Chris DiGiano

Bio: Chris DiGiano is an academic researcher from SRI International. The author has contributed to research in topics: Educational software & Educational technology. The author has an hindex of 9, co-authored 19 publications receiving 254 citations.

Conceptual tools for planning for the wireless classroom

Abstract: Wireless and mobile devices are beginning to offer stunning new technical capabilities for collaborative learning. Yet, researchers in this field must recognise the importance of complementing these technical advances with improved understanding of the patterns of classroom activity that most need support. The approach taken in the work reported in this paper has been to create conceptual tools that help thinking and talking about technology-supported collaborative learning. A particularly powerful tool is Collaborative Design Patterns, which captures common learning situations and benefits in written form. This paper uses four classroom scenarios to describe eight patterns. These patterns fall into two categories: whole-activity patterns, which suggest ways to organise one or more class periods, and smaller-grained support patterns.

Learning from the Post-It ® : Building collective intelligence through lightweight, flexible technology

Abstract: M's Post-It ® notes proven popular not only as a simple and ubiquitous reminder tool, but as a medium for collaborative brainstorming and various other conceptual activities. In this paper we analyze the properties of Post-It notes that contribute to their success and discuss how they can be enhanced in the virtual environment. We then present a collaborative tool that builds on the Post-It paradigm.

IDEA: Identifying Design Principles in Educational Applets

Abstract: The Internet is increasingly being used as a medium for educational software in the form of miniature applications (e.g., applets) to explore concepts in a domain. One such effort in mathematics education, the Educational Software Components of Tomorrow (ESCOT) project, created 42 miniature applications each consisting of a context, a set of questions, and one or more interactive applets to help students explore a mathematical concept. They were designed by experts in interface design, educational technology, and classroom teaching. However, some applications were more successful for fostering student problem-solving than others. This article describes the method used to mine a subset (25) of these applets for design principles that describe successful learner-centered design by drawing on such data as videos of students using the software and summaries of written student work. Twenty-one design principles were identified, falling into the categories of motivation, presentation, and support for problem solving. The main purpose of this article is to operationalize a method for post hoc extraction of design principles from an existing library of educational software, although readers may also find the design principles themselves to be useful.

Educating Learning Technology Designers: Guiding and Inspiring Future Creators of Innovative Educational Tools

Abstract: Selected Contents Contributor Biographies Preface 1. Introduction Shelley Goldman, Chris DiGiano and Michael Chorost 2. What Is Design Knowledge and How Do We Teach It? Christopher Hoadley and Charlie Cox 3. Focusing on Process: Evidence and Ideas to Promote Learning through the Collaborative Design Process Emma Mercier, Shelley Goldman, and Angela Booker 4. Partnering with K-12 Educators in Collaborative Design of Learning Technology Shelley Goldman, Emma Mercier and Angela Booker 5. Authentic Design and Collaboration: Involving University Faculty as Clients in Project-Based Learning Technology Design Courses Jennifer Meta Robinson, Alyssa Wise, and Thomas Duffy 6. Moving from Feedback to Scaffolding - Improving the LTD Student's Experience Suzanne Alejandre and K. Ann Renninger 7. Interdisciplinarity in Learning Technology Design Courses Angela Booker, Shelley Goldman, and Emma Mercier 8. Applying the "Studio Model" to Learning Technology Design Charlie Cox, Steve Harrison, and Christopher Hoadley 9. A Learning Technology Design Course, Deconstructed Chris Quintana 10. Teaching educational design around computer games: Balancing expectations, abilities and outcomes 11. Creating Educational Gamelets Clayton Lewis and Alexander Repenning 12. Playground Games and the Dissemination of Control in Computing and Learning Deborah Tatar, Sirong Lin, and Joon Suk Lee 13. Reflecting on Reflection: Guiding and Capturing Student Projects Online Chris DiGiano, Mike Chorost, and Mark Chung 14. To The Student Michael Chorost and Chris DiGiano 15. Featured Student Projects Gucci Estrella and Chris DiGiano

Coordinating Networked Learning Activities with a General-Purpose Interface

Abstract: Classrooms equipped with wirelessly networked tablets and handhelds can engage students in powerful collaborative learning activities that are otherwise impractical or impossible. However, the system must fulfill certain technological and pedagogical requirements such as tolerance for latecomers, supporting disconnected mode gracefully, robustness across dropped connections, promotion of both positive interdependence and individual accountability, and accommodation of differential rates of task completion. Two approaches to making a Tuple Space-based computer architecture for connectivity into an inviting environment for the generation and creation of novel coordinated activities were attempted. One approach made the technological “bones” of the system very clear but assumed user vision of the complex goals and settings of real education. The more satisfactory approach made clear how Tuple Spaces matches the complex goals and settings of real education, but backgrounded technical complexity. This approach provides users with a system, Group Scribbles, which may inspire a wide range of uses. Coordinating Networked Learning 3

미국 NCTM의 Principles and Standards for School Mathematics에 나타난 수학과 교수,학습의 이론

Abstract: 미국의 “전국 수학 교사 협의회”(National Council of Teachers of Mathematics, NCTM)는 1989년부터 〈학교 수학의 교육과정과 평가 규준〉(1989), 〈수학 가르침(교수)의 전문성 규준〉(1991), 〈학교 수학의 평가(시험) 규준〉(NCTM, 1995), 〈학교 수학의 원리와 규준〉(2000)을 출판하여 미국의 수학 교육 의 전망(목표, 나아갈 길)과 규준(실행 지침)을 제시하였다. 수학 교사들로 구성된 미국의 NCTM은 학생, 학부모, 학교 행정가 등 많은 사람들과 힘을 합하여 모든 학생들에게 수준 높은 수학 교육을 받을 수 있는 여건(환경, 기회)을 조성하는 데 구심점의 역할을 하였다. 한편 많은 관련 단체들은 여러 배경과 능력을 가진 학생들이 전문성을 지닌 교사(특수 교사를 일컫는 밀이 아니다. 수학 교과를 이해하고 수학의 전문성과 특수성을 가르칠 수 있는 일반 교사를 일컫는 말이다.)로부터 미래를 대비해 평등하고, 진취적이며, 지원이 잘 이루어지고, 공학 도구(IT)가 잘 갖춰진 환경에서 중요한 수학적 아이디어를 이해하면서 학습할 수 있는 수학 교실(미국에서는 우리나라처럼 수학 교사가 수학 시간에 학생의 방(교실: Homeroom)에 찾아가지 않고 학생들이 선생의 방(수학 교실: Classroom)을 찾아온다. 전형적인 수학 교실의 사진은 2쪽에 나와 있다.)을 만들기 위해 함께 힘썼다. NCTM에서 출간한 여러 규준들은 우리나라의 제6차와 제7차 교육과정에도 큰 영향을 미쳤다. 이 글에서는 NCTM(2000)에서 제시한 학습 원리를 간단히 살펴본 다음 이를 중심으로 현재 미국 수학 교육의 교수ㆍ학습 이론의 동향을 살펴본다.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

Abstract: 1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

The Nature of Design Practice and Implications for Interaction Design Research

Abstract: The focus of this paper is interaction design research aimed at supporting interaction design practice. The main argument is that this kind of interaction design research has not (always) been succ ...

Mobile Learning: Transforming the Delivery of Education and Training

Abstract: Since the start of the current millennium, experience and expertise in the development and delivery of mobile learning have blossomed and a community of practice has evolved that is distinct from the established communities of “tethered” e-learning. This community is currently visible mainly through dedicated international conference series, of which MLEARN is the most prestigious, rather than through any dedicated journals. So far, these forms of development and delivery have focused on short-term small-scale pilots and trials in the developed countries of Europe, North America, and the Pacifi c Rim, and there is a taxonomy emerging from these pilots and trials that suggests tacit and pragmatic conceptualisations of mobile learning. What has, however, 066897_Book.indb 9 3/10/09 9:02:41 AM

Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework

Abstract: Computational thinking (CT) draws on concepts and practices that are fundamental to computing and computer science. It includes epistemic and representational practices, such as problem representation, abstraction, decomposition, simulation, verification, and prediction. However, these practices are also central to the development of expertise in scientific and mathematical disciplines. Recently, arguments have been made in favour of integrating CT and programming into the K-12 STEM curricula. In this paper, we first present a theoretical investigation of key issues that need to be considered for integrating CT into K-12 science topics by identifying the synergies between CT and scientific expertise using a particular genre of computation: agent-based computation. We then present a critical review of the literature in educational computing, and propose a set of guidelines for designing learning environments on science topics that can jointly foster the development of computational thinking with scientific expertise. This is followed by the description of a learning environment that supports CT through modeling and simulation to help middle school students learn physics and biology. We demonstrate the effectiveness of our system by discussing the results of a small study conducted in a middle school science classroom. Finally, we discuss the implications of our work for future research on developing CT-based science learning environments.