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Creatures of Habit: A Computational System to Enhance and Illuminate the Development of Scientific T
Creatures of Habit is a computer-based microworld designed to engage middle-to-high school students in the process of scientific inquiry. The system depicts a universe of interacting programmable “creatures” whose individual behavior is guided by simple rules that may model naive psychology, physical laws, chemical affinities, and other domains. Students can create or revise creature rules and explore the resulting (and often surprising) emergent behaviors within “artificial ecosystems”;
Author(s): Pea Roy D.,Eisenberg Michael,Turbak Franklyn

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The Buggy Path to The Development of Programming Expertise
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Author(s): Pea Roy D.,Soloway Elliot,Spohrer Jim C.

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Children's mental models of recursive logo programs
Children who had a year of Logo programming experience were asked to think-aloud about what brief Logo recursive programs will do, and then to predict with a hand-simulation of the programs what the Logo graphics turtle will draw when the program is executed. If discrepancies arose in this last phase, children were asked to explain them. A prevaient but misguided "looping" interpretation of Logo recursion was identified, and this robust mental model persisted even in the face of contradiction be
Author(s): Kurland D. Midian,Pea Roy D.

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Beyond Amplification: Using the Computer to Reorganize Mental Functioning
Computers are classically viewed as amplifiers of cognition. An alternative conceptualization is offered of computer as reorganizer of mental functioning. Software analyses illuminate the advantages of the latter approach for new visions of the potential cognitive benefits of computers. A new result emerges: Because the cognitive technologies we invent serve as instruments of cultural redefinition (shaping who we are by changing, not just amplifying, what we do), defining educational values beco
Author(s): Pea Roy D.

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Symbol Systems and Thinking Skills: Logo in Context
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Author(s): Pea Roy D.

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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
Author(s): Pea Roy D.,Kurland D. Midian

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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.
Author(s): Koschmann Timothy,Newman Denis,Woodruff Earl,Pea R

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The Collaborative Visualization Project
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Author(s): Pea Roy D.

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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
Author(s): Mørch Anders,Cheung William,Wong Kelvin,Liu Jimin

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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
Author(s): Rasmussen Ingvill,Krange Ingeborg,Ludvigsen Sten

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Portfolios and ICT as means of professional learning in teacher education
Teaching portfolios supported by new learning technologies have increased in importance in Norwegian schools and teacher education. However, the learning potentials of integrated e-portfolios have still to be researched and further developed. This article focuses on professional learning in a teacher education programme reorganised by use of Information and Communication Technology (ICT), teaching portfolios and assessment. Findings reveal that the portfolios have prompted professional learning
Author(s): Hauge Trond Eiliv

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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
Author(s): Hauge Trond Eiliv

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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
Author(s): Ludvigsen Sten,Mørch Anders

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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
Author(s): Fjuk Annita,Ludvigsen Sten

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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
Author(s): Arnseth Hans Christian,Ludvigsen Sten,Wasson Barba

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Museology and the Problem of Interiority
Museum and culture studies traditionally approach social issues related to national museum narratives by critically analyzing the historical development and orderings of collections and their functions. Studies may investigate museums' representational practices in interpretations of the 'other,' for example, or the role of official and state narratives in history museums' constructions of national identity, or scientific paradigms in natural history museums' orderings and material culture. Ofte
Author(s): Pierroux Palmyre

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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
Author(s): Harman Keith,Koohang Alex

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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
Author(s): Koohang Alex,Harman Keith

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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
Author(s): Harman Keith,Koohang Alex

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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'
Author(s): Koohang Alex,Harman Keith

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