Wenyi Ho (whmj22work)'s Public Profile in the Diigo Community

I am interested in e-learning,cognitive psychology,learning theories.

Member since Aug 06, 2008, follows 1 people, 1 public groups, 68 public bookmarks (98 total).

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Recent Bookmarks and Annotations

ScienceDirect - Computers in Human Behavior : Designing roles, scripts, and prompts to support CSCL in gStudy on 2009-11-09
Contact Support on 2009-11-09
Games for Change (G4C) -- home on 2009-11-06
ijCSCL: CSCL Resources on 2009-11-06
Journal of Interactive Media in Education on 2009-11-06
ScienceDirect - Learning and Instruction : External representation of argumentation in CSCL and the management of cognitive load on 2009-11-06
- CSCL software can support different functions: synchronous or asynchronous collaborations; and local or remote collaboration.
- CSCL can fulfil a number of roles, namely (a) promoting inquiry and sense-making; (b) facilitating knowledge building by providing a forum for collaboratively presenting arguments, raising learning issues, and reaching consensus on new knowledge; (c) record-keeping and/or external memory functions; (d) enabling communication with distant communities; (e) promoting reflection of alternative perspectives, solutions, and critiques, and (f) supporting teacher planning and implementation of collaborative activities.
- 25 more annotations...
- - A number of general characteristics or dimensions of external representations apply here: perspective (
  - specificity,
  - complexity
  - precision
  - modality
  - Specificity
  - precision
  - Discussion-based tools, e.g. CSILE ( Scardamalia & Bereiter, 1994; Scardamalia, Bereiter, Maclean, Swallow, & Woodruff, 1989) and the Collaboratory Notebook ( Edelson & O'Neill, 1994; Edelson, O'Neill, Gomez, and D'Amico, 1995) support dialogical argumentation of a group. Knowledge representation tools, such as SenseMaker ( Bell, 1997) and Belvédère (Paolucci, Suthers, & Weiner, 1995; Suthers & Weiner, 1995) have to support the construction of rhetorical argumentation by individuals as well. Further, the tools have to support argumentation whose structure and content correspond to, in this case, a valid scientific argumentation.
  - Belvédère is a system to support collaborative scientific inquiry. Learners are confronted with challenge problems (e.g. What caused the extinction of the Dinosaurs?) that need a scientific explanation. The Belvédère environment offers access to web-based material, a chat window, and a shared visual workspace where learners construct scientific explanations in so-called ‘evidence maps’ (
  - When students create evidence maps they can use a number of objects (principle, hypothesis, data, unspecified) and a number of simplified relations (for, against, and).
  - To the contrary: characteristics of the external representation seem to impose extraneous cognitive load and may lead to activities that do not foster any deeper representation of the domain
  - One of the best known discussion-based environment is CSILE
  - students use a communal database of interrelated text and graphic notes.
  - students are required to enter notes with identified type of content: “My Theory”, “I Need To Understand”, “New Information”, “Comment”.
  - The Collaboratory Notebook ( Edelson & O'Neill, 1994; Edelson et al., 1995) is a shared workspace in which learners can enter pages and relate them through hyperlinks. There are several types of pages, including: “question”, “conjecture”, “evidence for”, “evidence against”.
  - the learner characterizes the type of interaction s/he is pursuing (construct, propose, manage the interaction
  - In discussion-based environments visual traces of the discussion lines and signaling the different argumentation moves by node types are means to achieve cognitive off-loading. They can assist students in maintaining a common focus on the argumentation. The structured dialogue interfaces have a similar function.
  - A scientific explanation requires theories, hypotheses and data to be represented, as well as the support/oppose relations that may exist between them
  - Issue based information system (IBIS), is a design approach developed by Rittel (1984) which engages the stakeholders in discussing problems, resolving problems, elucidating concerns and posing questions.
  - The core objects in DRL are decision problem, alternative, (sub)goal (which represents criteria), question, and claims
  - achieve(alternative, goal), supports(claim, claim), denies(claim, claim), presupposes(claim, claim).
  - Students still face the problem of maintaining coherence and consistency in the discussion
  - limiting the choice of a response type,
  - allow a note to be connected to multiple notes.
  - Anchoring discussions in relevant material and preferably in an integrated interface, e.g. CaMILE (Guzdial, 1997) has been shown to increase the length of discussion threads.
ScienceDirect - Learning and Instruction : External representation of argumentation in CSCL and the management of cognitive load on 2009-11-06
ScienceDirect - Learning and Instruction : External representation of argumentation in CSCL and the management of cognitive load on 2009-11-05
- One way to support coordination in CSCL environments is adding structured dialogue interfaces
- Discussion-based tools, e.g. CSILE ( Scardamalia & Bereiter, 1994; Scardamalia, Bereiter, Maclean, Swallow, & Woodruff, 1989) and the Collaboratory Notebook ( Edelson & O'Neill, 1994; Edelson, O'Neill, Gomez, and D'Amico, 1995) support dialogical argumentation of a group. Knowledge representation tools, such as SenseMaker ( Bell, 1997) and Belvédère (Paolucci, Suthers, & Weiner, 1995; Suthers & Weiner, 1995) have to support the construction of rhetorical argumentation by individuals as well. Further, the tools have to support argumentation whose structure and content correspond to, in this case, a valid scientific argumentation.
News: The Evidence on Online Education - Inside Higher Ed on 2009-06-29
- The Education Department report said that it had identified more than 1,000 empirical studies of online learning that were published from 1996 through July 2008. For its conclusions, however, the Education Department considered only a small number (51) of independent studies that met strict criteria.
- In noting caveats about the findings, the study returns to the issue of time.
About : Pittsburgh Science of Learning Center on 2009-06-08
- PSLCs LearnLab is unique in 1) providing learning researchers an open facility for in vivo experimentation, 2) systematically collecting longitudinal moment-by-moment student learning data in multiple courses running and multiple sites, and 3) making such data freely available.