Computer-Supported Intentional Learning Environments

Abstract

CSILE, which stands for Computer-Supported Intentional Learning Environments, is an educational knowledge media system. CSILE allows information in several media (text, drawings, graphs, timelines, etc.) to be entered into a common database where it is available to be retrieved, linked, commented on, rated, and so forth. The environments and operations of CSILE are designed of information. In this article eleven principles, based on recent cognitive research, are suggested for designing computer environments that support intentional learning. These principles include making knowledgeconstruction activities overt, maintaining attention to learning goals as opposed to other goals of an activity, providing process-relevant feedback, and giving students responsibility for contributing to each other's learning. Applications of these principles in CSILE are described, as well as observations from the first year of school try-out.

Teacher ratings of student engagement with educational software: An exploratory study

“…Bangert-Drowns and Pyke (2001) defined a taxonomy of seven forms of engagement that can shed light on student learning with educational software. First, viewing learning with software as a literate act, a view echoed in other research (e.g., Jacobson & Spiro, 1995;Scardamalia, et al, 1989;Yang, 2002), allows educators to apply literacy research to pedagogical problems in technology integration. Second, the taxonomy integrates theoretical constructs (e.g., disengagement, software navigation, self-efficacy, intrinsic motivation, self-regulation, critical thinking, and high literacy) into a coherent, hierarchical framework.…”

“…Certainly, some researchers' definitions of literacy are closely entwined with definitions of engagement (e.g., Guthrie, 1996). Bereiter and Scardamalia (1987;Scardamalia, Bereiter, McLean, Swallow, & Woodruff, 1989) define high literacy as a strategic, intentional, reflective effort to satisfy curiosity in knowledge-transforming ways (i.e., intrinsically motivated self-regulation).…”

Sokrati̇k Di̇yalogdan Günümüze Yansitma Ve Yansitici Sorular

“…Yansıtıcı soruların problem çözme, kendini yansıtma, problemleri betimleme, süreci izleme, çözüm yollarını açıklama ve düzenleme gibi süreçlerin tümünde öğrencilere yardımcı olduğu kanıtlanmıştır (Scardamalia, Bereiter ve Steinbach, 1984;Scardamalia, Bereiter, McLean, Swallow ve Woodruff, 1989;Berandi vd., 1995;Lin ve Lehman, 1999). Örneğin Corliss (2005) problem temelli öğrenme ortamlarına entegre edilecek yansıtıcı soruların, öğrencilerin kendi öğrenme durumları ve anlamalarının yanı sıra problem çözme sürecindeki adımları yansıtmalarında da onları cesaretlendirebileceğini düşünmektedir.…”

Social technologies for online learning: theoretical and contextual issues

“…This is in contrast to individual, passive study of material, which can lead to inert knowledge that students can reproduce but cannot use (Karagiorgi & Symeou, 2005). Social constructivist theories of learning focus on the activities (both physical and cognitive) that learners carry out, and on learners' interactions with each other and with their teachers (Scardamalia et al, 1989;Brown, Collins & Duguid, 1989). Taking these ideas further, Wenger (1998) claimed that learning is a process of developing an identity as a member of a community of practice:…”