Cognitive apprenticeship : teaching the craft of reading, writing, and mathtematics

Includes bibliographical references (p. 25-27)This research was supported by the National Institute of Education under Contract no. US-NIE-C-400-81-0030 and the Office of Naval Research under Contract No. N00014-85-C-002

Collaborative learning by way of human-centered design in design classes

The design classes are part of the bachelor curriculum of Brazilian Design. These classes are usually preceded by others that present the fundamentals and methodologies for product development. This paper adopted the human-centered design (HCD) for its potential to serve some of the needs and complexities of current projects and contexts. In order to foster rhetoric and multidisciplinarity among design students, collaborative learning emerges as an opportunity to practice design in a multidisciplinary way, due to the need to develop collaboration skills, as well as the transcendence of cognitive bias arising from individual activities. This article used knowledge construction processes in particular: the externalization and elicitation of task-relevant knowledge and consensus- building. Thus, the aim of this study is to propose an approach between design steps (taking HCD as the basis) and collaborative learning, based on their dimensions, in order to understand and address some of the current complexities and requirements of human, social aspirations and, consequently, projects. This approach demonstrates that the collaborative learning opportunity provided by the use of HCD can be driven by an adherence to the collaborative knowledge construction view. Real opportunities for the co-construction of new meanings stand out among the results of this approach, so that the learner can understand the complexities inherent to the design and to human beings, and can recognize and apply them in new and different situations.Keywords: design education, human-centered design (HCD), collaborative learning, collaborative knowledge construction, design classes

Session 5: Development, Neuroscience and Evolutionary Psychology

Proceedings of the Pittsburgh Workshop in History and Philosophy of Biology, Center for Philosophy of Science, University of Pittsburgh, March 23-24 2001 Session 5: Development, Neuroscience and Evolutionary Psycholog

Social engagement in an online community of inquiry: human-computer interaction

Paper presented at The International Conference of Information Systems, (ICIS ’06), Milwaukee, WI.This paper examines a multidimensional set of learning-engagement behaviors by students participating in a community of inquiry. Existing social-inquiry models of learning focus on students achieving shared understanding through solving well-structured problems. These models may not be appropriate for professionally-oriented, graduate online education where students derive distributed and partial understandings of ill-structured real-world problems. Findings are presented from a study of joint knowledge-construction in an online graduate IS Management course. Patterns of interactions between learner role-behaviors are examined, to analyze social engagement in debating course problems. We propose that professionally-oriented online courses should frame course-problems to reflect students’ cognitive and professional learning goals. Student engagement in learning may be intensified by the early identification and encouragement of thought-leaders in various domains of professional knowledge who facilitate and complicate community debate. We examine the implications for online learning environments

Collaborative learning by way of human-centered design in design classes

The design classes are part of the bachelor curriculum of Brazilian Design. These classes are usually preceded by others that present the fundamentals and methodologies for product development. This paper adopted the human-centered design (HCD) for its potential to serve some of the needs and complexities of current projects and contexts. In order to foster rhetoric and multidisciplinarity among design students, collaborative learning emerges as an opportunity to practice design in a multidisciplinary way, due to the need to develop collaboration skills, as well as the transcendence of cognitive bias arising from individual activities. This article used knowledge construction processes in particular: the externalization and elicitation of task-relevant knowledge and consensus- building. Thus, the aim of this study is to propose an approach between design steps (taking HCD as the basis) and collaborative learning, based on their dimensions, in order to understand and address some of the current complexities and requirements of human, social aspirations and, consequently, projects. This approach demonstrates that the collaborative learning opportunity provided by the use of HCD can be driven by an adherence to the collaborative knowledge construction view. Real opportunities for the co-construction of new meanings stand out among the results of this approach, so that the learner can understand the complexities inherent to the design and to human beings, and can recognize and apply them in new and different situations.Keywords: design education, human-centered design (HCD), collaborative learning, collaborative knowledge construction, design classes

Readers building fictional worlds:visual representations, poetry, and cognition

This article explores the complex nature of the literature classroom by drawing on the cognitive linguistic framework Text World Theory to examine the teacher’s role as facilitator and mediator of reading. Specifically, the article looks at how one teacher used visual representations as a way of allowing students to engage in a more personal and less teacher-driven transaction with a poem, and to encourage them to reflect on their own roles as active makers of meaning and knowledge in the classroom. The article shows how teachers can be mindful of the various contextual factors that can privilege and legitimise certain kinds of response in the classroom and be wary of external factors and pressures that can promote the idea of preconceived knowledge. The teacher in the case study presented was able to both facilitate the experience of reading poetry in an unmediated way and also develop her students’ metacognition in relation to the reading process itself. The article shows how Text World Theory’s status as a socio-cognitive grammar may be of benefit to teachers in understanding the nature of communicative interaction and literary transaction

Attention in Urban Foraging

This position paper argues how there has to be much more to smart city learning than just wayshowing, and something better as augmented reality than covering the world with instructions. Attention has become something for many people to know better in an age of information superabundance. Embodied cognition explains how the work-ings of attention are not solely a foreground task, as if attention is something to pay. As digital media appear in ever more formats and contexts, their hybrids with physical form increasing influence how habitual engagement with persistent situations creates learning. Ambient information can just add to the distraction by multitasking, or it can support more favorable processes of shifting among different kinds of information with a particular intent. As one word for this latter process, foraging deserves more consideration in smart city learnin