Thomas A. Dwyer

Heuristic Strategies for Using Computers to Enrich Education.

Computers differ from other technology in an important way—they are part and parcel of a growing body of insights about human problem-solvers. The accomplishments of young students, in particular, suggest that certain aspects of computing are directly related to a deep view of education. This paper examines the basis for such a relationship, and proposes a heuristic methodology for bringing it about. The methodology is derived from the view that the primary function of education is to liberate human potential. Four heuristic strategies for using student-controlled computing to support this view are given. The relation of such a use of technology to the role of human teachers, and to the technology of CAI are also discussed. An example of how the heuristic methodology has been used to design a new approach to math education (Soloworks) is described.

Some principles for the human use of computers in education

There are two recurring themes found in recent proposals for educational innovation. The first speaks to the importance of a humanistic approach to education; to the futility of imposing subject content on the student who does not perceive its acquisition as important; to the unlimited potential, on the other hand, of learners who elect to make the pursuit of some educational goal their own private crusade. The second theme is concerned with the potential of computing and information processing systems as instructional devices. This paper argues the importance of communication between these two views. Five principles for relating computer technology to a humanistic view of education are given, and an experimental program in the Pittsburgh public school system which is based on these principles is briefly described. A software system called NEW-BASIC/ CATALYST has been developed as a result of this undertaking. Several examples derived from this work are shown.

Multi-computer systems for the support of inventive learning

Abstract One of the more intriguing challenges faced by educators is to help their students experience “inventive learning”. This is learning in which the acquisition of factual knowledge is enhanced by creatively extending and or synthesizing that knowledge. It is similar to the personal style of learning developed by intellectually curious adults, scholars, artists, and workers in research and development environments. Two factors that can help cultivate the practive of inventive learning in students are supportive social environments and supportive physical environments. The Solo/NET/works project at the University of Pittsburgh is currently developing a microcomputer-based system that uses multiprocess simulations to create such environments. Students use personal-level microcomputers to design local processes that they then run within a larger global-process framework. It is hypothesized that learning to deal creatively with the unforseen interactions that characterize such multiprocess simulations will foster inventive learning as a natural extension of solo-mode program design. Our experience in developing a low-cost version of the Solo/NET/works system will be described, and examples of the variety of multiprocess simulations that seem possible for the system will be given.

On the importance of complexity in supportive systems for educational computing

DOCUMENT RESUME

MULTI-COMPUTER SYSTEMS FOR THE SUPPORT OF INVENTIVE LEARNING

One of the more intriguing challenges faced by educators is to help their students experience “inventive learning”. This is learning in which the acquisition of factual knowledge is enhanced by creatively extending and/or synthesizing that knowledge. It is similar to the personal style of learning developed by intellectually curious adults, scholars, artists, and workers in research and development environments. Two factors that can help cultivate the practive of inventive learning in students are supportive social environments and supportive physical environments. The Solo/NET/works project at the University of Pittsburgh is currently developing a microcomputer-based system that uses multiprocess simulations to create such environments. Students use personal-level microcomputers to design local processes that they then run within a larger global-process framework. It is hypothesized that learning to deal creatively with the unforseen interactions that characterize such multiprocess simulations will foster inventive learning as a natural extension of solo-mode program design. Our experience in developing a low-cost version of the Solo/NET/works system will be described, and examples of the variety of multiprocess simulations that seem possible for the system will be given.

SIGCUE (Paper Session)

A provocative session on computer-based learning and communication environments will be sponsored by SIGCUE. Presentations on innovative uses of computers in education will include: computer-based conferencing as a resource and medium (Karl Zinn, et al); a model for advanced applications of computing technology and an accompanying film (Thomas Dwyer); and a description of the use of graphics in elementary mathematics instruction (Harold Abelson).