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Winter Quarter 2003 Prof. Bill Sandoval Office Hours: Tuesday, 2-4pm |
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Course
Overview
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Course
Requirements
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Term Project
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Weekly
Schedule
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How can we make good software and media for learning? What makes learning software and media good? This course explores these questions by posing and trying to answer several other questions about specific examples of learning technologies. What theories of learning and teaching inform the design of a particular learning environment? How do specific tools shape learning environments? What assumptions do designers make about how their tools will be used by learners in their intended settings? What other features of the environment support appropriate use of the tool? We'll try to answer these questions by considering the relations between theory, design, and the empirical study of learning environments. We'll explore how theories of development, learning, motivation, etc. can inform the design of learning media and technologies. We will also ask how empirical studies of learning media can evaluate their effectiveness as well as inform our understanding of learning and teaching. Our main goal as a class will be to develop a framework that we can use to assess the real or potential value of specific learning environments. A second theme running through the course is how the development and study of learning environments can help us to develop theoretical knowledge of learning and teaching. Learning environments embody particular conjectures about how to support learning in some context, and thus hypotheses about how people learn. The systematic study of such designs, within an emerging paradigm of design-based educational research, can test these hypotheses. So, besides the course's emphasis on design, a major aspect of reading and discussion will include considerations of the methodological and analytical issues involved in design-based research. Course Listserv The address of the list is ed433a@lists.gseis.ucla.edu. |
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Grades will be based on the following formula. The primary determinant of your grade will be your term project.
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The largest portion of your grade will come from a design proposal for a specific learning environment. Your proposal will be informed by appropriate literature, describe the general features of your design, and explain how these features address the learning issues you identify. You can work individually or in teams (of 2-3) to develop this proposal. You will construct this paper in stages, so that you can get feedback from me and each other throughout the course. The milestones will be approximately:
You'll write drafts of each section separately, and I'll give you feedback on each. You will also provide feedback for other students on each milestone. The final paper will put all of the pieces together, including revisions of each section. You'll be expected to respond to my comments and those of your peers in your final paper. Writing style guide: ·
Name, date, and title
of your paper at top of first page. ·
Double-spaced, 12
point font. ·
Page numbers on each
page. ·
APA style for references,
bibliography. |
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Introduction & Overview
Readings: none |
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From Instructional Technology to Learning
Environments
Readings: Reiser, R. A. (1987). Instructional Technology: A history. In R. M. Gagn(c) (Ed.), Instructional Technology: Foundations (pp. 11-48). Hillsdale, NJ: Lawrence Erlbaum Assoc. Jonassen, D. H., & Reeves, T. C. (1996). Learning with technology: computers as cognitive tools. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (pp. 693-719). New York: Macmillan. Brown, A. L., & Campione, J. C. (1990). Interactive learning environments and the teaching of science and mathematics. In M. Gardner, J. G. Greeno, F. Reif, A. H. Schoenfeld, A. diSessa, & E. Stage (Eds.), Toward a scientific practice of science education (pp. 111-139). Hillsdale, NJ: Erlbaum. |
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Origins of Design-Based Research
Collins, A. (1992). Toward a design science of education. In E. Scanlon & T. O'Shea (Eds.), New directions in educational technology (pp. 15-22): Springer-Verlag. Brown, A. L. (1992). Design experiments: theoretical and methodological challenges in creating complex interventions in classroom settings. Journal of the Learning Sciences, 2(2), 141-178. diSessa, A. (1991). Local sciences: Viewing the design of human-computer systems as cognitive science. In J. M. Carroll (Ed.), Designing interaction: Psychology at the human-computer interface (pp. 162-202). Cambridge: Cambridge University Press. Project milestone: Short description of your proposed learning environment. |
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Scaffolds for reading
Adam, N., & Wild, M. (1997). Applying CD-ROM interactive storybooks to learning to read. Journal of Computer Assisted Learning, 13, 119-132. Pinkard, N. (2001). Lyric Reader: Creating intrinsically motivating and culturally responsive reading environments (No. CIERA Report #1-013). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement, University of Michigan. Sharp, D. L. M., Bransford, J. D., Goldman, S. R., Risko, V. J., Kinzer, C. K., & Vye, N. J. (1995). Dynamic visual support for story comprehension and mental model building by young, at-risk children. Educational Technology Research & Development, 43(4), 25-42. In Lab: Winnie-the-Pooh interactive storybook, LyricReader Project milestone: Critical analysis framework (in class). |
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Representational supports for mathematics
learning
Cognition & Technology Group at Vanderbilt. (1992). The Jasper series as an example of anchored instruction: theory, program description, and assessment data. Educational Psychologist, 27(3), 291-315. Hancock, C., Kaput, J. J., & Goldsmith, L. T. (1992). Authentic inquiry with data: critical barriers to classroom implementation. Educational Psychologist, 27(3), 337-364. Roschelle, J., Kaput, J. J., & Stroup, W. (2000). SimCalc: accelerating students' engagement with the mathematics of change. In M. J. Jacobson & R. B. Kozma (Eds.), Innovations in science and mathematics education (pp. 47-75). Mahwah, NJ: Lawrence Erlbaum Assoc. Vahey, P., Enyedy, N., & Gifford, B. (2000). Learning probability through the use of a collaborative, inquiry-based simulation environment. Journal of Interactive Learning Research, 11(1), 51-84. In Lab: Jasper, PIE. Project milestone: Annotated bibliography of outside literature for domain analysis. |
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Representational supports for science
learning
Schank, P., & Kozma, R. B. (in press). Learning chemistry through the use of a representation-based knowledge building environment. Journal of Educational Multimedia and Hypermedia. Snir, J., Smith, C., & Grosslight, L. (1995). Conceptually enhanced simulations: a computer tool for science teaching. In D. N. Perkins, J. L. Schwartz, M. M. West, & M. S. Wiske (Eds.), Software goes to school: Teaching for understanding with new technologies (pp. 106-129). Oxford: Oxford University Press. White, B. Y. (1993). ThinkerTools: causal models, conceptual change, and science education. Cognition and Instruction, 10(1), 1-100. In Lab: ThinkerTools |
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Simulation and modeling in science
Colella, V. (2000). Participatory simulations: building collaborative understanding through immersive dynamic modeling. Journal of the Learning Sciences, 9(4), 471-500. Jackson, S. L., Stratford, S. J., Krajcik, J., & Soloway, E. (1994). Making dynamic modeling accessible to precollege science students. Interactive Learning Environments, 4(3), 233-257. Barab, S. A., Hay, K. E., Barnett, M., & Keating, T. (2000). Virtual solar system project: Building understanding through model building. Journal of Research in Science Teaching, 37(7), 719-756. Project milestone: Literature review on learning issues in your domain (up to 5 pages). |
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Epistemic tools for science learning
Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797-817. Sandoval, W. A. (2003). Conceptual and epistemic aspects of students' scientific explanations. Journal of the Learning Sciences, 12(1). 5-51. Suthers, D. D. (2001). Towards a systematic study of representational guidance for collaborative learning discourse. Journal of Universal Computer Science, 7(3), 254-277. In Lab: Model-IT, WISE (KIE) Project milestone: Feedback on lit. review. |
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Issues for sustainable
technology-supported reform
Ball, D. L., & Cohen, D. (1996). Reform by the book: What is - or might be - the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6-8. Blumenfeld, P. C., Fishman, B. J., Krajcik, J. S., Marx, R. W., & Soloway, E. (2000). Creating usable innovations in systemic reform: scaling up technology-embedded project-based science in urban schools. Educational Psychologist, 35(3), 149-164. Brown, A. L., & Campione, J. (1996). Psychological theory and the design of innovative learning environments: on procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.), Innovations in learning: new environments for education (pp. 289-325). Mahwah, NJ: Erlbaum. Cobb, P. (2001). Supporting the improvement of learning and teaching in social and institutional context. In S. M. Carver & D. Klahr (Eds.), Cognition and instruction: 25 years of progress (pp. 455-478). Mahwah, NJ: Lawrence Erlbaum. Project milestone: Initial design sketch (up to 5 pages). |
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Design-based research as educational
inquiry
Kelly, A. E. (Ed.) (2003). Special issue: design-based research in education. Educational Researcher, 32(1). **To be handed out prior to class. Project milestone: Feedback on initial case analysis. |
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Final Presentations
Readings: none Project milestone: Final papers due at beginning of class. |
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