Designs for Learning Environments of the Future (eBook)

Preface 5
Contributors 9
Chapter 1 12
Invention and Innovation in Designing Future Learning Environments 12
Chapter Overviews 14
Thematic Strands 19
Advanced Representational Affordances 19
Advanced Designs for Interaction and Participation 21
Advanced Educational Design 22
Conclusion 25
References 25
Chapter 2 27
MaterialSim: A Constructionist Agent-Based Modeling Approach to Engineering Education 27
Introduction 27
2.5 Min per Equation 28
A New Scenario in Engineering Education 31
Equational vs. Agent-Based Methods in Materials Science 35
Grain Growth: A Central Phenomenon in Materials Science 35
Equational Representation of Grain Growth 36
Agent-Based Representation of Grain Growth 37
Software Design: NetLogo and MaterialSim 40
NetLogo 40
MaterialSim 41
Research Design and Methods 45
Data Analysis 46
Preinterview Explanations 46
First Session of the User Study: Introduction and Model Exploration 48
Second Session: Building Their Own Models 54
Betty’s Model 54
Jim’s Model: Polymer Chains 56
Peter’s Model 59
Discussion 61
Conclusion 64
References 66
Chapter 3 71
Learning Genetics from Dragons: From Computer-Based Manipulatives to Hypermodels 71
Hypermodels 73
Theoretical Framework: Model-Based Learning 75
Scaffolding Model-Based Learning 76
Activity Description 76
Technological Details 79
Processing Log Files to Support Research 80
Analyses Enabled by Logging Infrastructure 83
Learning Gains Versus Implementation Variables 84
Performance Assessments: Information Inferred from Actions 86
Limitations of This Work 90
Next Steps 91
Appendix: Description of the BioLogica Activities 93
References 96
Chapter 4 98
The Development of River City, a Multi-User Virtual Environment-Based Scientific Inquiry Curriculum: Historical and Design Ev 98
Introduction 98
Scientific Inquiry 99
Classroom Issues in Implementing Scientific Inquiry 100
Virtual Inquiry 100
Virtual Environments 101
Design-Based Research 102
River City 2000–2002 103
Design for Scientific Inquiry 104
Initial Research Outcomes 108
River City 2004–2006 110
Designing for Inquiry 110
Outcomes Related to Scientific Inquiry 112
River City 2006–2008 113
Powers 113
Online Student Lab Book 113
Conclusion 116
References 117
Chapter 5 120
Design Perspectives for Learning in Virtual Worlds 120
Overview 120
Learning in Virtual Worlds and Game Environments 121
Design Considerations for a Virtual World for Learning 124
Designing for Situated and Contextualized Learning 124
Designing for Virtual Pedagogy 127
Designing for Intelligent Adaptive Virtual Interactions 128
Designing for Virtual Aesthetic Experiences 130
Research 131
Virtual Singapura Study 1 131
Virtual Singapura Study 2 133
Materials 136
VS Study 2 Method and Results 137
VS Study 2 Discussion 140
Future Research 141
Conclusion 145
Appendix 1 146
1. Purpura nautica 146
2. Is it good to be special? 146
Appendix 2 146
References 147
Chapter 6 151
Learning to Learn and Work in Net-Based Teams: Supporting Emergent Collaboration with Visualization Tools 151
Introduction 151
Collaboration Mediated by Knowledge Artifacts 156
Collaborative Computer-Supported Writing 157
Collaborative Wiki Writing: A Semiotic Analysis 158
Some Conclusions About Wikis 161
Developing Team Skills 162
Pedagogical Approaches 162
Skills Addressed by Training 163
Transfer 164
Supporting Coordination by Visualizing Interactions 165
Visualizations for Wiki-Mediated Collaboration: Wattle Trees 166
Collaboration Environment 166
Form of Team Work 167
Wattle Trees 168
Social Network Diagrams 170
First Experiences Using the Visualizations 174
New Developments Based on First Experiences 177
Visualizing Wiki Site Structure 179
Visualizing the Conceptual Structure of Wiki Page Content 181
Automap Analysis of Collaboratively Authored Wiki Pages 182
Tracing a Document’s Concept Structure Across Versions 183
A Web-Based Program for Computing Concept Maps 186
Discussion: Implications for Assessing Team Skills 186
Toward Assessing Team Practices and Artifacts 189
References 192
Chapter 7 197
Learning Mathematics Through Inquiry: A Large-Scale Evaluation 197
Introduction 197
Basic Setup of the Inquiry Learning Environment 199
Development of the Learning Materials 201
Method 203
Subjects 203
Test 204
Procedure 204
Results 205
Discussion and Conclusion 207
References 209
Chapter 8 212
Scaffolding Knowledge Communities in the Classroom: New Opportunities in the Web 2.0 Era 212
Technology for the Twenty-First Century Classroom 212
The Emergence of Web 2.0 213
New Opportunities for Teaching and Learning 215
Scaffolding Knowledge Communities and Inquiry 216
Fostering a Knowledge Community 216
Scaffolded Inquiry 218
The Knowledge Community and Inquiry Model 219
A Co-design Community for Curriculum Development 220
Study 1: Physiology of Human Diseases 221
Design Research 221
Embedding Technology Scaffolds 222
Participants 222
Design 223
Analysis and Findings 225
Evaluating Our Success with KCI 228
Study 2: Canadian Biodiversity 228
Design 229
Analysis and Findings 231
Design Challenges and Recommendations 234
Conclusion 235
References 236
Chapter 9 240
From New Technological Infrastructures to Curricular Activity Systems: Advanced Designs for Teaching and Learning 240
About the SimCalc Research Program 241
Representational, Display, and Connectivity Infrastructure 243
The Character and Limits of Infrastructural Design Research 244
The Need for Curricular Activity Systems 246
Example 1: Scaling Up SimCalc 247
Mathematics Content and Learning Progression 248
Overall Support for Teachers and Students 250
Design Decisions: From Infrastructure to a Curricular Activity System 251
Results 254
Example 2: SimCalc Classroom Connectivity Project 255
Algebra I Curricular Activity System Overview 258
The “Where Am I?” Activity 258
Parameterized Variation Activities 259
Mathematical Performance Activities 261
Results 262
Discussion 263
Conclusion 266
References 267
Chapter 10 270
Toward a Theory of Personalized Learning Communities 270
Overview 270
Eleven Design Principles for Personalized Learning Communities 272
Categories of Principles for Personalized Learning Communities 277
Illustrating a Technology Ensemble Underlying a Personalized Learning Community 278
The Miriam Scenario 280
Resources to Help 281
Today’s Lesson 281
Some Students Got Off to a Quick Start 282
Others Are Proceeding Well 282
Some Are Stuck 282
Some Do Not Start at All 283
Reflection 283
Scenario Analysis 284
Conclusion 285
References 286
Chapter 11 289
Afterword: Opportunities for Transformational Learning 289
References 291