Alan Barnes

Beyond media stickiness and cognitive imprinting: Rethinking creativity in cooperative work & learning with ICTs

This paper attempts to build a bridge between the fields of Computer Supported Cooperative Work and learning in online communities. A framework for group interactions is presented contrasting creative interactions such as collaboration with other but still valuable interaction types. Evaluative tools are proposed capable of identifying particular learning processes associated with various interactive activities. Each field has independently developed notions of inertia in the behaviour of users of these technologies. The notion of media stickiness is examined and related to that of imprinting in learning communities. However, dynamic and creative tracks can also be discerned and the argument is made that true collaboration requires attention to learning processes. Various suggestions are made of value to both fields and further research identified.

Media Stickiness and Cognitive Imprinting: Inertia and Creativity in Cooperative Work & Learning with ICTs

This paper attempts to build a bridge between the fields of Computer Supported Cooperative Work and learning in online communities. Of particular importance is their use of information and communication technologies. Each field has independently developed notions of inertia in the behaviour of users of these technologies. The notion of media stickiness is examined and related to that of imprinting in learning communities. Various suggestions are made of value to both fields and further research identified.

Concerns About the Quality and Quantity of Students’ Knowledge About Learning

In any instance of learning, a student uses both knowledge related to the topic being studied and knowledge about learning. Our observations of students’ knowledge about learning show that it is often quite limited and poorly developed. Many students struggle to develop a detailed description of what happens when they learn. It is disconcerting that students are in this state when there is now available a body of detailed research-based knowledge about learning that has been shown to benefit student achievement. We consider the possibility that this situation is associated with an inappropriate reliance on the belief that appropriate knowledge about learning will be generated through experience. This view underestimates the complexity of the domain of knowledge about learning, complexity that necessitates sustained teaching, and practice that parallels that provided for other knowledge domains.

Teaching and Learning through Technology-mediated Interaction

In response to the increasing complexity of online environments, educators are seeking ways to utilise evolving technologies for effective teaching and learning. This paper introduces a framework for technology-mediated interaction that attempts to conceptualise the relationship between types of interaction and the suitability of various technologies to support quality learning outcomes. The seven-level model has collaboration as the highest level of meaningful interaction with social interaction, as the foundation level. The quality of learning outcomes at various levels finds their basis in theories of cognitive development and behavioural and social interdependence. The paper provides a guide to sampling such interaction and evidencing quality learning outcomes.

Efficient least squares traverse adjustment using spreadsheets

This paper establishes the theory and an efficient spreadsheet procedure for direct minimization of squared residuals using the idea of an expanding ellipsoid and Excel’s generalized reduced gradient (GRG) solver. Not requiring any series expansion or programming, the new approach makes least-squares traverse adjustment as easy to apply as the popular Bowditch method, yet restores full mathematical rigor.