By Timothy Koschmann (Editor), Rogers P. Hall (Editor), Naomi Miyake (Editor)
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Additional resources for CSCL 2: Carrying Forward the Conversation (Computers, Cognition, and Work)
Instead, they were asked to take notes on paper, reflect upon the new information, and then, later, express thesefindings in their own wordsin CSILE. In this way, students were less likely to adopt cut-and-paste strategies and were morelikely to take an intellectually active role with respect to thenew material. Teacher: I keep reminding them that when they go to do research they should have a problem in their mind that they are trying to solve. ” Then 1’11 say, “You should 36 HEWI’IT r e a d t h e t e x ttry , t o u n d e r s t a n d w h a t is i t a b o u t .
Typical notes might include a question, a graphic illustrating a theory, a research plan, and a summary of information found from resource materials. Every note is public and can be examined by any memberof the class. Students interact with one another by connecting their notes with links and comments, by coauthoring notes, and by engaging in online discussions. , 1992). This CSILE software package consists of two applications that operate across local-area and wide-area computer networks (Fig.
It fails to convey the progressive, iterative nature of learning and the importanceof making connections between ideas. 3. An Orientation Toward Classroom Products A third line of criticism concerns an excessive orientation toward educational products (Scardamalia & Bereiter, 1997; Brown & Day, 1983). A large part of what students do in school is concerned with completing workbook exercises, writing essays, preparing projects, and so forth. For some learners, task-based learning can be educationally worthwhile.