On the cognitive effects of learning computer programming
This paper critically examines current thinking about whether learning computer programming promotes the development of general higher mental functions. We show how the available evidence, and the underlying assumptions about the process of learning to program, fail to address this issue adequately. Our analysis is based on a developmental cognitive science perspective on learning program, incorporating developmental and cognitive science considerations of the mental activities involved in progr
On the Cognitive Prerequisites of Learning Computer Programming
Training in computer literacy of some form, much of which will consist of training in computer programming, is likely to involve $3 billion of the $14 billion to be spent on personal computers by 1986 (Harmon, 1983). Who will do the training? "hardware and software manufacturers, management consultants, -retailers, independent computer instruction centers, corporations' in-house training programs, public and private schools and universities, and a variety of consultants1' (-ibid. , p. 27). To da
Technology and pedagogy for collaborative problem solving as a context for learning
This workshop, sponsored jointly by CSCW'92 and the Centre for Applied Cognitive Science at the Ontario Institute for Studies in Education (OISE), was organized to bring together researchers with interests in the emerging area of Computer Support for Collaborative Learning (CSCL). It was held at OISE on the weekend preceding CSCW'92 and was attended by 27 participants from academia and industry.
Grounding Collaborative Knowledge Building
in Semantics-Based Critiquing
In this paper we investigate the use of Latent Semantic Analysis (LSA), Critiquing Systems, and Knowledge Building to support computer-based teaching of English composition. We have built and tested an English Composition Critiquing System that make use of LSA to analyze student essays and compute feedback by comparing their essays with teacher's model essays.
LSA values are input to a critiquing component to provide a user interface for the students. A software agent can also use the critic fe
Understanding the task:
How is agency distributed between tools, students and teachers in technology
In this paper we explore how students’ agency relates to openness and structure within technology-rich, student-centred learning environments. This is done by analysing how students’ understandings of tasks evolve through their activities in relation to the representations in the learning environments. In our interpretation of the sociocultural approach, we emphasise human activity as mediated by artefacts, where the output of the activity has to be understood by including human action and a
Digital case methodology: A study of student teachers' co-construction of professional knowledge
Case pedagogy has a growing position in inquiry oriented teacher education programmes as means of bridging gaps between every-day and professional conceptions of teaching and learning and enhancing contextual and collaborative learning. The paper look at how a CSCL environment may enforce and improve collective thinking and professional reflection by the use of a cased based learning model in pre-service teacher education. The study is based on computer-supported learning resources developed at
Categorisation in Knowledge building
In this paper we explore how students talk and reason when they were exposed to a set of
categories taken from scientific discourse. The scientific categories are built into a web-based discussion forum (Fle) as part of a pedagogical and technological design. The scientific categories are based on the concepts of the progressive inquiry model for knowledge building. Socio-cultural theory with a focus on
concepts like categories and prompting is our theoretical framework. In the DoCTA NSS proje
The Complexity of Distributed Collaborative Learning: Unit of Analysis
The problem area of this paper is manifested in the new conditions that characterise distributed collaborative learning. The core argument is that distributed collaborative learning implies an interconnected complexity that can only be properly understood by extending the unit of analysis from technology and pedagogy themselves to real-life social contexts in which networked computers are being used. Experiments and small-scale field trials are only steps towards a deeper understanding of how co
Collaboration and Problem Solving in Distributed Collaborative Learning
Ethnomethodology and Conversation Analysis are utilised as resources for analysing distributed collaborative learning. Thematically we are interested in how a group of students manage their task, how they keep a joint focus, and how technology features in their activity. We present and analyse extracts of data from a group collaborating in a groupware system called TeamWave Workplace. We conclude that in collaborative problem solving the interpretation of the task and the problem solving process
Principles of Effective Online Teaching
Principles of effective online teaching helps you understand and develop your own e-learning by presenting various approaches, options, and decisions involved in e-learning. The book also provides the necessary overview of constructs, relevant pedagogical theories, and definitions common to the field. It has been designed to help you navigate the virtual forest of e-learning and the rethinking and modifying of your teaching, curriculum, and methods of planning necessary to become more effective
Learning Objects 4: Applications, Implications, & Future Direction
This is the fourth and final book of this series on Learning Objects (LO). Whereas the first three books were essentially concerned with current developments in the field, this book presents a wide-ranging series of discussions of potential and probable developments in the field. Part I encompasses Chapters 1 through Chapter 5. The focus is upon LO within the context of e-learning and online learning. We realize that our authors (like us) often use the terms "e-learning" and "online learning" in
Learning Objects 3 and Instructional Design
Learning Objects and Instructional Design is focused upon the art and the science of producing learning objects that meet educational standards and needs as well as technological and functional criteria. Written by educators from across the globe, the book emphasizes two critical, strategic factors: 1) form follows function, and 2) learning objects must address the needs and desires of learners within their learning or educational context. The book integrates issues such as multimedia for instru
Learning Objects 2: Standards, Metadata, Repositories, and LCMS
This book is the second in a four-volume series. It builds upon the first volume by taking an extended and in-depth look at theorists' and practitioners' efforts to consolidate current knowledge and praxis. This consolidation centers around conceptual and technological issues related to standards, metadata, repositories, and the concept of the LCMS (Learning Content Management System). Part I contains six chapters that focus upon LO concepts vis-à-vis architecture. A discussion of syntax, seman
Learning Objects 1: Theory, Praxis, Issues, and Trends
Learning Objects, Theory, Praxis, Issues, and Trends provides an in-depth look at how learning objects are changing teaching and learning today and how learning objects will play an important role in the development of 21st century education. Written by a set of educators and Information Scientists from across the globe, the book ties current theory to current practices and uses that perspective as a foundation to chart new directions in the theory and praxis of learning objects. While the book'
Advanced Principles of Effective e-Learning
With the global academic community currently focused on student learning outcomes achievement, assessment, and continuous improvement, e-learning strategies provide effective measures than can assist educators and educational administrators in the satisfaction of key objectives. Whether it is creating and incorporating simulations, building courses and curriculum, engaging in virtual team building, managing online programs, concept mapping, developing an electronic portfolio program, creating ac
La natura della mediazione offerta dai sistemi basati su micromondi all’apprendimento della matema
In questo articolo prenderemo in esame il sistema ARI-LAB che abbiamo realizzato per sostenere gli alunni nello sviluppo di capacità nel problem solving aritmetico e cercheremo di descrivere alcune caratteristiche che questo software rende disponibile con il fine di valutarne le potenzialità sul terreno didattico. Nel fare ciò assumeremo due riferimenti: da una parte l'analisi della natura del sapere coinvolto nel problem solving aritmetico, descritta nella prima parte di questo lavoro, dall'
La natura della mediazione offerta dai sistemi basati su micromondi all’apprendimento della matema
Questo lavoro analizza il ruolo che ambienti basati sull’uso del calcolatore, ed in particolare i micromondi, possono assumere nelle attività di insegnamento e apprendimento di conoscenze matematiche.
Il lavoro parte dallo studio di alcuni risultati significativi che si sono avuti in questo campo a livello internazionale. Tale studio viene utilizzato come quadro di riferimento per situare e analizzare una ricerca specifica che abbiamo svolto in questo settore.
Tale ricerca riguarda la proge
Elup Editor Conceptual Guide and User Manual
The eLup editor: elearning Quality Process Editor is based on the conceptual model adopted by the E-Quality project (www.e-quality-eu.org). The purpose of the eLup software is to enable the e-learning professional to structure and document the quality approach used in his/her organisation by making use of the approach and findings of the equality project. The eLup software was developed within Montpellier 2 University. The software is a model editor coupled with a database using Java, MySQL and
Mobile Notes: Mobile Devices in Creative Discussions
The trendy notion of “mobile learning” has different connotations: On the one hand, it can be understood as “learning on the move” – often referred to as “learning any time anywhere”. Of course this interpretation relies on specific kinds of technological enabling, but the definition aims at the general setting of learning activities. Particularly, it includes informal learning settings (cf. [1]). A second interpretation sees mobile learning somewhat more pragmatically as learning
COML (Classroom Orchestration Modelling Language) and Scenarios Designer: Toolsets to Facilitate Col
In a one-to-one collaborative learning classroom supported by ubiquitous computing,
teachers require tools that allow them to design of learning scenarios, and to manage and
monitor the activities happening in the classroom. Our project proposes an architecture for
a classroom management system and a scenarios designer tool, both based on a Classroom
Orchestration Modelling Language (COML), to support these requirements. We are
developing and testing this with the GroupScribbles software using a
