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81
Scaffolding complex learning: The mechanisms of structuring and problematizing student work
- The Journal of the Learning Sciences
, 2004
"... There has been much interest in using software tools to scaffold learners in complex tasks, that is, to provide supports that enable students to deal with more complex con-tent and skill demands than they could otherwise handle. Many different approaches to scaffolding techniques have been presented ..."
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Cited by 76 (0 self)
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There has been much interest in using software tools to scaffold learners in complex tasks, that is, to provide supports that enable students to deal with more complex con-tent and skill demands than they could otherwise handle. Many different approaches to scaffolding techniques have been presented in a broad range of software tools. I ar-gue that two complementary mechanisms can explain how a diversity of scaffolding approaches in software act to support learners. Software tools can help structure the learning task, guiding learners through key components and supporting their plan-ning and performance. In addition, tools can shape students ’ performance and under-standing of the task in terms of key disciplinary content and strategies and thus problematize this important content. Although making the task more difficult in the short term, by forcing learners to engage with this complexity, such scaffolded tools make this work more productive opportunities for learning. I present arguments for these mechanisms in terms of the obstacles learners face, and I present several brief examples to illustrate their use in design guidelines. Finally, I examine how the mechanisms of structuring and problematizing are sometimes complementary and sometimes in tension in design, discuss design tradeoffs in developing scaffolded in-vestigation tools for learners, and consider the reliance of scaffolding on a classroom system of supports. There is much interest in education reform in using technology to support learners. One aspect of the argument for technology has been that software can be used to help learners succeed in more complex tasks than they could otherwise master (Davis &
Extending the Joint Problem Space: Time and Sequence as Essential Features of Knowledge Building
"... Abstract: Our attempts at describing the processes involved in learning and knowledgebuilding activities depend on our ways of conceptualizing the context in which such activities take place. Here we trace the development of the concept of “problem space ” from its inception within the information-p ..."
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Cited by 25 (21 self)
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Abstract: Our attempts at describing the processes involved in learning and knowledgebuilding activities depend on our ways of conceptualizing the context in which such activities take place. Here we trace the development of the concept of “problem space ” from its inception within the information-processing perspective as a characterization of individual problem-solving activity. We review reformulations and extensions made to the concept within the Learning Sciences, and explore them as attempts to better describe small-group interactions in complex knowledge-building contexts. Using a detailed analysis of sustained, online collaborative problem-solving activity, we propose that a new aspect of the problem space needs to be carefully considered in order to fully account for these kinds of experiences: temporal and sequential orientation to inter-subjective meaning making.
A framework for conceptualizing, representing, and analyzing distributed interaction
- International Journal of Computer-Supported Collaborative Learning
, 2010
"... numbers do not correspond to final publication) ..."
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Actions Speak Loudly with Words: Unpacking Collaboration Around the Table
"... The potential of tabletops to enable groups of people to simultaneously touch and manipulate a shared tabletop interface provides new possibilities for supporting collaborative learning. However, findings from the few studies carried out to date have tended to show small or insignificant effects com ..."
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Cited by 24 (2 self)
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The potential of tabletops to enable groups of people to simultaneously touch and manipulate a shared tabletop interface provides new possibilities for supporting collaborative learning. However, findings from the few studies carried out to date have tended to show small or insignificant effects compared with other technologies. We present the Collaborative Learning Mechanisms framework used to examine the coupling of verbal interactions and physical actions in collaboration around the tabletop and reveal subtle mechanisms at play. Analysis in this way revealed that what might be considered undesirable or harmful interactions and intrusions in general collaborative settings, might be beneficial for collaborative learning. We discuss the implications of these findings for how tabletops may be used to support children’s collaboration, and the value of considering verbal and physical aspects of interaction together in this way.
An Adaptive, Collaborative Environment to Develop Good Habits in Programming
- In Proceedings of the 5th International Conference on Intelligent Tutoring Systems
, 2000
"... Abstract. In this paper we discuss how computer supported collaborative learning (CSCL) can be deployed to develop new skills and habits in students at university level. These considerations led to the development of an adaptive environment to develop good programming habits. We start by describing ..."
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Cited by 21 (0 self)
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Abstract. In this paper we discuss how computer supported collaborative learning (CSCL) can be deployed to develop new skills and habits in students at university level. These considerations led to the development of an adaptive environment to develop good programming habits. We start by describing the difficulties in teaching and learning programming and more concretely, in making students good programmers. Afterwards, we explain why group work is an adequate approach to learn programming. Next HabiPro, an environment that trains students in Programming is described. The principal features of this system are: It is adaptive: depending on the group features the environment proposes different pedagogic methodologies and different exercises. The tool promotes collaboration and interaction among the students. The pedagogic methodologies are based on reflection, observation, and relation. Finally, we present our conclusions and discuss future work. 1. Learning and Teaching Programming Programming is a subject which is normally taught in the first year of a Computer Science, Computer Engineering degree, or other degrees related to information technology. Programming is characterised by being more practical than theoretical. It is a topic that must be learnt “by doing ” rather than memorising. Many researchers indicate that the information that is received but isn’t used during the learning process, is difficult to remember when we need it [8]. In a procedural topic, like programming, resolving practical exercises is even more necessary than in a declarative topic like, for instance, history. “Procedural learning requires theoretical learning, but not in all cases. To sum up, the application of practical or operative activities and/or the use of information is implied [2].
Knowledge acquisition for adaptive collaborative learning environments
- Proceedings of the AAAI Fall Symposium: Learning How to Do Things, Cape Cod
, 2000
"... Success in collaboratively learning subject matter means both learning the subject matter (collaborating to learn), and learning how to effectively manage the team interaction (learning to collaborate). Supporting on-line learning teams means supporting both these activities. We focus on the problem ..."
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Cited by 18 (2 self)
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Success in collaboratively learning subject matter means both learning the subject matter (collaborating to learn), and learning how to effectively manage the team interaction (learning to collaborate). Supporting on-line learning teams means supporting both these activities. We focus on the problem of assimilating the knowledge needed to address interaction problems that may arise during collaborative learning sessions. This involves gathering knowledge about the types of problems that learning groups might encounter, evaluating methods for identifying situations in which those problems exist, and implementing strategies to facilitate groups learning on-line.
The Missing Peer, Artificial Peers and the Enhancement of Human-Human Collaborative Student Modelling
- In proceedings of AIED 99
, 1999
"... Abstract: We present peerISM, a domain-independent collaborative student modelling system to support two students in critiquing each other's work in distributed and face-toface mode. It has an artificial peer to provide additional support, and to enable interaction to continue with a single lea ..."
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Cited by 17 (3 self)
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Abstract: We present peerISM, a domain-independent collaborative student modelling system to support two students in critiquing each other's work in distributed and face-toface mode. It has an artificial peer to provide additional support, and to enable interaction to continue with a single learner when one partner 'goes missing'.
Individualized and group approaches to training
- In
, 2000
"... This chapter summarizes a wide range of past and current research concerning individualized and group approaches to training. The structure of this chapter is as follows. After defining our main terms, the major sections in this chapter focus on: (a) Adaptive instruction (i.e., mastery learning, apt ..."
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Cited by 16 (5 self)
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This chapter summarizes a wide range of past and current research concerning individualized and group approaches to training. The structure of this chapter is as follows. After defining our main terms, the major sections in this chapter focus on: (a) Adaptive instruction (i.e., mastery learning, aptitude-treatment interactions, and intelligent tutoring systems), (b) individualized training (i.e., individual differences, and comparisons between human and computer approaches to individualized tutoring/training), (c) group training (i.e., large groups, small groups, specific approaches, group dynamics, and group learning from computers), (d) decision making (i.e., what criteria should be considered when deciding how to teach some material for a particular learner or group of learners), and (e) conclusions and guidelines. We’ve tried to make this chapter as broad as possible, but for those with specific interests, we’ve included relevant references for additional reading throughout. The intent of this chapter is to provide helpful guidelines to trainers, educators, research psychologists, and others interested in enhancing students ’ and trainees ’ learning outcomes and efficiencies.
Learning information retrieval through an educational game. Is gaming sufficient for learning? Education for Information
, 2000
"... Computer-supported learning environment (CSLE) Information Retrieval Game (IR Game) is described and evaluated. The IR Game is based on the idea that test collections used in laboratory-based IR experiments could be used in instruction as a rapid query analysis tool. The goal is to provide a realis ..."
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Cited by 15 (4 self)
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Computer-supported learning environment (CSLE) Information Retrieval Game (IR Game) is described and evaluated. The IR Game is based on the idea that test collections used in laboratory-based IR experiments could be used in instruction as a rapid query analysis tool. The goal is to provide a realistic environment for demonstrating the performance of queries in different types of search situations. The outline of the IR Game is introduced both at the technical and instructional levels. An evaluation experiment is reported revealing that students found different characteristics of the IR Game both enhancing and inhibiting learning. The perceived usefulness of features like query performance feedback, visualization of serch results, comparison of queries, document browsing and help facilities are discussed. Several ideas for the elaboration of information retrieval learning environments are put forward. These include design of search tasks, implementation of feedback, social negotiation and articulation of student's working theories.
