Lessons from learning : proceedings of the IFIP TC3/WG3.3 Working Conference on Lessons from Learning, Archamps, France, 6-8 September 1993
著者
書誌事項
Lessons from learning : proceedings of the IFIP TC3/WG3.3 Working Conference on Lessons from Learning, Archamps, France, 6-8 September 1993
（IFIP transactions, A . Computer science and technology ; 46）
Elsevier Science, 1994
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注記
Includes bibliographical references
内容説明・目次
内容説明
The last 30 years have produced a widely varying series of research experiments and innovative practices in the uses of computer and communications technologies to support teaching and learning. Relatively recently, enough experience has been accumulated to justify significant investment in implementing systems across a broad range of educational and training domains. Much of this experience has been pragmatic and attempts to place the activity within a substantive cognitive framework have not met with much success. Lessons have been learnt from the experience but there are many complex issues of knowledge representation, acquisition and long-term accommodation linked to the role of human actors and technological tools. This publication divides its exploration of the intricacies of the field into four key areas. Theme A takes a cognitive psychologist's approach to learning processes. It is concerned with the ways in which knowledge is stored or represented inside the human mind; it is also concerned with knowledge acquisition and knowledge structures and their relation to learning environment design. Theme B takes an educationalist's perspective of learning.
It takes the learner as the focus and examines learning styles, teaching styles, collaborative learning, etc. Theme C focuses on the design of learning tasks and environments, with considerations of design principles of exploratory or expressive materials. It is strongly domain orientated. Theme D focuses on knowledge architectures as they can be created in a machine and so includes the formalisms and models required in artificial intelligence applications to learning. In addition to providing a comprehensive consideration of the problems faced and solutions so far achieved, it is hoped the book will stimulate further research and funding in this area.
目次
Theme A: A Cognitive Psychologist's Approach. Multiple mental representations of information (H. Spada R. Plotzner). Direct and mediated experience: their role in learning (E. Ackermann). Knowledge acquisition as an active process (J. Bliss). Question answering and learning with hypertext (J.-F. Rouet). Comments and discussion. Theme B: An Educationalist's Perspective. From learner's style to learner's activity: lessons from various learner-centred research (M. Linard). Collaborative learning and CSCW: research perspectives for interworked educational environments (B.A. Collis). Self-image, locus of control and computer-related attitudes (Y.J. Katz). Comments and discussion. Theme C: the Design of Learning Tasks and Environments. Technology-supported learning in a stage of transition: the case of mathematics (E. De Corte). The design of exploratory and expressive learning environments (J. Ogborn). Epistemological domain of validity of microworlds: the case of LOGO and Cabri-Geometre (N. Balacheff, R. Sutherland). Comments and discussion. Theme D: Models and Formalisms. Education as communicate OP (S.W. Draper). Teaching and learning strategies in vocabulary acquisition: pedagogical and lexical architectures (R. Sussex, G. Cumming, S. Cropp). Building ITSs to be used: lessons learned from the APLUSIX project (J.-F. Nicaud). The distribution of pedagogical roles in a multi-agent learning environment (P. Dillenbourg, P. Mendelsohn, D. Schneider). Comments and discussion. Theme E: Paradigms and Cognition. Educational paradigms: issues and trends (J.A.C. Sandberg). Situated cognition: how representations are created and given meaning (W.J. Clancey). Comments and discussion.
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