Proceedings IEEE International Conference on Advanced Learning Technologies
Learner-centered design (LCD) is an evolving design approach for designing tools that support lea... more Learner-centered design (LCD) is an evolving design approach for designing tools that support learners trying to engage in and understand complex work practices in which they are novices. Learner-centered design focuses on developing tools that incorporate support (or "scaffolding") to support the novice in seeing and doing complex, unknown work so that the learner can begin developing an understanding of that work in a "learning by doing" fashion. In this tutorial, we will give participants a more in-depth treatment of learnercentered design by describing a definition for LCD, theoretical background, and the LCD process and methods to give participants experience with the mindset needed for the LCD approach.
Learner-Centered Design (LCD) is an approach to building software that supports students as they ... more Learner-Centered Design (LCD) is an approach to building software that supports students as they engage in unfamiliar activities and learn about a new area. LCD has been successfully used to support students using desktop computers for a variety of learning activities, and in this paper we discuss new work to extend LCD to the design of educational software for handheld computers. We discuss some of the challenges of designing handheld software and present a case study of ArtemisExpress, a tool that supports learners using handheld computers for online research.
Proceedings of the SIGCHI conference on Human factors in computing systems the CHI is the limit - CHI '99, 1999
We are exploring a new class of tools for learners: scaffolded integrated tool environments (or S... more We are exploring a new class of tools for learners: scaffolded integrated tool environments (or SITES), which address the needs of learners trying to engage in new, complex work processes. A crucial phase within a learner-centered design approach for SITE design involves analyzing the work process to identify areas where learners need support to engage in the process. Here we discuss the design of Symphony, a SITE for high-school science students. Specifically, we discuss how the process-space model helped us analyze the science inquiry process to help us identify a detailed set of learner needs, leading to a full set of process scaffolding strategies for Symphony. Keywords Learner-centered design, process spaces, process scaffolding, scaffolded integrated tool environments INTRODUCTION: MOTIVATION AND GOALS Computer technology is becoming more pervasive in everyday work activities. As NC1 professionals, we are charged with developing computer tools to support people in their work. Consider, for example, the work of scientists. Scientists perform a wide range of activities when they investigate problems: they do research, collect and visualize data, build models, etc., all in a selfcoordinated, dynamic manner. As such, there is now an array of computational tools-search engines, databases, graphing, animation, and modeling tools-to support experts in scientific inquiry. However, expert scientists are not the only people that need to engage in the process of science inquiry. It is becoming increasingly important for students to engage in and understand the science inquiry process. For example, national education standards (e.g., [lo]) state that students. . _
CHI '06 Extended Abstracts on Human Factors in Computing Systems, 2006
to address two educational needs: (1) to help students learn about complex, multi-scalar systems,... more to address two educational needs: (1) to help students learn about complex, multi-scalar systems, and (2) to help students collaborate with one another in small groups. The MUSHI system provides each student with a handheld computer that is wirelessly synchronized with a simulation running on a tablet PC computer. A group of students can interact with small-scale elements of the simulation via their personal handhelds, and can observe large-scale elements on the shared computer. Because this is a novel combination of devices, we conducted use trials with middle school students to explore issues surrounding multi-device representations, small-group collaboration, and equitable computing.
Proceedings of the SIGCHI conference on Human factors in computing systems - CHI '98, 1998
To address the needs of a population of users who are also learners, the learner-centered design ... more To address the needs of a population of users who are also learners, the learner-centered design of software suggests the need to design scaffolding-fadeable supports-into educational tools. This paper describes a particular approach, Guided Learner-Adaptable Scaffolding (GLAS), in which the learner controls the changing and fading of scaffolding, with guidance and support provided by the system. Using this approach, we have developed a tool, TheoryBuilder, that supports learners in building and testing dynamic models of complex systems. We have conducted extensive classroom testing with ninth grade students who used the tool several times throughout a year. An analysis of the data demonstrates the success of the GLAS approach in developing an adaptable tool to support diversity and the development of expertise.
Learner-centered software design (LCSD) guides the design of tasks, tools, and interfaces in orde... more Learner-centered software design (LCSD) guides the design of tasks, tools, and interfaces in order to support the unique needs of learners: growth, diversity and motivation. This paper presents a framework for LCSD and describes a case study of its application to the ScienceWare Model-It, a learner-centered tool to support scientific modeling and simulation. The complex task of constructing and testing models helps scientists develop their understanding of natural systems. With Model-It, students use learner-centered modeling tools to easily construct, verify, and analyze qualitative models, using a dynamic.and photo-realistic interface. Findings suggest that high school students who know nothing about computer modeling can quickly build and test simple models, and that various components of the software design intentionally support the task of modeling by meeting specific learner needs. (Contains 11 references.) (Author/YDS) Reproductions supplied by EDRS are the best that can be made from the original document.
Learner-centered software design (LCSD) guides the design of tasks, tools, and interfaces in orde... more Learner-centered software design (LCSD) guides the design of tasks, tools, and interfaces in order to support the unique needs of learners: growth, diversity, and motivation. This paper presents a framework for LCSD and describes a case study of its application to the ScienceWare Model-It, a learner-centered tool to support scientific modeling and simulation. The complex task of constructing and testing models helps scientists develop their understanding of natural systems. With Model-It, students use learnercentered modeling tools to easily construct, verify, and analyze qualitative models, using a dynamic and photorealistic interface. We show that high school students who know nothing about computer modeling can quickly build and test simple models, and that various components of the software design intentionally support the task of modeling by meeting specific learner needs.
CHI '02 extended abstracts on Human factors in computer systems - CHI '02, 2002
Handheld computers offer the flexibility and mobility to be "ready at hand" tools that can facili... more Handheld computers offer the flexibility and mobility to be "ready at hand" tools that can facilitate learning anytime, anywhere. Applying the principles of Learner Centered Design [2], we have developed Pocket PiCoMap to support students engaged in complex concept mapping activities using handheld computers. Pocket PiCoMap uses scaffolds to address specific student needs; for instance, a color scaffold was provided to address students' difficulty organizing and understanding information displayed on small screens. Pocket PiCoMap was piloted for six weeks with 33 eighth grade students in mid-Michigan classrooms, and our preliminary results suggest that scaffolds are both useful and viable for handheld educational software.
CHI '11 Extended Abstracts on Human Factors in Computing Systems, 2011
Mobile devices now enable students to engage in nomadic inquiry as they collect large amounts of ... more Mobile devices now enable students to engage in nomadic inquiry as they collect large amounts of data from the environment to answer scientific questions. To support them with constructing scientific arguments, we created CogniBits: a system designed for tablet devices that scaffolds students through creating scientific arguments with user-collected data. The system was iteratively designed with two students and seeks to address the additional challenges these opportunities bring to science inquiry.
CHI '10 Extended Abstracts on Human Factors in Computing Systems, 2010
One of the educational goals in science is to not only learn content but also to learn the scient... more One of the educational goals in science is to not only learn content but also to learn the scientific process. While there is a range of settings for this, such as classrooms and museums, they are not always well connected in educationally viable ways. We are designing Zydeco to bridge the classroom and museum environment and address the following goals: (1) To scaffold science inquiry in a mobile context and (2) to facilitate collaboration among peers. In this paper we will be focusing on the mobile design of Zydeco, which will scaffold structured investigation, data collection and analysis while students are in the museum.
Proceedings of the Conference on Computer Support for Collaborative Learning Foundations for a CSCL Community - CSCL '02, 2002
Research suggests that collaborative classroom activities offer many benefits for learning. To co... more Research suggests that collaborative classroom activities offer many benefits for learning. To collaborate successfully, students need adequate tools to share ideas and resources, develop and support arguments, and cooperate to solve problems. Handheld computers are emerging as a flexible and portable solution that provides students with "ready to hand" support to engage in collaborative activities anytime, anywhere. Handhelds can also be coordinated with desktops to support small group collaboration when larger workspaces are needed.
Abstract: If learners are to engage in science inquiry, they need significant support, or scaffol... more Abstract: If learners are to engage in science inquiry, they need significant support, or scaffolding, to help them mindfully do the cognitive science tasks that are just out of their reach. One approach for supporting learners is to design computational tools that ...
Research and Practice in Technology Enhanced Learning, 2006
Over the next 10 years, we anticipate that personal, portable, wirelessly-networked technologies ... more Over the next 10 years, we anticipate that personal, portable, wirelessly-networked technologies will become ubiquitous in the lives of learners-indeed, in many countries, this is already a reality. We see that ready-to-hand access creates the potential for a new phase in the evolution of technology-enhanced learning (TEL), characterized by "seamless learning spaces" and marked by continuity of the learning experience across different scenarios (or environments), and emerging from the availability of one device or more per student ("one-to-one"). One-to-one TEL has the potential to "cross the chasm" from early adopters conducting isolated design studies to adoption-based research and widespread implementation, with the help of research and evaluation that gives attention to the digital divide and other potentially negative consequences of pervasive computing. We describe technology-enhanced learning and the affordances of one-to-one computing and outline a research agenda, including the risks and challenges of reaching scale. We reflect upon how this compares with prior patterns of technology innovation and diffusion. We also introduce a community, called "G1:1," that brings together leaders of major research laboratories and one-to-one TEL projects. We share a vision of global research, inviting other research groups to collaborate in ongoing activities.
Early research on using the World Wide Web indicated that middle school students did not explore ... more Early research on using the World Wide Web indicated that middle school students did not explore much and used Web tools naively. In response to these challenges, an on‐line research engine, Artemis, was designed to provide a permanent workspace and allow students access to preselective on‐line resources. This study investigated the depth and accuracy of sixth‐grade students' content understandings as well as their use of search and assess strategies when they used on‐line resources via Artemis. Eight student pairs from two science classes experienced support from teachers and used scaffolded curriculum materials while completing four on‐line inquiry units during 9 months. Multiple sources of data were collected, including video recordings of students' computer activities and conversations, students' artifacts and on‐line postings, classroom and lab video recordings, and interview transcripts. Analyses of data showed that students constructed meaningful understandings th...
Considerable effort has been made over the past decade to address the needs of learners in large ... more Considerable effort has been made over the past decade to address the needs of learners in large urban districts through scaleable reform initiatives. We examine the effects of a multifaceted scaling reform that focuses on supporting standards based science teaching in urban middle schools. The effort was one component of a systemic reform effort in the Detroit Public Schools, and was centered on highly specified and developed project‐based inquiry science units supported by aligned professional development and learning technologies. Two cohorts of 7th and 8th graders that participated in the project units are compared with the remainder of the district population, using results from the high‐stakes state standardized test in science. Both the initial and scaled up cohorts show increases in science content understanding and process skills over their peers, and significantly higher pass rates on the statewide test. The relative gains occur up to a year and a half after participation ...
This paper presents the findings of a research project in which we transformed a primary (grade) ... more This paper presents the findings of a research project in which we transformed a primary (grade) 3 science curriculum for delivery via mobile technologies, and a teacher enacted the lessons over the 2009 academic year in a class in a primary school in Singapore. The students had a total of 21 weeks of the mobilized lessons in science, which were co‐designed by teachers and researchers by tapping into the affordances of mobile technologies for supporting inquiry learning in and outside of class. We examine the learning effectiveness of the enacted mobilized science curriculum. The results show that among the six mixed‐ability classes in primary (grade) 3 in the school, the experimental class performed better than other classes as measured by traditional assessments in the science subject. With mobilized lessons, students were found to learn science in personal, deep and engaging ways as well as developed positive attitudes towards mobile learning.
International Journal of Continuing Engineering Education and Lifelong Learning, 2003
We have developed a software engineering process for the design of Scaffolded Work Environments, ... more We have developed a software engineering process for the design of Scaffolded Work Environments, or SWEets. This process is inspired by the principles of Learner-Centered Design (LCD), which is an approach that recognizes learners as a unique group of novice users who must be supported in learning the content and work practices of an unfamiliar domain. SWEets provide this support through the use of scaffolds, which are tools and techniques used to support learners in completing an activity that would otherwise be too difficult or complex. We describe our software engineering methodology for designing SWEets for any educational domain, and look specifically at two case studies of SWEets developed for desktop and handheld platforms. We describe the design of Symphony, a desktop SWEet that provides process scaffolding to support students engaged in complex scientific investigations, and discuss the results of a classroom study of the software. We also look at the development of Pocket PiCoMap, a tool to support students who are using handheld computers to create concept maps, and discuss an ongoing study of the use of mobile handheld devices with wireless Internet access in a middle school science classroom.
Modeling of complex systems and phenomena is of value in science learning and is increasingly emp... more Modeling of complex systems and phenomena is of value in science learning and is increasingly emphasised as an important component of science teaching and learning. Modeling engages learners in desired pedagogical activities. These activities include practices such as planning, building, testing, analysing, and critiquing. Designing realistic models is a difficult task. Computer environments allow the creation of dynamic and even
This article appeared in a journal published by Elsevier. The attached copy is furnished to the a... more This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier's archiving and manuscript policies are
Proceedings IEEE International Conference on Advanced Learning Technologies
Learner-centered design (LCD) is an evolving design approach for designing tools that support lea... more Learner-centered design (LCD) is an evolving design approach for designing tools that support learners trying to engage in and understand complex work practices in which they are novices. Learner-centered design focuses on developing tools that incorporate support (or "scaffolding") to support the novice in seeing and doing complex, unknown work so that the learner can begin developing an understanding of that work in a "learning by doing" fashion. In this tutorial, we will give participants a more in-depth treatment of learnercentered design by describing a definition for LCD, theoretical background, and the LCD process and methods to give participants experience with the mindset needed for the LCD approach.
Learner-Centered Design (LCD) is an approach to building software that supports students as they ... more Learner-Centered Design (LCD) is an approach to building software that supports students as they engage in unfamiliar activities and learn about a new area. LCD has been successfully used to support students using desktop computers for a variety of learning activities, and in this paper we discuss new work to extend LCD to the design of educational software for handheld computers. We discuss some of the challenges of designing handheld software and present a case study of ArtemisExpress, a tool that supports learners using handheld computers for online research.
Proceedings of the SIGCHI conference on Human factors in computing systems the CHI is the limit - CHI '99, 1999
We are exploring a new class of tools for learners: scaffolded integrated tool environments (or S... more We are exploring a new class of tools for learners: scaffolded integrated tool environments (or SITES), which address the needs of learners trying to engage in new, complex work processes. A crucial phase within a learner-centered design approach for SITE design involves analyzing the work process to identify areas where learners need support to engage in the process. Here we discuss the design of Symphony, a SITE for high-school science students. Specifically, we discuss how the process-space model helped us analyze the science inquiry process to help us identify a detailed set of learner needs, leading to a full set of process scaffolding strategies for Symphony. Keywords Learner-centered design, process spaces, process scaffolding, scaffolded integrated tool environments INTRODUCTION: MOTIVATION AND GOALS Computer technology is becoming more pervasive in everyday work activities. As NC1 professionals, we are charged with developing computer tools to support people in their work. Consider, for example, the work of scientists. Scientists perform a wide range of activities when they investigate problems: they do research, collect and visualize data, build models, etc., all in a selfcoordinated, dynamic manner. As such, there is now an array of computational tools-search engines, databases, graphing, animation, and modeling tools-to support experts in scientific inquiry. However, expert scientists are not the only people that need to engage in the process of science inquiry. It is becoming increasingly important for students to engage in and understand the science inquiry process. For example, national education standards (e.g., [lo]) state that students. . _
CHI '06 Extended Abstracts on Human Factors in Computing Systems, 2006
to address two educational needs: (1) to help students learn about complex, multi-scalar systems,... more to address two educational needs: (1) to help students learn about complex, multi-scalar systems, and (2) to help students collaborate with one another in small groups. The MUSHI system provides each student with a handheld computer that is wirelessly synchronized with a simulation running on a tablet PC computer. A group of students can interact with small-scale elements of the simulation via their personal handhelds, and can observe large-scale elements on the shared computer. Because this is a novel combination of devices, we conducted use trials with middle school students to explore issues surrounding multi-device representations, small-group collaboration, and equitable computing.
Proceedings of the SIGCHI conference on Human factors in computing systems - CHI '98, 1998
To address the needs of a population of users who are also learners, the learner-centered design ... more To address the needs of a population of users who are also learners, the learner-centered design of software suggests the need to design scaffolding-fadeable supports-into educational tools. This paper describes a particular approach, Guided Learner-Adaptable Scaffolding (GLAS), in which the learner controls the changing and fading of scaffolding, with guidance and support provided by the system. Using this approach, we have developed a tool, TheoryBuilder, that supports learners in building and testing dynamic models of complex systems. We have conducted extensive classroom testing with ninth grade students who used the tool several times throughout a year. An analysis of the data demonstrates the success of the GLAS approach in developing an adaptable tool to support diversity and the development of expertise.
Learner-centered software design (LCSD) guides the design of tasks, tools, and interfaces in orde... more Learner-centered software design (LCSD) guides the design of tasks, tools, and interfaces in order to support the unique needs of learners: growth, diversity and motivation. This paper presents a framework for LCSD and describes a case study of its application to the ScienceWare Model-It, a learner-centered tool to support scientific modeling and simulation. The complex task of constructing and testing models helps scientists develop their understanding of natural systems. With Model-It, students use learner-centered modeling tools to easily construct, verify, and analyze qualitative models, using a dynamic.and photo-realistic interface. Findings suggest that high school students who know nothing about computer modeling can quickly build and test simple models, and that various components of the software design intentionally support the task of modeling by meeting specific learner needs. (Contains 11 references.) (Author/YDS) Reproductions supplied by EDRS are the best that can be made from the original document.
Learner-centered software design (LCSD) guides the design of tasks, tools, and interfaces in orde... more Learner-centered software design (LCSD) guides the design of tasks, tools, and interfaces in order to support the unique needs of learners: growth, diversity, and motivation. This paper presents a framework for LCSD and describes a case study of its application to the ScienceWare Model-It, a learner-centered tool to support scientific modeling and simulation. The complex task of constructing and testing models helps scientists develop their understanding of natural systems. With Model-It, students use learnercentered modeling tools to easily construct, verify, and analyze qualitative models, using a dynamic and photorealistic interface. We show that high school students who know nothing about computer modeling can quickly build and test simple models, and that various components of the software design intentionally support the task of modeling by meeting specific learner needs.
CHI '02 extended abstracts on Human factors in computer systems - CHI '02, 2002
Handheld computers offer the flexibility and mobility to be "ready at hand" tools that can facili... more Handheld computers offer the flexibility and mobility to be "ready at hand" tools that can facilitate learning anytime, anywhere. Applying the principles of Learner Centered Design [2], we have developed Pocket PiCoMap to support students engaged in complex concept mapping activities using handheld computers. Pocket PiCoMap uses scaffolds to address specific student needs; for instance, a color scaffold was provided to address students' difficulty organizing and understanding information displayed on small screens. Pocket PiCoMap was piloted for six weeks with 33 eighth grade students in mid-Michigan classrooms, and our preliminary results suggest that scaffolds are both useful and viable for handheld educational software.
CHI '11 Extended Abstracts on Human Factors in Computing Systems, 2011
Mobile devices now enable students to engage in nomadic inquiry as they collect large amounts of ... more Mobile devices now enable students to engage in nomadic inquiry as they collect large amounts of data from the environment to answer scientific questions. To support them with constructing scientific arguments, we created CogniBits: a system designed for tablet devices that scaffolds students through creating scientific arguments with user-collected data. The system was iteratively designed with two students and seeks to address the additional challenges these opportunities bring to science inquiry.
CHI '10 Extended Abstracts on Human Factors in Computing Systems, 2010
One of the educational goals in science is to not only learn content but also to learn the scient... more One of the educational goals in science is to not only learn content but also to learn the scientific process. While there is a range of settings for this, such as classrooms and museums, they are not always well connected in educationally viable ways. We are designing Zydeco to bridge the classroom and museum environment and address the following goals: (1) To scaffold science inquiry in a mobile context and (2) to facilitate collaboration among peers. In this paper we will be focusing on the mobile design of Zydeco, which will scaffold structured investigation, data collection and analysis while students are in the museum.
Proceedings of the Conference on Computer Support for Collaborative Learning Foundations for a CSCL Community - CSCL '02, 2002
Research suggests that collaborative classroom activities offer many benefits for learning. To co... more Research suggests that collaborative classroom activities offer many benefits for learning. To collaborate successfully, students need adequate tools to share ideas and resources, develop and support arguments, and cooperate to solve problems. Handheld computers are emerging as a flexible and portable solution that provides students with "ready to hand" support to engage in collaborative activities anytime, anywhere. Handhelds can also be coordinated with desktops to support small group collaboration when larger workspaces are needed.
Abstract: If learners are to engage in science inquiry, they need significant support, or scaffol... more Abstract: If learners are to engage in science inquiry, they need significant support, or scaffolding, to help them mindfully do the cognitive science tasks that are just out of their reach. One approach for supporting learners is to design computational tools that ...
Research and Practice in Technology Enhanced Learning, 2006
Over the next 10 years, we anticipate that personal, portable, wirelessly-networked technologies ... more Over the next 10 years, we anticipate that personal, portable, wirelessly-networked technologies will become ubiquitous in the lives of learners-indeed, in many countries, this is already a reality. We see that ready-to-hand access creates the potential for a new phase in the evolution of technology-enhanced learning (TEL), characterized by "seamless learning spaces" and marked by continuity of the learning experience across different scenarios (or environments), and emerging from the availability of one device or more per student ("one-to-one"). One-to-one TEL has the potential to "cross the chasm" from early adopters conducting isolated design studies to adoption-based research and widespread implementation, with the help of research and evaluation that gives attention to the digital divide and other potentially negative consequences of pervasive computing. We describe technology-enhanced learning and the affordances of one-to-one computing and outline a research agenda, including the risks and challenges of reaching scale. We reflect upon how this compares with prior patterns of technology innovation and diffusion. We also introduce a community, called "G1:1," that brings together leaders of major research laboratories and one-to-one TEL projects. We share a vision of global research, inviting other research groups to collaborate in ongoing activities.
Early research on using the World Wide Web indicated that middle school students did not explore ... more Early research on using the World Wide Web indicated that middle school students did not explore much and used Web tools naively. In response to these challenges, an on‐line research engine, Artemis, was designed to provide a permanent workspace and allow students access to preselective on‐line resources. This study investigated the depth and accuracy of sixth‐grade students' content understandings as well as their use of search and assess strategies when they used on‐line resources via Artemis. Eight student pairs from two science classes experienced support from teachers and used scaffolded curriculum materials while completing four on‐line inquiry units during 9 months. Multiple sources of data were collected, including video recordings of students' computer activities and conversations, students' artifacts and on‐line postings, classroom and lab video recordings, and interview transcripts. Analyses of data showed that students constructed meaningful understandings th...
Considerable effort has been made over the past decade to address the needs of learners in large ... more Considerable effort has been made over the past decade to address the needs of learners in large urban districts through scaleable reform initiatives. We examine the effects of a multifaceted scaling reform that focuses on supporting standards based science teaching in urban middle schools. The effort was one component of a systemic reform effort in the Detroit Public Schools, and was centered on highly specified and developed project‐based inquiry science units supported by aligned professional development and learning technologies. Two cohorts of 7th and 8th graders that participated in the project units are compared with the remainder of the district population, using results from the high‐stakes state standardized test in science. Both the initial and scaled up cohorts show increases in science content understanding and process skills over their peers, and significantly higher pass rates on the statewide test. The relative gains occur up to a year and a half after participation ...
This paper presents the findings of a research project in which we transformed a primary (grade) ... more This paper presents the findings of a research project in which we transformed a primary (grade) 3 science curriculum for delivery via mobile technologies, and a teacher enacted the lessons over the 2009 academic year in a class in a primary school in Singapore. The students had a total of 21 weeks of the mobilized lessons in science, which were co‐designed by teachers and researchers by tapping into the affordances of mobile technologies for supporting inquiry learning in and outside of class. We examine the learning effectiveness of the enacted mobilized science curriculum. The results show that among the six mixed‐ability classes in primary (grade) 3 in the school, the experimental class performed better than other classes as measured by traditional assessments in the science subject. With mobilized lessons, students were found to learn science in personal, deep and engaging ways as well as developed positive attitudes towards mobile learning.
International Journal of Continuing Engineering Education and Lifelong Learning, 2003
We have developed a software engineering process for the design of Scaffolded Work Environments, ... more We have developed a software engineering process for the design of Scaffolded Work Environments, or SWEets. This process is inspired by the principles of Learner-Centered Design (LCD), which is an approach that recognizes learners as a unique group of novice users who must be supported in learning the content and work practices of an unfamiliar domain. SWEets provide this support through the use of scaffolds, which are tools and techniques used to support learners in completing an activity that would otherwise be too difficult or complex. We describe our software engineering methodology for designing SWEets for any educational domain, and look specifically at two case studies of SWEets developed for desktop and handheld platforms. We describe the design of Symphony, a desktop SWEet that provides process scaffolding to support students engaged in complex scientific investigations, and discuss the results of a classroom study of the software. We also look at the development of Pocket PiCoMap, a tool to support students who are using handheld computers to create concept maps, and discuss an ongoing study of the use of mobile handheld devices with wireless Internet access in a middle school science classroom.
Modeling of complex systems and phenomena is of value in science learning and is increasingly emp... more Modeling of complex systems and phenomena is of value in science learning and is increasingly emphasised as an important component of science teaching and learning. Modeling engages learners in desired pedagogical activities. These activities include practices such as planning, building, testing, analysing, and critiquing. Designing realistic models is a difficult task. Computer environments allow the creation of dynamic and even
This article appeared in a journal published by Elsevier. The attached copy is furnished to the a... more This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier's archiving and manuscript policies are
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