Integrating and guiding collaboration: lessons learned in computer-supported collaborative learning research at Georgia Tech
Integrating and guiding collaboration: lessons learned in computer-supported collaborative learning research at Georgia Tech
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整合和指导协作：佐治亚理工学院计算机支持的协作学习研究中吸取的经验教训
DOI：
10.3115/1599773.1599784
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发表时间：
1997
期刊：
影响因子：
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通讯作者：
J. Kolodner
中科院分区：
文献类型：
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作者：
M. Guzdial;C. Hmelo‐Silver;R. Hübscher;Kristine S. Nagel;W. Newstetter;S. Puntambekar;A. Shabo;J. Turns;J. Kolodner
佐治亚理工学院教育技术研究所对计算机支持的协作学习的研究相对较新，成立不到五年。然而，在这么短的时间里，研究团队开发了8个不同的原型软件系统，并在不同的环境中对中学生、本科生和研究生进行了评估。在这篇文章中，我们反思了通过这项工作学到的一些总体经验教训。我们开发了一种教学方法，让学生通过解决现实世界的问题来学习。我们通过几种方式帮助学生处理这些问题的复杂性。首先，我们使用基于问题的学习(PBL)的方法来帮助学生构建他们的问题解决方案。第二，我们为学生提供案例库，帮助他们学习他人的经验。第三，我们为学生反思提供支持。这些想法中的一部分来自于我们看到的PBL教育方法和基于案例推理的认知模型之间的紧密契合[1]。后来的工作重点是将我们对设计过程的了解与PBL课堂方法相结合。在PBL中，学生通过解决真实的现实问题和反思自己的经历来学习。例如，工科学生在尝试设计风筝和亭子时学习如何设计。因为这些问题很复杂，学生们以小组形式工作，他们汇集知识，一起努力解决必须考虑的问题。辅导员引导学生反思他们的问题解决经验，要求学生阐明他们正在学习的概念和技能，以及他们仍然需要了解的更多内容，并帮助他们确定解决问题、协作和自我指导学习所需的策略。基于案例的推理(CBR)指的是基于先前经验的推理[2]。这可能意味着通过采用旧的解决方案或合并几个旧的解决方案来解决新问题，根据类似的情况来解释新的情况，或者通过检查类似的旧情况的影响来预测新情况的影响。在CBR范式中，学习意味着通过将新经验纳入记忆、通过对旧经验进行重新索引以使其更容易获得以及通过从经验中提取概括来扩展一个人的知识。因此，CBR解决的一个主要问题是识别与新情况相关的旧情况。反思是帮助人们以有意义的方式索引他们的经历的一种机制。CBR为实践提供建议，以提高…的有效性
Research on computer-supported collaborative learning at the EduTech Institute at Georgia Tech is relatively new at less than five years old. In that short span, however, the team of researchers has developed eight different prototype software systems and evaluated them in a variety of settings with middle school, undergraduate, and graduate students. In this paper, we reflect on some of the overall lessons learned through this work. We have developed an approach to instruction that involves students' learning through solving real-world problems. We help students manage the complexity of these problems in several ways. First, we use the methodology from problem-based learning (PBL) to help students structure their problem-solving. Second, we provide students with case libraries to help them learn from the experience of others. Third, we provide support for student reflection. Part of these ideas developed out of the close fit that we saw between the PBL educational methodology and the cognitive model derived from case-based reasoning [1]. Later work has focused on merging what we know about the design process with the PBL classroom methodology. In PBL, students learn by solving authentic real-world problems and reflecting on their experiences. For example, engineering students learn how to design as they try to design kites and kiosks. Because these problems are complex, students work in groups, where they pool their knowledge and together grapple with the issues that must be considered. Facilitators guide student reflection on their problem-solving experiences, asking students to articulate both the concepts and skills they are learning, those they still need to learn more about and helping them identify the strategies needed for problem solving, collaboration, and self-directed learning. Case-based reasoning (CBR) refers to reasoning based on previous experiences [2]. It might mean solving a new problem by adapting an old solution or merging pieces of several old solutions, interpreting a new situation in light of similar situations, or projecting the effects of a new situation by examining the effects of a similar old situation. Learning, in the CBR paradigm, means extending one's knowledge by incorporating new experiences into memory, by re-indexing old experiences to make them more accessible, and by abstracting out generalizations from experiences. Thus, a major issue CBR addresses is identifying old situations that are relevant to a new one. Reflection is one mechanism to help people index their experiences in meaningful ways. CBR offers suggestions for practice that may enhance the effectiveness …