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Ontologies as Scale Free Networks: Implications for Theories of Conceptual Change

Ontologies as Scale Free Networks: Implications for Theories...

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9th International Conference of the learning Sciences, ICLS 2010

作者： Jacobson, Michael J. Kapur, Manu Centre for Research on Computer-supported Learning and Cognition The University of Sydney Australia Learning Sciences Laboratory National Institute of Education Nanyang Technological University Singapore

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MUVEing slowly: Applying slow pedagogy to a scenario-based virtual environment

MUVEing slowly: Applying slow pedagogy to a scenario-based v...

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27th Annual Conference of the Australasian Society for computers in learning in Tertiary Education, ASCILITE 2010

作者： Tanti, Miriam Kennedy-Clark, Shannon Faculty of Education Australian Catholic University Australia Centre for Research on Computer Supported Learning and Cognition Faculty of Education and Social Work University of Sydney Australia

ISBN: (纸本)9781742720166

This paper presents the research theory and design of a work in progress that investigates how the application of slow pedagogy can be applied to an ICT rich educative environment. More specifically, the research will focus on an inquiry learning strategy within a scenario-based multi-user virtual environment and will evaluate the impact of such a strategy in terms of student interaction and engagement with a complex inquiry problem. The research proposes that by applying the philosophies of slow to the learning experience and permitting students to explore a problem space, without the rigid structure normally encountered in inquiry learning, that students will not only be more motivated and engaged, but the result will be the acquisition of a greater depth of knowledge and the procurement of transferable inquiry skills. © 2010 Miriam Tanti & Shannon Kennedy-Clark.

关键词： Students

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learning about complexity and beyond: Theoretical and methodological implications for the learning sciences

Learning about complexity and beyond: Theoretical and method...

引用

9th International Conference of the learning Sciences, ICLS 2010

作者： Jacobson, Michael J. Wilensky, Uri Reimann, Peter Sengupta, Pratim Wilkerson-Jerde, Michelle Kapur, Manu Centre for Research on Computer-supported Learning and Cognition University of Sydney Australia Center for Connected Learning and Computer Based Modeling Northwestern University United States Vanderbilt University United States Learning Sciences Laboratory National Institute of Education Nanyang Technological University Singapore Singapore

This paper provides an overview of a symposium that explored the implications of complexity for the field of the learning sciences. Two papers explored aspects of learning about complex systems in the domains of physics and electricity and of the mathematics of change and variation. The third paper viewed learning from a complexity perspective as an emergent phenomenon, and proposes to compliment traditional quantitative and qualitative methodologies used in learning sciences research with computational agent-based modeling methods. The fourth paper is a "theoretical case study" in which an "ontological network theory" based on scale free networks is proposed, and then used to reframe the debate in the learning sciences concerning "coherent knowledge" versus "knowledge-in-pieces" theories of conceptual change. Overall, it is hoped this session stimulated interest in new theoretical and methodological "lenses" for understanding the challenges of learning about complex systems and for doing research into learning as complex systems. © ISLS.

关键词： Autonomous agents

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Productive failure in inquiry learning in a multi-user virtual environment

Productive failure in inquiry learning in a multi-user virtu...

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26th Annual Conference of the Australasian Society for computers in learning in Tertiary Education - "Same places, different spaces", ASCILITE 2009

作者： Kennedy-Clark, Shannon Jacobson, Michael Reimann, Peter Centre for Research on Computer Supported Learning and Cognition Faculty of Education and Social Work University of Sydney Sydney Australia Centre for Research on Computer Supported Learning and Cognition Faculty of Education and Social Work University of Sydney Sydney Australia

ISBN: (纸本)9781877314827

This research focuses on analysing the impact of structure in inquiry learning activities in a Multi-User Virtual Environment. Productive failure is a learning strategy that has shown that using a low structure initial activity in inquiry learning can result in better learning outcomes than using an initial high structure activity. Virtual Singapura is a multi-user virtual environment that presents learners with the opportunity to engage with a visually rich, authentic and dynamic environment that enhances a student's engagement with inquiry learning. This research aims to inform research on productive failure and the structuring of inquiry based activities in virtual environments. © 2009 Shannon Kennedy-Clark, Michael J. Jacobson and Peter Reimann.

关键词： Virtual reality

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Failures and successes in collaborative inquiry: learning the physics of electricity with agent-based models

Failures and successes in collaborative inquiry: Learning th...

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9th International Conference on computer-supported Collaborative learning 2009, CSCL 2009

作者： Pathak, Suneeta A. Kim, Beaumie Jacobson, Michael J. Zhang, Bao Hui Learning Sciences Laboratory National Institute of Education Nanyang Technological University Singapore Singapore Centre for Research on Computer-supported Learning and Cognition University of Sydney Australia

ISBN: (纸本)1615841377

This paper presents a process-oriented case study of successes and failures in collaborative inquiry. The interactions of pairs were recorded and transcribed while they were engaged in learning activities, mediated by agent-based NetLogo electricity models. Transcripts of learner interactions were coded for engagements in science inquiry. The purpose of this paper is to articulate the dynamics of collaborative science inquiry approach resulting from varied scaffolding and consistent scaffolding in learning activities. Our findings indicate that students under a varied scaffolding approach were more deeply engaged in inquiry process and performed better on model-based explanations. © ISLS.

关键词： Autonomous agents

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Failures and successes in collaborative inquiry: learning the physics of electricity with agent-based models 09

Failures and successes in collaborative inquiry: learning th...

引用

Proceedings of the 9th international conference on computer supported collaborative learning - Volume 1

作者： Suneeta A. Pathak Beaumie Kim Michael J. Jacobson BaoHui Zhang Learning Sciences Laboratory National Institute of Education Nanyang Technological University Singapore Centre for Research on Computer-supported Learning and Cognition The University of Sydney Australia

ISBN: (纸本)9781409285984

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learning the physics of electricity with agent-based models: The paradox of Productive Failure

Learning the physics of electricity with agent-based models:...

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16th International Conference on computers in Education, ICCE 2008

作者： Pathak, Suneeta A. Jacobson, Michael J. Kim, Beaumie Zhang, Bao Hui Feng, Denga Learning Sciences Laboratory National Institute of Education Nanyang Technological University Singapore Singapore Centre for Research on Computer Supported Collaborative Learning and Cognition University of Sydney Australia

ISBN: (纸本)9789868473522

The overall goal of this research is to explore the efficacy of learning the physics of electricity with NetLogo agent-based models (ABM) where the degree of learner scaffolding is varied. Learners were given four tasks for an ABM in each class period. The experimental condition involved Productive Failure (PF), where one group of learners initially used a set of ABMs in an unscaffolded manner whereas the comparison condition (Non-PF or N-PF) used a more conventional physics education laboratory approach in which the learners were provided with steps to follow in their ABM activity. Both groups then used the ABMs for a second activity that was scaffolded, followed by a third unscaffolded ABM problem-based activity that was the same for both conditions. This sequence of activities was followed over four days with four different ABMs. It was hypothesized that whereas the participants in the PF group would initially fail in the first ABM activity in contrast to the initial success of the N-PF group, by the last unscaffolded ABM activity the PF group would perform at a higher level, and that there would be cumulative overall learning gains by the posttest for this group. This paper reports on the preliminary research findings that are largely consistent with the hypothesized results. Issues for future research are also discussed.

关键词： Problem solving

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Enhancing and scaling-up design-based research: the potential of e-research 08

Enhancing and scaling-up design-based research: the potentia...

引用

Proceedings of the 8th international conference on International conference for the learning sciences - Volume 2

作者： Lina Markauskaite Peter Reimann Centre for Research on Computer-supported learning and Cognition University of Sydney Sydney Australia

This paper identifies ways in which conceptual, methodological and technical developments in e-research can contribute to solutions of key questions in learning science research and, in particular, design-based research (DBR). The paper focuses on DBR issues in three major areas: methodology, research process, and dissemination. By mapping DBR issues to the conceptual and technological features of e-research, and illustrating those features with concrete examples from a range of research domains, the paper demonstrates how e-research approaches and tools could enhance present DBR practices as well as open avenues for new research questions and new ways of doing research. It concludes by discussing potential challenges and outlining some critical elements for the uptake of e-research in learning science.

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M-Fieldwork for Information Systems Students

M-Fieldwork for Information Systems Students

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Annual Hawaii International Conference on System Sciences (HICSS)

作者： Laurel Evelyn Dyson Elaine Lawrence Andrew Litchfield Agnieszka Zmijewska Faculty of Information Technology Sydney University of Technology Broadway NSW Australia Centre for Research on Computer Supported Learning and Cognition University of Sydney NSW Australia

Fieldwork has long been identified as providing students undertaking professional studies with a means of implementing theory into a real world context. In recent years some educators, particularly in the health sciences, have introduced mobile devices to support students' fieldwork learning. In many ways there is a natural link between fieldwork and mobile technology. In this paper we report on a trial to introduce mobile support into the study of information systems in the field. The experience showed that mobile devices can assist students collect data in richer, multimedia formats and make subsequent classroom presentations of their field study much more interesting. However, it also revealed certain usage and deployment issues with the mobile devices themselves which have implications for device selection and educational design.

关键词： Information systems Personal digital assistants Information technology Australia cognition Educational technology Employment Watches Concrete Medical services

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Directions for m-learning research to enhance active learning

Directions for m-learning research to enhance active learnin...

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24th Annual Conference of the Australasian Society for computers in learning in Tertiary Education - "ICT: Providing Choices for Learners and learning", ASCILITE 2007

作者： Litchfield, Andrew Dyson, Laurel Evelyn Lawrence, Elaine Zmijewska, Agnieszka Faculty of Information Technology University of Technology Sydney Australia Centre for Research on Computer Supported Learning and Cognition University of Sydney Australia

ISBN: (纸本)9789810595791

This paper aims to inform readers of suggested directions for researching how mobile technology can enhance active student learning. These directions are informed by an online survey of our students in early 2007 and a contemporary literature search. We present the findings of our search of global best-practice in m-learning, gaps in the current literature are identified and five directions are suggested for 2007 m-learning research and development. We start discussing how to investigate these suggested directions. Our five suggested action research directions are all significant issues in m-learning and all need to be better investigated. If we are interested in enhancing student learning, a priority is to design mlearning and teaching strategies that involve active experiential learning. These strategies need to effectively support our learners' development of attitudes, understandings and skills in identified graduate attributes, curriculum objectives and stated learning outcomes. The development of wide support for an online body of knowledge of m-learning and teaching principles, strategies and effective, practical case-studies across all disciplines - an m-portal - is needed and can support and inform emerging national and international approaches to using mobile technologies to enhance learning. Guided by our findings and suggested research suggestions the authors hope to discuss, extend and develop collaborative partnerships for future action research, development and sponsorship at our ascilite 2007 conference workshop. © 2007 Andrew Litchfield, Laurel Evelyn Dyson, Elaine Lawrence and Agnieszka Zmijewska.

关键词： Students

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