자연주의적 탐구조사(Naturalistic Inquiry)

New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.

How people learn: Brain, mind, experience, and school.

Basics of qualitative research: Grounded theory procedures and techniques

A new method for automatic indexing and retrieval is described. The approach is to take advantage of implicit higher-order structure in the association of terms with documents (“semantic structure”) in order to improve the detection of relevant documents on the basis of terms found in queries. The particular technique used is singular-value decomposition, in which a large term by document matrix is decomposed into a set of ca. 100 orthogonal factors from which the original matrix can be approximated by linear combination. Documents are represented by ca. 100 item vectors of factor weights. Queries are represented as pseudo-document vectors formed from weighted combinations of terms, and documents with supra-threshold cosine values are returned. initial tests find this completely automatic method for retrieval to be promising.

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Indexing by Latent Semantic Analysis

From the Publisher:
Written by the author of the best-selling HyperText & HyperMedia, this book provides an excellent guide to the methods of usability engineering. Special features: emphasizes cost-effective methods that will help developers improve their user interfaces immediately, shows you how to avoid the four most frequently listed reasons for delay in software projects, provides step-by-step information about which methods to use at various stages during the development life cycle, and offers information on the unique issues relating to informational usability. You do not need to have previous knowledge of usability to implement the methods provided, yet all of the latest research is covered.

Usability Engineering

As a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In Learning to Improve , the authors argue for a new approach. Rather than oimplementing fast and learning slow,o they believe educators should adopt a more rigorous approach to improvement that allows the field to olearn fast to implement well.o Using ideas borrowed from improvement science, the authors show how a process of disciplined inquiry can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education. Organized around six core principles, the book shows how onetworked improvement communitieso can bring together researchers and practitioners to accelerate learning in key areas of education. Examples include efforts to address the high rate of failure among students in community college remedial math courses and strategies forimproving feedback to novice teachers. Learning to Improve offers a new paradigm for research and development in education that promises to be a powerful driver of improvement for the nationAEs schools and colleges.

Learning to Improve: How America’s Schools Can Get Better at Getting Better

Schools today confront ambitious new societal goals aiming at greater learning for more students. Simultaneously, we are demanding that our educational institutions operate more efficiently. A growing cadre of scholars and policy organizations argue that responding to these challenges requires a fundamental reorganization of the connections among research and practice. This chapter details new ways for scholars and practitioners to engage together in disciplined inquiry organized around specified problems of practice improvement. It describes the social organization of networked communities aimed at systematic learning from practice to improve it. Embedded within the day-to-day work of such improvement communities are multiple cycles of design, engineering, and development (DEED) that generate numerous small tests about what works for whom under different circumstances. We call this improvement research. The chapter details a core set of structuring agents necessary to form such networked improvement communities (NIC). We illustrate these ideas drawing on early design experiences from an emerging NIC seeking to address the extraordinary high failure rates in developmental mathematics in community colleges. These “developmental” courses currently operate as a barrier to opportunity, blocking access to both occupational training certification and transfer to 4-year institutions. We posit that research and practice properly arranged can reframe the opportunity equation.

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Getting Ideas into Action: Building Networked Improvement Communities in Education

A challenge facing many schools, especially those in urban settings that serve culturally and linguistically diverse populations, is a disconnection between schools and students' home communities, which can have both cognitive and affective implications for students. In this article we explore a form of “connected science,” in which real-world problems and school-community partnerships are used as contextual scaffolds for bridging students' community-based knowledge and school-based knowledge, as a way to provide all students opportunities for meaningful and intellectually challenging science learning. The potential of these scaffolds for connected science is examined through a case study in which a team of fifth-grade teachers used the student-identified problem of pollution along a nearby river as an interdisciplinary anchor for teaching science, math, language arts, and civics. Our analysis makes visible how diverse forms of knowledge were able to support project activities, examines the consequences for student learning, and identifies the features of real-world problems and school–community partnerships that created these bridging opportunities. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 878–898, 2001

Connecting School and Community with Science Learning: Real World Problems and School-Community Partnerships as Contextual Scaffolds.

SuperBook is a hypertext browsing system designed to improve the usability of conventional documents. Successive versions of SuperBook were evaluated in a series of behavioral studies. Students searched for information in a statistics text. presented either in conventional printed form or in SuperBook form. The best version of SuperBook enabled students to answer search questions more quickly and accurately than they could with the conventional text. Students wrote higher quality “open-book” essays using SuperBook than they did with the conventional text, and their subjective ratings of the documentation strongly favored SuperBook.This work is a case study of formative design-evaluation. Behavioral evaluation of the first version of SuperBook showed how design factors and user strategies affected search and established baseline performance measures with printed text. The second version of SuperBook was implemented with the goal of improving search accuracy and speed. User strategies that had proved effective in the first study were made very easy and attractive to use. System response time for common operations was greatly improved. Behavioral evaluation of the new SuperBook demonstrated its superiority to printed text and suggested additional improvements that were incorporated into “MiteyBook,” a SuperBook implementation for PC-size screens. Search with MiteyBook proved to be approximately 25 percent faster and 25 percent more accurate than that obtained with a conventional printed book.

Formative design evaluation of superbook

Great attention has been paid recently to the capabilities of computers to provide environments in which active learners can construct their own understanding through open-ended interaction. Yet discussion of constructivist learning environments has commonly focused on the learner as an individual, learning in isolation from other learners. For example, Perkins (1991) characterizes a learning environment as being composed of five facets: information banks, symbol pads, construction kits, phenomenaria, and task managers. Each of these is a valuable resource for an individual learner but none provides a means for a learner to interact with, influence, or be influenced by other learners. 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 importance of communication and collaboration with other learners throughout the knowledge construction process. In this chapter, 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. We begin by presenting our rationale for this approach.

https://telearn.archives-ouvertes.fr/hal-00190597/document

Louis M. Gomez

Papers

Learning to Improve: How America’s Schools Can Get Better at Getting Better

Getting Ideas into Action: Building Networked Improvement Communities in Education

Connecting School and Community with Science Learning: Real World Problems and School-Community Partnerships as Contextual Scaffolds.

Formative design evaluation of superbook

Constructivism in the Collaboratory