Jacobson / Reimann Designs for Learning Environments of the Future

International Perspectives from the Learning Sciences
1. Auflage 2010
ISBN: 978-0-387-88279-6
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 291 Seiten

Few things are as certain as societal changes-and the pressing need for educators to prepare students with the knowledge and ways of thinking necessary for the challenges in a changing world. In the forward-thinking pages of Designs for Learning Environments of the Future, international teams of researchers present emerging developments and findings in learning sciences and technologies at the infrastructure, curricular, and classroom levels.

Focusing on ideas about designing innovative environments for learning in areas such as biology, engineering, genetics, mathematics, and computer science, the book surveys a range of learning technologies being explored around the world-a spectrum as diverse as digital media, computer modeling, and 3D virtual worlds-and addresses challenges arising from their design and use. The editors' holistic perspective frames these innovations as not only discrete technologies but as flexible learning environments that foster student engagement, participation, and collaboration. Contributors describe possibilities for teaching and learning in these and other cutting-edge areas: Working with hypermodels and model-based reasoning Using visual representations in teaching abstract concepts Designing strategies for learning in virtual worlds Supporting net-based collaborative teams Integrating innovative learning technologies into schools Developing personal learning communities
Designs for Learning Environments of the Future will enhance the work of a wide range of professionals, including researchers and graduate students in the learning and cognitive sciences, and educators in the physical and social sciences.

Autoren/Hrsg.

Jacobson, Michael

Reimann, Peter

Inhaltsverzeichnis

1;Preface;5
2;Contributors;9
3;Chapter 1;12
3.1;Invention and Innovation in Designing Future Learning Environments;12
3.1.1;Chapter Overviews;14
3.1.2;Thematic Strands;19
3.1.2.1;Advanced Representational Affordances;19
3.1.2.2;Advanced Designs for Interaction and Participation;21
3.1.2.3;Advanced Educational Design;22
3.1.3;Conclusion;25
3.2;References;25
4;Chapter 2;27
4.1;MaterialSim: A Constructionist Agent-Based Modeling Approach to Engineering Education;27
4.1.1;Introduction;27
4.1.2;2.5 Min per Equation;28
4.1.3;A New Scenario in Engineering Education;31
4.1.4;Equational vs. Agent-Based Methods in Materials Science;35
4.1.4.1;Grain Growth: A Central Phenomenon in Materials Science;35
4.1.4.2;Equational Representation of Grain Growth;36
4.1.4.3;Agent-Based Representation of Grain Growth;37
4.1.5;Software Design: NetLogo and MaterialSim;40
4.1.5.1;NetLogo;40
4.1.5.2;MaterialSim;41
4.1.6;Research Design and Methods;45
4.1.7;Data Analysis;46
4.1.7.1;Preinterview Explanations;46
4.1.7.2;First Session of the User Study: Introduction and Model Exploration;48
4.1.7.3;Second Session: Building Their Own Models;54
4.1.7.3.1;Betty’s Model;54
4.1.7.3.2;Jim’s Model: Polymer Chains;56
4.1.7.3.3;Peter’s Model;59
4.1.8;Discussion;61
4.1.9;Conclusion;64
4.2;References;66
5;Chapter 3;71
5.1;Learning Genetics from Dragons: From Computer-Based Manipulatives to Hypermodels;71
5.1.1;Hypermodels;73
5.1.2;Theoretical Framework: Model-Based Learning;75
5.1.3;Scaffolding Model-Based Learning;76
5.1.4;Activity Description;76
5.1.5;Technological Details;79
5.1.6;Processing Log Files to Support Research;80
5.1.7;Analyses Enabled by Logging Infrastructure;83
5.1.8;Learning Gains Versus Implementation Variables;84
5.1.9;Performance Assessments: Information Inferred from Actions;86
5.1.10;Limitations of This Work;90
5.1.11;Next Steps;91
5.1.12;Appendix: Description of the BioLogica Activities;93
5.2;References;96
6;Chapter 4;98
6.1;The Development of River City, a Multi-User Virtual Environment-Based Scientific Inquiry Curriculum: Historical and Design Ev;98
6.1.1;Introduction;98
6.1.2;Scientific Inquiry;99
6.1.2.1;Classroom Issues in Implementing Scientific Inquiry;100
6.1.2.2;Virtual Inquiry;100
6.1.3;Virtual Environments;101
6.1.3.1;Design-Based Research;102
6.1.4;River City 2000–2002;103
6.1.4.1;Design for Scientific Inquiry;104
6.1.4.2;Initial Research Outcomes;108
6.1.5;River City 2004–2006;110
6.1.5.1;Designing for Inquiry;110
6.1.5.2;Outcomes Related to Scientific Inquiry;112
6.1.6;River City 2006–2008;113
6.1.6.1;Powers;113
6.1.6.2;Online Student Lab Book;113
6.1.7;Conclusion;116
6.2;References;117
7;Chapter 5;120
7.1;Design Perspectives for Learning in Virtual Worlds;120
7.1.1;Overview;120
7.1.2;Learning in Virtual Worlds and Game Environments;121
7.1.3;Design Considerations for a Virtual World for Learning;124
7.1.3.1;Designing for Situated and Contextualized Learning;124
7.1.3.2;Designing for Virtual Pedagogy;127
7.1.3.3;Designing for Intelligent Adaptive Virtual Interactions;128
7.1.3.4;Designing for Virtual Aesthetic Experiences;130
7.1.4;Research;131
7.1.4.1;Virtual Singapura Study 1;131
7.1.4.2;Virtual Singapura Study 2;133
7.1.5;Materials;136
7.1.6;VS Study 2 Method and Results;137
7.1.7;VS Study 2 Discussion;140
7.1.8;Future Research;141
7.1.9;Conclusion;145
7.1.10;Appendix 1;146
7.1.11;1. Purpura nautica;146
7.1.12;2. Is it good to be special?;146
7.1.13;Appendix 2;146
7.2;References;147
8;Chapter 6;151
8.1;Learning to Learn and Work in Net-Based Teams: Supporting Emergent Collaboration with Visualization Tools;151
8.1.1;Introduction;151
8.1.2;Collaboration Mediated by Knowledge Artifacts;156
8.1.2.1;Collaborative Computer-Supported Writing;157
8.1.2.2;Collaborative Wiki Writing: A Semiotic Analysis;158
8.1.3;Some Conclusions About Wikis;161
8.1.4;Developing Team Skills;162
8.1.4.1;Pedagogical Approaches;162
8.1.4.2;Skills Addressed by Training;163
8.1.4.3;Transfer;164
8.1.5;Supporting Coordination by Visualizing Interactions;165
8.1.5.1;Visualizations for Wiki-Mediated Collaboration: Wattle Trees;166
8.1.5.1.1;Collaboration Environment;166
8.1.5.1.2;Form of Team Work;167
8.1.5.1.3;Wattle Trees;168
8.1.5.2;Social Network Diagrams;170
8.1.5.3;First Experiences Using the Visualizations;174
8.1.5.3.1;New Developments Based on First Experiences;177
8.1.6;Visualizing Wiki Site Structure;179
8.1.7;Visualizing the Conceptual Structure of Wiki Page Content;181
8.1.7.1;Automap Analysis of Collaboratively Authored Wiki Pages;182
8.1.7.2;Tracing a Document’s Concept Structure Across Versions;183
8.1.7.3;A Web-Based Program for Computing Concept Maps;186
8.1.8;Discussion: Implications for Assessing Team Skills;186
8.1.9;Toward Assessing Team Practices and Artifacts;189
8.2;References;192
9;Chapter 7;197
9.1;Learning Mathematics Through Inquiry: A Large-Scale Evaluation;197
9.1.1;Introduction;197
9.1.2;Basic Setup of the Inquiry Learning Environment;199
9.1.3;Development of the Learning Materials;201
9.1.4;Method;203
9.1.4.1;Subjects;203
9.1.4.2;Test;204
9.1.4.3;Procedure;204
9.1.5;Results;205
9.1.6;Discussion and Conclusion;207
9.2;References;209
10;Chapter 8;212
10.1;Scaffolding Knowledge Communities in the Classroom: New Opportunities in the Web 2.0 Era;212
10.1.1;Technology for the Twenty-First Century Classroom;212
10.1.1.1;The Emergence of Web 2.0;213
10.1.1.2;New Opportunities for Teaching and Learning;215
10.1.2;Scaffolding Knowledge Communities and Inquiry;216
10.1.2.1;Fostering a Knowledge Community;216
10.1.2.2;Scaffolded Inquiry;218
10.1.2.3;The Knowledge Community and Inquiry Model;219
10.1.2.4;A Co-design Community for Curriculum Development;220
10.1.3;Study 1: Physiology of Human Diseases;221
10.1.3.1;Design Research;221
10.1.3.2;Embedding Technology Scaffolds;222
10.1.3.3;Participants;222
10.1.3.4;Design;223
10.1.3.5;Analysis and Findings;225
10.1.3.6;Evaluating Our Success with KCI;228
10.1.4;Study 2: Canadian Biodiversity;228
10.1.4.1;Design;229
10.1.4.2;Analysis and Findings;231
10.1.4.3;Design Challenges and Recommendations;234
10.1.5;Conclusion;235
10.2;References;236
11;Chapter 9;240
11.1;From New Technological Infrastructures to Curricular Activity Systems: Advanced Designs for Teaching and Learning;240
11.1.1;About the SimCalc Research Program;241
11.1.2;Representational, Display, and Connectivity Infrastructure;243
11.1.3;The Character and Limits of Infrastructural Design Research;244
11.1.4;The Need for Curricular Activity Systems;246
11.1.5;Example 1: Scaling Up SimCalc;247
11.1.5.1;Mathematics Content and Learning Progression;248
11.1.5.2;Overall Support for Teachers and Students;250
11.1.5.3;Design Decisions: From Infrastructure to a Curricular Activity System;251
11.1.5.4;Results;254
11.1.6;Example 2: SimCalc Classroom Connectivity Project;255
11.1.6.1;Algebra I Curricular Activity System Overview;258
11.1.6.2;The “Where Am I?” Activity;258
11.1.6.3;Parameterized Variation Activities;259
11.1.6.4;Mathematical Performance Activities;261
11.1.6.5;Results;262
11.1.7;Discussion;263
11.1.8;Conclusion;266
11.2;References;267
12;Chapter 10;270
12.1;Toward a Theory of Personalized Learning Communities;270
12.1.1;Overview;270
12.1.2;Eleven Design Principles for Personalized Learning Communities;272
12.1.3;Categories of Principles for Personalized Learning Communities;277
12.1.4;Illustrating a Technology Ensemble Underlying a Personalized Learning Community;278
12.1.5;The Miriam Scenario;280
12.1.5.1;Resources to Help;281
12.1.5.2;Today’s Lesson;281
12.1.5.3;Some Students Got Off to a Quick Start;282
12.1.5.4;Others Are Proceeding Well;282
12.1.5.5;Some Are Stuck;282
12.1.5.6;Some Do Not Start at All;283
12.1.5.7;Reflection;283
12.1.6;Scenario Analysis;284
12.1.7;Conclusion;285
12.2;References;286
13;Chapter 11;289
13.1;Afterword: Opportunities for Transformational Learning;289
13.2;References;291