Using scenarios to design complex technology-enhanced learning environments

Jong, Ton de; Weinberger, Armin; Girault, Isabelle; Kluge, Anders; Lazonder, Adrianus W.; Pedaste, Margus; Ludvigsen, Sten; Ney, Muriel; Wasson, Barbara; Wichmann, Astrid; Geraedts, Caspar; Giemza, Adam; Hovardas, Tasos; Julien, Rachel; Joolingen, Wouter van; Lejeune, Anne; Manoli, Constantinos C.; Matteman, Yuri; Sarapuu, Tago; Verkade, Alex; Vold, Vibeke; Zacharia, Zacharias C.

doi:10.1007/s11423-012-9258-1

Cited by 45 publications

(23 citation statements)

References 42 publications

(37 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The students' work was supported by the digital learning environment SCY-Lab, and all students had their own portable computers. The SCY-lab forensic mission program Developers and researchers in the project Science Created by You (SCY) designed the digital learning environment SCY-Lab, which contains a variety of tools aimed at supporting students' development of conceptual understandings and inquiry skills (de Jong et al 2012). The SCY-Lab program in the current study was the Bforensic mission^designed to prompt student reflection in their process of analysing and reporting their results from the gel electrophoresis experiment described earlier.…”

Section: Participants and Educational Settingmentioning

confidence: 99%

Teacher support in computer-supported lab work: bridging the gap between lab experiments and students’ conceptual understanding

Furberg

2016

Intern. J. Comput.-Support. Collab. Learn

View full text Add to dashboard Cite

This paper reports on a study of teacher support in a setting where students engaged with computer-supported collaborative learning (CSCL) in science. The empirical basis is an intervention study where secondary school students and their teacher performed a lab experiment in genetics supported by a digital learning environment. The analytical focus is on student-teacher interactions taking place in help-seeking settings during group-based activities where students analysed and reported their findings from the lab experiment. A combination of quantitative methods in the form of frequency counts of students' help requests and detailed micro-analyses of student-teacher interactions are used. The findings are that the majority of challenges faced by students concerned conceptually oriented issues and procedural challenges in the sense of how to practically solve the assignments provided to them in the digital learning environment. Most importantly, the analyses of student-teacher interactions provide insight into the considerable amount of support that is needed from the teacher to bridge the conceptual gap between the lab experiment and the students' understanding of the underlying scientific principles and procedures. The findings are discussed according to possible implications for the design of digital support tools and instruction.

show abstract

Section: Participants and Educational Settingmentioning

confidence: 99%

Teacher support in computer-supported lab work: bridging the gap between lab experiments and students’ conceptual understanding

Furberg

2016

Intern. J. Comput.-Support. Collab. Learn

View full text Add to dashboard Cite

show abstract

“…(Dunbar 2000, p. 52) N/A Dunbar (2000) Tools for data interpretation Scaffold Tools that support the performance of curve fitting or drawing graphs N/A Veermans (2003) Dynamic testing scaffold (Modelit software) Scaffold This scaffold promotes interaction between the student and the model in a real time, helps students detect errors and encourages them to test their model multiple times in order to make improvements Dynamic testing helps students do better with data interpretation, error detection and the proposition of alternative solutions Fretz et al (2002) Data interpretationWorldwatcher Scaffold Worldwatcher (see Edelson et al 1999) visualizes data coming from real data sets and helps students to understand their complexity or/and compare them with other data sources. (de Jong 2006b) N/A de Jong et al (2012) Identifying potential types of guidance for supporting student inquiry 273 …”

Section: Scaffoldmentioning

confidence: 99%

Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review

Zacharia

Manoli

Xenofontos

et al. 2015

Education Tech Research Dev

Self Cite

132

122

View full text Add to dashboard Cite

The aim of this review is to identify specific types of guidance for supporting student use of online labs, that is, virtual and remote labs, in an inquiry context. To do so, we reviewed the literature on providing guidance within computer supported inquiry learning (CoSIL) environments in science education and classified all identified guidance according to a recent taxonomy of types of guidance. In addition, we classified the types of guidance in phases of inquiry. Moreover, we examined whether the types of guidance identified for each inquiry phase were found to be effective in promoting student learning, as documented in the CoSIL research. This review identifies what types of effective guidance currently exist and can be applied in developing future CoSIL environments, especially CoSIL environments with online labs. It also highlights the needs/shortcomings of these available types of guidance. Such information is crucial for the design and development of future CoSIL environments with online labs.

show abstract

“…This case study builds on the design of the SCY (Science Created by You) environment (de Jong et al 2012). The design of the environment is based on inquiry principles for learning science (Sinha et al 2015).…”

Section: The Teacher Role In Cscl Settingsmentioning

confidence: 99%

CSCL towards the future: The second decade of ijCSCL

Ludvigsen

2016

Intern. J. Comput.-Support. Collab. Learn

Self Cite

View full text Add to dashboard Cite

Gerry has done an amazing job for the community over a 15-year period, building up a world-leading interdisciplinary journal, helping to found ISLS and pursuing his own CSCL research agenda.At the meeting of the ijCSCL Editorial Board in Gothenburg (CSCL 2015 conference), a number of themes were listed as important for the CSCL community to engage with (Stahl 2015). These themes represented classic themes in CSCL, but also new challenges for the community. The challenges were related to how we conceptualize collaboration when the technologies make new forms of collaborative learning possible, and the new methods and techniques that emerge influence both quantitative and qualitative methods.To continue developing the journal and leadership, we need different competencies among the editors, the Editorial Board and the reviewers. I would especially emphasize that we need key actors in the field with backgrounds in computer science and with new developments in statistics. The Editor-in-Chief and the Executive Editors must cover the different core areas in CSCL. During this spring, I will, together with the Executive Editors, work to expand the Editorial Board.The journal will continue to take the lead in defining research frontiers about humancomputer connections. With a focus on collaborative learning and computer support, the journal has published a wide range of studies in many different knowledge domains. These studies share a core focus (i.e., collaborative learning and computational support), while the domains, contexts and methodologies vary. The journal has a clear strength in that it has Intern.

show abstract

Using scenarios to design complex technology-enhanced learning environments

Cited by 45 publications

References 42 publications

Teacher support in computer-supported lab work: bridging the gap between lab experiments and students’ conceptual understanding

Teacher support in computer-supported lab work: bridging the gap between lab experiments and students’ conceptual understanding

Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review

CSCL towards the future: The second decade of ijCSCL

Contact Info

Product

Resources

About