Dale Musser

A Computer-Mediated Support System for Project-Based Learning.

Project-based learning places demands on learners and instructors that challenge the traditional practices and support structures of schools. Learning from doing complex, challenging, and authentic projects requires resourcefulness and planning by the student, new forms of knowledge representation in school, expanded mechanisms for collaboration and communication, and support for reflection and authentic assessment. This article describes a computer-mediated learning-support system designed as a suite of integrated, internet-based client-server tools to provide (a) intelligent support both for the processes of doing a project and for learning from doing a project, and (b) a shared dynamic knowledge base for working and learning in a community supporting project-based education. The article describes the architecture of the system, its current state of development, and findings from an initial deployment. This articulation of the system components and findings can benefit several groups. It can help (a) educators envisioning the role of technology in augmenting authentic forms of learning, (b) developers of other support systems as they compare features and implications, and (c) researchers as they frame questions about human-computer interactions in learning systems.

RAHelp: An Online Intervention for Individuals With Rheumatoid Arthritis

To test an intervention for improving self‐management in rheumatoid arthritis (RA) using an online, cognitive–behavioral, self‐management group program (RAHelp), with weekly telephone support.

Online Self-Management in Rheumatoid Arthritis: A Patient-Centered Model Application

OBJECTIVE The aim of this study was to describe the online transformation of an empirically validated, clinic-based, self-management (SM) program for rheumatoid arthritis. MATERIALS AND METHODS A cognitive-behavioral framework served as the theoretical basis for the intervention. As with the clinic-based approach, the psychoeducational program included educational modules, weekly homework assignments, and self-evaluation. The dynamic online environment included secure communication tools to support a virtual community for the participants to garner peer support. In addition to peer support, weekly follow-up support was provided by a trained clinician via telephone. We describe the process and structure of the online self-management (OSM) intervention. Administrative issues including clinical monitoring and management, data collection, and security safeguards are considered. Utilization and management data are provided and explored for 33 initial subjects. RESULTS Individuals who volunteer to participate in an online modality are eager to receive this home-based programming. They readily engaged with all aspects of the OSM program and experienced few difficulties navigating the environment. CONCLUSION An OSM site provides a convenient, effective, and securely maintained health service, once restricted to clinic settings. The OSM application can be used to extend the benefits of SM programs to broad target audiences and serves as a model for the emerging generation of Internet-based clinical management/delivery systems.

Shadow netWorkspace: An open source intranet for learning communities

Shadow netWorkspace (SNS) is a web application system that allows a school or any type of community to establish an intranet with network workspaces for all members and groups. The goal of SNS has been to make it easy for schools and other educational organizations to provide network services in support of implementing a learning community. SNS is open source software using the GNU General Public License (GPL). The software is freely available, and can be downloaded and distributed under the terms of the GPL. SNS is an ongoing project and this instructional development report describes the system, some ways that it is being used, and some key lessons learned from the development and initial deployment of SNS.

Social computing and collaborative learning environments

Social experiences and interaction can be critical to the conceptualization and design of a collaborative learning environment. Social computing offers a theoretical context for investigating the ways in which the environment can create rich social experiences that serve as a foundation for building effective learning support.

Networked systems for schools that learn

There are many goals for the use of technology in schools, including preparing students for tomorrow’s workplace and contributing to economic competitiveness. However, foremost among the goals for using technology in schools is the improvement of schooling itself. Advances in digital media and network technologies provide opportunities and expectations for school improvement. To that end, the U.S. Department of Education states as a primary goal that: “Digital content and networked applications will transform teaching and learning” [4]. Expectations for improvement in teaching and learning are fueled by dramatic increases in the levels of technology in our nation’s schools [8]. The percent of schools with Internet access increased from 35% in 1994 to 95% in 1999. Hope for improvement, however, is tempered by the recognition that even with these substantial increases in access to technology the impact on public education has been limited. After a year-long process of review and hearings, the Web-based Education Commission summarized the impact of Internet-based technology on education as: “Across America, people told us that the Internet offers one of the most promising opportunities in education ever. And yet they were troubled by their inability to harness its potential advantages” [7]. Referring to an earlier wave of technology and its expectations for school reform, Larry Cuban provided a one-line synopsis: “Computers meet classroom; classroom wins.” This epithet of computer-assisted instruction indicates that even with substantial investment and great efforts, the role of computer-assisted instruction was at best marginal. Current investments in wiring schools and bringing Internet access to teachers and students face the same challenge of actually making a difference in the ways schools work, teachers teach, and students learn.

Shadow netWorkspace Learning Systems Project

The Shadow netWorkspace Learning Systems Project brings a vision of open-source development and the powers of Internet-based technology to bear on the work of school reform and improvement. Specifically, the project has developed a netWorkspace software system and is building a community of developers committed to open-source licensing and the Shadow netWorkspace learning system.

Description of a Web-Driven, Problem-Based Learning Environment and Study of the Efficacy of Implementation in Educational Leader Preparation.

Abstract A Web-driven problem-based learning environment and instructional system was conceived and developed to study the marriage of the problem-based learning instructional method and Web technologies for instructional delivery of educational administration content material. The project described herein was undertaken to examine the efficacy of implementing this new mode of instruction in graduate courses in educational leadership. The ultimate goal of this line of research is to enhance the development of applications of Web technologies to support problem-based learning and improve the efficiency and efficacy of this instructional form in practice across higher education settings. This article describes the prototype software, the rationale and theoretical framework supporting its development, the process and results of research conducted during production and beta-testing, and the educational significance of the project.

CSCL for schools that learn

Learning communities and organizations are being recognized both as a mechanism for bringing learning about and as an explanation of what learning takes place. Systems that support learning in context and collaborative learning are increasingly being used to support performance and learning for school reform and business productivity. Similarly, many of the performance and learning outcomes that we care the most about, e.g., higher order thinking, problem solving, communication competencies, are understood as developing in the authentic activity of a community, such as a profession, a trade, or an academic discipline. Computer Supported Collaborative Learning (CSCL) is a method for bringing the power of technology to support collaborative and contextual learning. This article argues that CSCL can be a framework for school reform, not just as a method of curriculum implementation, but also as a framework for enterprise-wide, process change. The article will also illustrate how cscl-type systems can facilitate schools becoming learning organizations, not just organizations that support learning.

NetWorked learning systems

New network-based learning systems are coming into use that offer the possibility of integrating curriculum support systems with student information systems as well as changing the metaphor of the Internet from library to workspace. We call these integrated and process-oriented systems Networked Learning Systems (NLS). An NLS is tentatively defined as a program or set of programs designed to operate over a network and support users as they undertake tasks or participate in processes related to learning. Computer Supported Collaborated Learning (CSCL) is one important type of process that can be enabled by NLS. Schools already have begun to adopt NLS. To adequately support CSCL in schools, it is necessary to understand the types and dimensions of networked learning systems currently available. This poster describes in detail one networked learning system, Shadow netWorkspace™ (SNS) (http://sns.internetschools.org), and highlights several other available networked learning systems.