Results 1 - 10
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260
Computer support for knowledge-building communities.
- Demos IDC 2013,
, 1994
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Problem Based Learning: An instructional model and its constructivist framework
, 1994
"... this paper is to provide a clear link between the theoretical principles of constructivism and the practice of instructional design and the practice of teaching. We will begin with a basic characterization of constructivism identifying what we believe to be the central principles in learning and und ..."
Abstract
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Cited by 362 (6 self)
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this paper is to provide a clear link between the theoretical principles of constructivism and the practice of instructional design and the practice of teaching. We will begin with a basic characterization of constructivism identifying what we believe to be the central principles in learning and understanding. We will then identify and elaborate on eight instructional principles for the design of a constructivist learning environment. Finally, we will exam what we consider to be one of the best exemplars of a constructivist learning environment -- Problem Based Learning as described by Barrows (1985, 1986, 1992) at the Southern Illinois University Medical School and at the Problem Based Learning Institute for high school teachers .
Inquiry, modeling and metacognition: making science accessible to all students
- COGNITION AND INSTRUCTION
, 1998
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Becoming Wikipedian: Transformation of participation in a collaborative online encyclopedia
- In Proceedings of the 2005 International ACM SIGGROUP Conference on Supporting Group Work (GROUP '05
"... Traditional activities change in surprising ways when computermediated communication becomes a component of the activity system. In this descriptive study, we leverage two perspectives on social activity to understand the experiences of individuals who became active collaborators in Wikipedia, a pro ..."
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Cited by 232 (7 self)
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Traditional activities change in surprising ways when computermediated communication becomes a component of the activity system. In this descriptive study, we leverage two perspectives on social activity to understand the experiences of individuals who became active collaborators in Wikipedia, a prolific, cooperatively-authored online encyclopedia. Legitimate peripheral participation provides a lens for understanding participation in a community as an adaptable process that evolves over time. We use ideas from activity theory as a framework to describe our results. Finally, we describe how activity on the Wikipedia stands in striking contrast to traditional publishing and suggests a new paradigm for collaborative systems.
A time for telling
- Cognition & Instruction
, 1998
"... JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JS ..."
Abstract
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Cited by 166 (25 self)
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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.
Seeing what we build together: Distributed multimedia learning environments for transformative communications
- Journal of the Learning Sciences
, 1994
"... We cannot really understand how to create computer support for collaborative learning without first becoming clearer about what we mean by communication, collaboration, and learning. After distinguishing several conceptions of com-munication, and highlighting transformative communications for learni ..."
Abstract
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Cited by 138 (15 self)
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We cannot really understand how to create computer support for collaborative learning without first becoming clearer about what we mean by communication, collaboration, and learning. After distinguishing several conceptions of com-munication, and highlighting transformative communications for learning, I consider how, via broadband telepresence, distributed multimedia learning en-vironments may establish such communications by adequately acknowledging the social and material embeddedness of everyday communication. I then de-scribe high-priority areas for advancing this agenda: in sociocultural theory, in examining conceptual change by means of conversational analysis, and in technically establishing affordances of tools to sustain and potentially enhance joint activity beyond the here-and-now and the face-to-face. Although anticipated in Doug Engelbart 's prescient work in the la te 1960s, during the past 5 years a new development has emerged in computer technol-ogies that has been characterized a s computer-supported collaborative work (CSCW). Concerned with identifying, exemplifying, and empirically exam-ining the designs o f tools that may contribute to the achievement of collec-tive activity, this subfield of research o n human-computer interaction has spawned (or perhaps begun t o merge with) new studies o f what s o m e have called computer-supported collaborative learning (CSCL). In a field beset with acronyms, it seems important to get the concepts right before w e abbreviate their terms. In this spirit, I believe that computer support fo r collective learning is truer to experience, because not a l l learning together
ThinkerTools: Causal models, conceptual change, and science education
- COGNITION AND INSTRUCTION
, 1993
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Effective discussion through a computermediated anchored forum
- Journal of the Learning Sciences
, 2000
"... Computer-mediated discussion forums (such as newsgroups or those in instructional management software environments) are becoming common in higher education. Such forums are interesting because they are not only one of the easiest technologies to add to a class but may also provide an important learn ..."
Abstract
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Cited by 94 (8 self)
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Computer-mediated discussion forums (such as newsgroups or those in instructional management software environments) are becoming common in higher education. Such forums are interesting because they are not only one of the easiest technologies to add to a class but may also provide an important learning opportunity for students. However, simply making a discussion forum available does not mean that it will be used effec-tively to enable learning. In this paper, we explore the idea that specific features of a dis-cussion forum may increase the likelihood of effective discussions taking place within the forum. We define effective discussions as those that are sustained and are focused on topics related to class learning goals. We then describe the specifications for an elec-tronic discussion forum—a computer-mediated anchored discussion forum—that we propose makes sustained on-topic discussion more likely. We report on the results of two studies that support this proposal. We end by exploring implications for research into computer-supported discussion tools for learning and their design. STARTING TOWARD COMPUTER-SUPPORTED COLLABORATIVE LEARNING As the Internet grows in size and influence, it has become common practice for classes of many kinds to offer some type of Internet-based discussion forum. For
Software-Realized Scaffolding to Facilitate Programming for Science Learning
, 1995
"... this paper, I present: . Definitions of scaffolding and software-realized scaffolding; . A description of Emile as an instance of a computer-based learning environment designed to provide software-realized scaffolding; . The setting for the evaluation of Emile, data collected, and analysis methods u ..."
Abstract
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Cited by 87 (7 self)
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this paper, I present: . Definitions of scaffolding and software-realized scaffolding; . A description of Emile as an instance of a computer-based learning environment designed to provide software-realized scaffolding; . The setting for the evaluation of Emile, data collected, and analysis methods used; and . The results, discussion, and my conclusions.
Constructivism in the Collaboratory
, 1995
"... In our research, we start with a constructivist belief in the importance of an active learner interacting with a variety of resources, developing his or her own understanding through a mixture of experimentation, experience and expert guidance. However, we supplement this constructivist outlook with ..."
Abstract
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Cited by 72 (4 self)
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In our research, we start with a constructivist belief in the importance of an active learner interacting with a variety of resources, developing his or her own understanding through a mixture of experimentation, experience and expert guidance. However, we supplement this constructivist outlook with a sociocultural commitment to the impportance of communication and collaboration with other learners throughout the knowledge construction process. In this paper, we describe a learning environment that we have developed that combines constructivist-inspired tools for open-ended investigation with communication and collaboration tools that support both expert guidance and multi-learner collaboration.
