. However, findings on both individual achievement and group task performance were significantly heterogeneous. Through weighted least squares univariate and multiple regression analyses, we found that variability in each of the two cognitive outcomes could be accounted for by a few technology, task, grouping, and learner characteristics in the studies. Computer technology (CT) and the tremendous growth of information technologies are transforming the world and the way education is conducted. Electronic data processing, information systems, graphic designs, and computer-mediated communication are making the computer an increasingly indispensable tool in nearly every aspect of work and life. In schools, students are using CT to facilitate their learning in various subjects as well as to acquire CT knowledge and skills to meet the challenges in this rapidly changing technological and information age. For example, in mathematics and science, educators and scientists are beginning to worry that school learning cannot keep pace with the developments in science, and they suggest using CT to help fill the gap (Molnar, 1997). More efforts than ever before are being made by governments and institutions to introduce and integrate computers in schools. It is estimated that over 4.4 million computers are currently installed in America’s classrooms and the ratio of students to computers has dropped from 125 students per computer in 1984 to the current ratio of 10 students

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In this article the trajectory of an online course in which graduate students collaboratively investigated and shared their personal experiences with respect to adult development is described. For this study, naturalistic inquiry was used to gain a holistic view of this semester-long course and to identify the specific emergent issues that characterized course dynamics. Using open, axial, and, to a lesser degree, selective coding, the following three issues were selected for further discussion: (a) flexibility of course to accommodate participants; (b) co-construction of meaning through the sharing of personal experiences; and (c) the expression of vulnerability and personal growth. This course provided evidence that online courses can support deep learning about content, open sharing about personal experiences, and the development of a sense of camaraderie among participants. Students readily

would like to thank our collaborators in these studies: Madeline Gregg and her student teachers

The term incident command system (ICS) denotes a particular approach to assembly and control of the highly reliable, temporary organizations employed by many firefighters, police, and other public safety professionals to manage diverse resources at a wide variety of emergency scenes. Our inductive study of a fire department’s use of the ICS identified three main factors enabling this distinctively bureaucratic system to produce remarkably flexible and reliable organizations for complex and volatile task environments. In general, this research suggests the possibility of new organizational forms able to capitalize on the control and efficiency benefits of bureaucracy, while at the same time avoiding or overcoming the considerable tendencies toward inertia that are thought to accompany bureaucratic systems. Recent organization science research indicates that an expanding number of organizations are facing increasingly unforgiving socio-political-economic contexts (cf. D’Aveni, 1994). Operational failures resulting in inappropriate, incomplete, laggardly or otherwise mindless organizational responses to unexpected and demanding environmental contingencies (such as major and unforeseen competitive threats, product malfunctions and recalls, supplier collapses, technology breakdowns, etc.) are ever more likely to be immediately

The models used in social simulation to date have mostly been very simplistic cognitively, with little attention paid to the details of individual cognition. This work proposes a more cognitively realistic approach to social simulation. It begins with a model created by Gilbert (1997) for capturing the growth of academic science. Gilbert’s model, which was equation-based, is replaced here by an agent-based model, with the cognitive architecture CLARION providing greater cognitive realism. Using this cognitive agent model, results comparable to previous simulations and to human data are obtained. It is found that while different cognitive settings may affect the aggregate number of scientific articles produced, they do not generally lead to different distributions of number of articles per author. The paper concludes with a discussion of the correspondence between our model and the constructivist view of academic science. It is argued that using more cognitively realistic models in simulations may lead to novel insights.

Introduction.............................................................................................................................................. 2 2. Theoretical framework............................................................................................................................. 3 2.1.Learning and interaction ................................................................................................................... 3 2.2. Towards diversity in patterns of teacher-student interaction ........................................................... 5 3. Research procedure.................................................................................................................................. 7 3.1. Context and pedagogical approach .................................................................................................. 7 3.2. Research approach and data .................................................................

Acknowledgements: This study was made possible with the help of the Public Defender’s

Recent research on instructional technology has focused increasingly on the potential of computer support to promote collaborative learning. Socio-cultural theories have been imported from cognate fields to suggest that cognition and learning take place at the level of groups and communities as well as individuals. Various positions on this issue have been proposed and a number of theoretical perspectives have been recommended. In particular, the concept of common ground has been developed to explain how meanings and understandings can be shared by multiple individuals. This paper takes a critical look at the concept of shared meaning as it is generally used and proposes an empirical study of how group cognition is constituted in practice.