Login
 
Hauptdaten
Autor: Michael J. Jacobson
Herausgeber: Michael Jacobson, Peter Reimann
Titel: Designs for Learning Environments of the Future International Perspectives from the Learning Sciences
Verlag: Springer-Verlag
ISBN/ISSN: 9780387882796
Auflage: 1
Preis : CHF 147.80
Erscheinungsdatum:
Inhalt
Kategorie: Politik, Gesellschaft, Arbeit
Sprache: English
Technische Daten
Seiten: 291
Kopierschutz: DRM
Geräte: PC/MAC/eReader/Tablet
Formate: PDF
Inhaltsangabe

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.

Inhaltsverzeichnis
Preface5
Contributors9
Chapter 112
Invention and Innovation in Designing Future Learning Environments12
Chapter Overviews14
Thematic Strands19
Advanced Representational Affordances19
Advanced Designs for Interaction and Participation21
Advanced Educational Design22
Conclusion25
References25
Chapter 227
MaterialSim: A Constructionist Agent-Based Modeling Approach to Engineering Education27
Introduction27
2.5 Min per Equation28
A New Scenario in Engineering Education31
Equational vs. Agent-Based Methods in Materials Science35
Grain Growth: A Central Phenomenon in Materials Science35
Equational Representation of Grain Growth36
Agent-Based Representation of Grain Growth37
Software Design: NetLogo and MaterialSim40
NetLogo40
MaterialSim41
Research Design and Methods45
Data Analysis46
Preinterview Explanations46
First Session of the User Study: Introduction and Model Exploration48
Second Session: Building Their Own Models54
Bettys Model54
Jims Model: Polymer Chains56
Peters Model59
Discussion61
Conclusion64
References66
Chapter 371
Learning Genetics from Dragons: From Computer-Based Manipulatives to Hypermodels71
Hypermodels73
Theoretical Framework: Model-Based Learning75
Scaffolding Model-Based Learning76
Activity Description76
Technological Details79
Processing Log Files to Support Research80
Analyses Enabled by Logging Infrastructure83
Learning Gains Versus Implementation Variables84
Performance Assessments: Information Inferred from Actions86
Limitations of This Work90
Next Steps91
Appendix: Description of the BioLogica Activities93
References96
Chapter 498
The Development of River City, a Multi-User Virtual Environment-Based Scientific Inquiry Curriculum: Historical and Design Ev98
Introduction98
Scientific Inquiry99
Classroom Issues in Implementing Scientific Inquiry100
Virtual Inquiry100
Virtual Environments101
Design-Based Research102
River City 20002002103
Design for Scientific Inquiry104
Initial Research Outcomes108
River City 20042006110
Designing for Inquiry110
Outcomes Related to Scientific Inquiry112
River City 20062008113
Powers113
Online Student Lab Book113
Conclusion116
References117
Chapter 5120
Design Perspectives for Learning in Virtual Worlds120
Overview120
Learning in Virtual Worlds and Game Environments121
Design Considerations for a Virtual World for Learning124
Designing for Situated and Contextualized Learning124
Designing for Virtual Pedagogy127
Designing for Intelligent Adaptive Virtual Interactions128
Designing for Virtual Aesthetic Experiences130
Research131
Virtual Singapura Study 1131
Virtual Singapura Study 2133
Materials136
VS Study 2 Method and Results137
VS Study 2 Discussion140
Future Research141
Conclusion145
Appendix 1146
1. Purpura nautica146
2. Is it good to be special?146
Appendix 2146
References147
Chapter 6151
Learning to Learn and Work in Net-Based Teams: Supporting Emergent Collaboration with Visualization Tools151
Introduction151
Collaboration Mediated by Knowledge Artifacts156
Collaborative Computer-Supported Writing157
Collaborative Wiki Writing: A Semiotic Analysis158
Some Conclusions About Wikis161
Developing Team Skills162
Pedagogical Approaches162
Skills Addressed by Training163
Transfer164
Supporting Coordination by Visualizing Interactions165
Visualizations for Wiki-Mediated Collaboration: Wattle Trees166
Collaboration Environment166
Form of Team Work167
Wattle Trees168
Social Network Diagrams170
First Experiences Using the Visualizations174
New Developments Based on First Experiences177
Visualizing Wiki Site Structure179
Visualizing the Conceptual Structure of Wiki Page Content181
Automap Analysis of Collaboratively Authored Wiki Pages182
Tracing a Documents Concept Structure Across Versions183
A Web-Based Program for Computing Concept Maps186
Discussion: Implications for Assessing Team Skills186
Toward Assessing Team Practices and Artifacts189
References192
Chapter 7197
Learning Mathematics Through Inquiry: A Large-Scale Evaluation197
Introduction197
Basic Setup of the Inquiry Learning Environment199
Development of the Learning Materials201
Method203
Subjects203
Test204
Procedure204
Results205
Discussion and Conclusion207
References209
Chapter 8212
Scaffolding Knowledge Communities in the Classroom: New Opportunities in the Web 2.0 Era212
Techn