Susan M. Land

Theoretical foundations of learning environments

Preface Part 1: Overview 1. Student-Centered Learning Environments: Foundations, Assumptions and Design Susan Land, The Pennsylvania State University Michael Hannafin, University of Georgia Kevin Oliver, North Carolina State University Part 2: Theoretical Perspectives for Learning Environments 2. From Practice Fields to Communities of Practice Sasha Barab, Arizona State University Thomas Duffy, Indiana University 3. Designing Model-Based Learning Environments to Support Mental Models for Learning Pablo Pirnay-Dummer Dirk Ifenthaler Norbert M. Seel Albert-Ludwigs-University of Freiburg, Germany 4. Conceptual Change David Jonassen Matthew Easter University of Missouri 5. Argumentation and Student-Centered Learning Environments E. Michael Nussbaum, University of Nevada-Las Vegas 6. Theory and Practice of Case-Based Learning Aids Janet L. Kolodner, Georgia Institute of Technology Brian Dorn, University of Hartford Jakita Owensby Thomas, Spelman College Mark Guzdial, Georgia Institute of Technology 7. Metacognition and Self-Regulated Learning in Student-Centered Learning Environments Roger Azevedo Reza F. Behnagh Melissa Duffy Jason M. Harley Gregory Trevors McGill University 8. Embodied Cognition and Learning Environment Design John B. Black Ayelet Segal Jonathan Vitale Cameron Fadjo Teachers College of Colombia University 9. Everyday expertise: Learning within and across formal and informal settings Heather Toomey Zimmerman, The Pennsylvania State University Phillip Bell, University of Washington 10. Activity Theory in the Learning Technologies Ben DeVane, University of Florida Kurt Squire, University of Wisconsin-Madison 11. Learning Communities: Theoretical Foundations for Making Connections Janette R. Hill, University of Georgia 12. What is a community of practice and how can we support it? Christopher Hoadley, New York University Part 3: Theoretical Perspective for Investigating Learning Environments 13. Learning Environments as Emergent Phenomena: Theoretical and Methodological Implications of Complexity Michael Jacobson, University of Sydney Manu Kapur, Nanyang Technological University Author Index Subject Index

Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions

This study examined the effects of question prompts and peer interactions in scaffolding undergraduate students’ problem-solving processes in an ill-structured task in problem representation, developing solutions, making justifications, and monitoring and evaluating. A quasi-experimental study, supplemented by multiple-case studies, was conducted to investigate both the outcomes and the processes of student problem-solving performance. The quantitative outcomes revealed that question prompts had significantly positive effects on student problem-solving performance but peer interactions did not show significant effects. The qualitative findings, however, did indicate some positive effects of peer interactions in facilitating cognitive thinking and metacognitive skills. The study suggests that the peer interaction process itself must be guided and monitored with various strategies, including question prompts, in order to maximize its benefits.

A conceptual framework for scaffolding III-structured problem-solving processes using question prompts and peer interactions

We present a conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interactions. We first examine the characteristics and processes of ill-structured problem solving, namely, problem representation, generating solutions, making justifications, and monitoring and evaluation. Then, we analyze each of the problem-solving processes with regard to its cognitive and metacognitive requirements, the issues and learning problems that might be encountered by students during each process, and the respective role of question prompts and peer interactions in scaffolding each process. Next, we discuss the role of the teacher in relation to the use of the two scaffolding techniques, and their limitations. Last, we discuss implications for instructional design by suggesting some specific guidelines, and made recommendations for future research.

Project-based Learning with the World Wide Web: A Qualitative Study of Resource Integration

The purpose of this study was to investigate the process used by learners to seek, locate, and integrate information resources for use in a project-based environment. Four cases (n=9) were analyzed from an introductory educational technology course during a unit on telecommunications. Participants were asked to generate projects for integrating the Internet into the curriculum. Within this project-based context, learners searched for information resources that would accompany their project ideas. Three major findings related to use of hypermedia systems during project-based learning are discussed: (a) progressing from data-driven to goal-driven approaches was critical to developing coherent project ideas; (b) consolidation of information resources with project methods and rationales was challenging for learners, often resulting in topic “drifts” or idea simplification; and (c) metacognitive, domain, and system knowledge appeared critical to achieving coherence in project development. Implications related to the role of instructional scaffolding in encouraging goal-driven and metacognitive processing during open-ended learning are considered.

Grounded practice and the design of constructivist learning environments

A variety of instructional approaches has been studied and implemented across educational and training settings. Vastly different design practices have been proposed that reflect fundamentally different philosophies, beliefs, and biases. Yet, evidence of mismatched frameworks and methods are widespread. This has become particularly problematic in advancing emerging constructivist learning environments. In this paper, we advance the concept of grounded design, a process that involves linking the practices of learning systems design with related theory and research. The purposes of this paper are to introduce the fundamentals of grounded design, to describe how underlying foundations and assumptions can be aligned with the corresponding methods, and to introduce examples of grounded constructivist learning environments.

A Conceptual Framework for the Development of Theories-in-Action with Open-Ended Learning Environments.

Open-ended learning involves learning processes that are mediated by the unique intentions and purposes of individuals. Open-ended learning environments (OELEs) have been touted to support the building and evolving processes associated with self-directed learning. OELEs provide technological tools and resources for manipulating and exploring concepts. Whereas previous research has provided descriptions of OELE designs and case studies, little insight exists as to the processes used by learners to build and evolve their understanding. This paper describes a rationale for, and conceptual framework of, learning via open-ended environments.

Strategies for motivating higher education faculty to use technology

This paper describes a framework that higher education administrators can use to increase the utilization of technology on their campuses. The framework is designed to increase technology usage in higher education by increasing the motivation of individual faculty members to use technology. The paper begins by describing how college administrators have come to view technology as a necessary tool for addressing many of the problems in higher education. The authors then describe a number of categories of technological innovations that can be used in higher education, including both ‘product’ technologies, such as computer-assisted instruction and ‘idea’ technologies, such as constructivism. The authors conclude by discussing strategies that can be used to increase faculty motivation to use technology. These strategies are based on Keller’s (1983) ARCS Model and are divided into attention gaining strategies, relevance strategies, confidence building strategies, and satisfaction strategies.

Scaffolding Reflection and Articulation of Scientific Explanations in a Data-Rich, Project-Based Learning Environment: An Investigation of Progress Portfolio

In this study, we examined how learners developed scientific explanations about light with the assistance of various technology-based scaffolds. The study emphasis was on scaffolding processes of reflection and articulation. We used a content-neutral software program (Progress Portfolio) to create the instructional scaffolds. A qualitative research design was used to investigate two pairs of prospective teachers in a science content course in engineering. Our findings suggested that the computer-based scaffolds used in our study were useful to support articulation, reflection, and revision of explanations, when certain conditions were met. A major theme of our findings relates to interacting effects among learner characteristics, teacher coaching, software scaffolding design, and task characteristics.

Patterns of Understanding with Open-Ended Learning Environments: A Qualitative Study

This study examined patterns of scientific understanding using an open-ended learning environment (OELE). Four seventh-graders were drawn from a general science class and were studied as separate cases. The OELE was the ErgoMotion program on mechanical physics, which combines computer-generated graphics, computer simulations, video, and print-based materials. Primary data collection techniques included think-aloud protocols and interviews. The results indicated that learners perceived information from the system, derived interpretations to explain observations, and used system features to test interpretations. Learners also, however, tended to perceive and interpret information inaccurately. While learners built and formalized scientific theories, they often failed to use system data to evaluate the limitations of their understanding. In some cases, they assimilated new data into existing theories, ignored inconsistent data, or derived independent theories to account for contradictory evidence. This study indicated that powerful intuitive theories, which are highly resistant to change, influence the interpretation of system events.

Scaffolding Preservice Science Teachers' Evidence-Based Arguments During an Investigation of Natural Selection

In this qualitative case study, preservice science teachers (PSTs) enrolled in their advanced methods course participated in a complex, data-rich investigation based on an adapted version of the Struggle for Survival curriculum. Fundamental to the investigation was the use of the Galapagos Finches software and an emphasis on giving priority to evidence and constructing evidence-based arguments. The questions that guided the research were: (1) What is the nature of the scientific arguments developed by PSTs? (2) How do PSTs go about constructing scientific arguments (emphasis on processes and strategies)? (3) In what ways do the scaffolds embedded in the Galapagos Finches software influence the development of PSTs arguments? Two pairs of PSTs were selected for in-depth examination. The primary sources of data were the electronic artifacts generated in the Galapagos Finches software environment and the videotaped interactions of both pairs as they investigated the data set, constructed and revised their arguments, engaged in peer review sessions, and presented their arguments to the class at the end of the unit. Four major patterns emerged through analysis of the data. First, using the software, PSTs consistently constructed claims that were linked to evidence from the investigation. Second, although PSTs consistently grounded their arguments in evidence, they still exhibited a number of limitations reported in the literature. Third, the software served as a powerful vehicle for revealing PSTs knowledge of evolution and natural selection. Finally, the PSTs approach to the task had a strong influence on the way they used the software.