Computer Support for Knowledge-Building Communities
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The conceptual bases of computer-supported intentional learning environments (CSILE) as mentioned in this paper come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities, and combine to support the following propositions: schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal, and the role of educational technology should be to replace classroom discourse patterns with those having more immediate and natural extensions to knowledge building communities outside school walls.Abstract:
In this article we focus on educational ideas and enabling technology for knowledge-building discourse. The conceptual bases of computer-supported intentional learning environments (CSILE) come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities. These bases combine to support the following propositions: Schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal, and the role of educational technology should be to replace classroom discourse patterns with those having more immediate and natural extensions to knowledge-building communities outside school walls. CSILE is described as a means for refraining classroom discourse to support knowledge building in ways extensible to out-of-school knowledgeadvancing enterprises. Some of the most fundamental problems are logistic, and it is in solving these logistic problems that we see the greatest potential for educational technology.read more
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Journal ArticleDOI
ExamNet asynchronous learning network: augmenting face-to-face courses with student-developed exam questions
TL;DR: Investigating how students’ attitude and performance are affected by using an asynchronous learning network (ALN) to augment exams in a traditional lecture/lab course finds most found the process of developing exam questions to be intrinsically motivating and an interesting part of the course.
Journal ArticleDOI
WEBGUIDE: Guiding Collaborative Learning on the Web with Perspectives.
TL;DR: A reflection on what the author is learning collaboratively about how software artifacts can mediate learning and shared cognition in a middle school classroom and an advanced graduate seminar.
Journal ArticleDOI
The Interaction of Motivational Orientation and Knowledge-Seeking Inquiry in Computer-Supported Collaborative Learning
Abstract: The relations and possible interaction of students' motivational orientation and the quality of their inquiry in computer-supported collaborative learning (CSCL) were examined. The study was performed among ten-year-old students (N = 26) in a Finnish elementary school. At the beginning of the learning project, the students were administered similar self-report questionnaires to identify their motivational tendencies. In order to compare the students' general motivational tendencies with their actual engagement, the lessons were videotaped for collecting data on the students' learning and social interaction processes during CSILE (Computer-Supported Intentional Learning Environment) work. Furthermore, CSILE students' written work was analyzed to examine their practices of knowledge production and the epistemological nature of their inquiry. The study indicates that CSCL may facilitate the active participation of students who have a lot of difficulties in traditional school learning. In addition, regardless...
Proceedings ArticleDOI
Between information and communication: middle spaces in computer media for learning
Christopher Hoadley,Noel Enyedy +1 more
TL;DR: This paper identifies two categories of media that are common in computer-supported collaborative learning and software in general: communication media, and information media and suggests the need for interfaces that help students transition from dialogue to monologue and back again.
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Promoting college students' knowledge acquisition and ill-structured problem solving: Web-based integration and procedure prompts
TL;DR: Investigation of web-based integration and procedure question prompts differentially affected students' knowledge acquisition and ill-structured problem solving skills, particularly in representing problem(s), developing solutions, and monitoring and evaluating a plan of action within the social science context.
References
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Book
Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
Book
Conjectures and Refutations: The Growth of Scientific Knowledge
TL;DR: A collection of classic essays written throughout Popper's illustrious career, expounding and defending his 'fallibilist' theory of knowledge and scientific discovery.
Journal ArticleDOI
Cognitive Apprenticeship: Teaching the Craft of Reading, Writing and Mathematics
TL;DR: This paper proposes the development of a new cognitive apprenticeship to teach students the thinking and problem-solving skills involved in school subjects such as reading, writing and mathematics.