James M. Laffey

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.

Technology in the Home and the Achievement of Young Children: Findings from the Early Childhood Longitudinal Study

Because technology in the home is becoming ever more available, understanding the role of technology in early childhood development is increasingly an opportunity and a concern for educators. This report examines data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99, to provide an overview of the role of technology in the home and its impact on reading and math achievement in the early grades. The results show that access and use of technology influence childrens academic achievement. Although the results show that having access to technology can contribute significantly to the achievement of young children, mere access is unlikely to be sufficient for all young children to benefit from technology in the home. Adults will need to mediate the use of these potential learning tools for children. Based on the findings of this report, policymakers should support increasing the availability of computers for low-income families and continue to discourage extensive viewing of TV, and researchers should focus on the specific methods that parents can enact to realize the learning potential of an increasingly ubiquitous resource: computers and the Internet in the home.

Using Social Network Analysis to Understand Sense of Community in an Online Learning Environment

This study uses social network analysis (SNA) in an innovative way to describe interaction and explain how interaction influences sense of community of students in online learning environments. The findings reveal differences on sense of community between two similarly structured online courses, and show unique interaction patterns for students in the two courses. These results should prove to be interesting to researchers of online learning both on a theoretical and methodological basis.

Design, Assessment, and Evaluation of a Problem‐based Learning Environment in Undergraduate Engineering

ABSTRACT This article describes the design, evaluation, and results of an innovative undergraduate engineering course at the U.S. Air Force Academy (USAFA). The course, ENGR 110 — Introduction to Engineering, is a problem‐based learning environment in which freshmen students work in teams to solve problems integral to a “mission to Mars”, that is, getting to Mars, constructing a research site on Mars, and developing a renewable power source there. In addition to traditional knowledge and skill objectives, the course focuses on “higher order” outcomes such as: framing and resolving ill‐defined problems; communicating via multiple media; exhibiting intellectual curiosity; and developing a rich conceptualisation of engineering. The course is described in terms of a set of pedagogical dimensions for problem‐based learning environments. Several cognitive assessment methods were used to assess student achievement and evaluate the effectiveness of the course. Results included statistically and educationally sign...

Designing a mobile system for lifelong learning on the move

The Life-long Learning Initiative seeks to fulfil a variety of learning needs for Shanghai citizens. Given the popularity of mobile devices in Shanghai, the ability to provide learning in informal settings through mobile devices is a key objective and challenge of the Initiative. In order to learn how to develop usable learning content for lifelong learners on the move, a set of design principles from both pedagogical and usability concerns was identified. Next, a pilot system, based on the design principles, was developed to implement two prototype lessons. Fivesubjectswererecruitedtotesteachprototypelessonusingaheuristicwalkthroughmethod and a focus group meeting. Users’ feedback showed that both the practical and the micro principles were valued as a method of integrating learning activity into informal settings in their dailylives.Audiowaspreferredaswell.Technicalusabilityconcernswhichareconsistentwith previous web experience were also identified. This research builds new knowledge about design principles for lifelong learning on the move and is a milestone in the development of the future learning resource bank for Shanghai citizens.

Understanding Usability and User Experience of Web-Based 3D Graphics Technology

As Web-based interactive 3D graphics (Web 3D), popularly referred to as Virtual Reality, continue to become more affordable, research and development groups in various fields have been adopting Web 3D technology. In addition to simulation of 3D content, the ability to instantly display alternative looks has been recognized as an innovative way to improve communication in such fields as product design, architecture, and e-commerce. Despite substantial adoption of Web 3D, how and how much the technology benefits target users as well as the providers who choose to adapt the Web 3D technology are not well understood. Previous research has established that interactive 3D graphics provide users with unique human–computer interaction (HCI). However, little is known about how users experience the Web 3D graphics technology and how user–system interaction contributes to system usability. The purpose of this study is to build new knowledge of the user experience with interactive-3D graphics systems used for product demonstration. By testing the impact of the technology on the user–system interaction and usability and comparing this impact with that of conventional two-dimensional (2D) graphics, this study tries to better understand the Web 3D technology from an interdisciplinary view of technology acceptance, sense of presence, and HCI. The study investigated how system usability is affected by HCI in the context of a furniture-style preference survey. The results of the study display the clear advantage for Web 3D for usability and show that perceived usefulness and sense of presence both mediate the effect of the technology treatment on the usability outcomes. The contribution of this study is that it includes empirical data to show how Web 3D benefits users when adopted in the context of a product demonstration and how the advantage is obtained through the users interaction with the Web 3D technology.

Appropriation, Mastery and Resistance to Technology in Early Childhood Preservice Teacher Education

Abstract This report describes how early childhood preservice teachers appropriate, master, and/or resist learning to use technology in teaching. The data collected were part of a three-year study supported by the National Science Foundation of an entire teacher education program to investigate how preservice teachers (PSTs) become socialized to the role of teaching and how they develop as technology using teachers in a technology-rich teacher education program. The article presents survey data from all the students in the program, focus group and interview data with a cohort of early childhood PSTs, and intensive case studies with two early childhood PSTs with data from their freshman to their senior years. The findings suggest that the pathway to appropriation of technology as a teacher is not uni-dimensional and has a varying set of contributors and constraints.

Completely online group formation and development: small groups as socio‐technical systems

Purpose – This paper has two purposes. First, to provide insight into the formation of completely online small groups, paying special attention to how their work practices develop, and how they form identity. Second, to pursue conceptual development of a more multi‐level view of completely online group experience, which can be made visible through analysis of the unique interaction logging system used in this study.Design/methodology/approach – The authors conduct a mixed methods study that integrates interviews, grounded theory analysis, case study methods and social network analysis to build a multi‐layered view of completely online group and community development.Findings – Completely online group formation is explicated as a socio‐technical system. The paper identifies themes of tool uptake and use, and patterns of interaction that accompany group formation and development of completely online group practices. These patterns show little respect for the boundaries of space and time. It then shows how g...

Developing methods for understanding social behavior in a 3D virtual learning environment

This paper presents a case study of developing and implementing methods to capture, code and comprehend reciprocal social interactions in a three-dimensional virtual learning environment (3D VLE). The environment, iSocial, is being developed to help youth with autism spectrum disorders (ASD) develop social competencies. The approach to identifying, classifying and coding behavior in the 3D VLE uses an adaptation of reciprocal interaction coding methods traditionally used in single-subject research with individuals with ASD. These adaptations consider the unique characteristics of the 3D VLE technology and the nature and context of learning in this type of environment. A description of the coding methods employed is provided. Selected results are presented to illustrate how this methodology can offer detailed descriptions of learning and social interaction behavior in context. Such results demonstrate the potential of this approach for building new knowledge about how learning takes place and progresses in a 3D VLE and for making data-driven design decisions for improving the learning experience in the online social context.

The educational impact of metacognitive group coordination in computer-supported collaborative learning

Group coordination is a crucial component for successful collaborative learning, but is hard to achieve in an online learning environment. A web-based group coordination tool was developed based on metacognitive scaffolding principles for the study. The tool was implemented in an online course for a group project and its effects were investigated. A total of 59 students formed into 20 groups participated in and completed a project while being guided with the tool. Based on response rate to metacognitive prompts of the tool, groups were categorized as Active Metacognitive Team (AMT, n=30) or Passive Metacognitive Team (PMT, n=29). AMT showed higher positive interdependence than PMT at the end of the project. AMT perceived reciprocal help among group members while PMT did not. AMT also evaluated its group process higher than PMT did. These results show that groups who more actively used the coordination support tool established positive interdependence, engaged in positive interactions, and had enhanced group productivity.