Reinventing discovery learning: a field-wide research program

© 2017, Springer Science+Business Media B.V., part of Springer Nature. Whereas some educational designers believe that students should learn new concepts through explorative problem solving within dedicated environments that constrain key parameters of their search and then support their progressive appropriation of empowering disciplinary forms, others are critical of the ultimate efficacy of this discovery-based pedagogical philosophy, citing an inherent structural challenge of students constructing historically achieved conceptual structures from their ingenuous notions. This special issue presents six educational research projects that, while adhering to principles of discovery-based learning, are motivated by complementary philosophical stances and theoretical constructs. The editorial introduction frames the set of projects as collectively exemplifying the viability and breadth of discovery-based learning, even as these projects: (a) put to work a span of design heuristics, such as productive failure, surfacing implicit know-how, playing epistemic games, problem posing, or participatory simulation activities; (b) vary in their target content and skills, including building electric circuits, solving algebra problems, driving safely in traffic jams, and performing martial-arts maneuvers; and (c) employ different media, such as interactive computer-based modules for constructing models of scientific phenomena or mathematical problem situations, networked classroom collective “video games,” and intercorporeal master–student training practices. The authors of these papers consider the potential generativity of their design heuristics across domains and contexts

Situating multimodal learning analytics

The digital age has introduced a host of new challenges and opportunities for the learning sciences community. These challenges and opportunities are particularly abundant in multimodal learning analytics (MMLA), a research methodology that aims to extend work from Educational Data Mining (EDM) and Learning Analytics (LA) to multimodal learning environments by treating multimodal data. Recognizing the short-term opportunities and longterm challenges will help develop proof cases and identify grand challenges that will help propel the field forward. To support the field's growth, we use this paper to describe several ways that MMLA can potentially advance learning sciences research and touch upon key challenges that researchers who utilize MMLA have encountered over the past few years

A Pyramid of Paperwork: Labors of Imagination and Interpretation in Late Twentieth Century Architectural Practice

A fundamental shift in employment patterns among architects in North America during the 1960s and 1970s impacted how particular kinds of tasks were either monopolized or delegated within firms. This article uses the archive of the U.S.-based architectural firm Gunnar Birkerts and Associates to show evidence of a growing gulf between executive architects and employee architects (particularly women assigned to work on interiors), as well as the persistence of chauvinistic ideals of practice under changed circumstances. The design for the Federal Reserve Bank of Minneapolis building (1967- 73) is shown to be illustrative of this gulf between imaginative and interpretive labor.Un cambio fundamental en los patrones de empleo entre los arquitectos en Norteamérica durante las décadas de 1960 y 1970 afectó la forma en que se monopolizaron o delegaron determinados tipos de tareas dentro de los estudios. Este artículo utiliza el archivo del estudio de arquitectura con sede en Estados Unidos, Gunnar Birkerts and Associates, para dar testimonio de un abismo cada vez mayor entre los arquitectos ejecutivos y los arquitectos empleados (en particular, las mujeres asignadas al trabajo de interiores), así como la persistencia de ideales de práctica chovinistas en circunstancias cambiantes. Se muestra el proyecto del edificio del Federal Reserve Bank of Minneapolis para ilustrar el abismo entre trabajos creativos e interpretativos

Embodiment and designing learning environments

There is increasing recognition amongst learning sciences researchers of the critical role that the body plays in thinking and reasoning across contexts and across disciplines. This workshop brings ideas of embodied learning and embodied cognition to the design of instructional environments that engage learners in new ways of moving within, and acting upon, the physical world. Using data and artifacts from participants' research and designs as a starting point, this workshop focuses on strategies for how to effectively leverage embodiment in learning activities in both technology and non-technology environments. Methodologies for studying/assessing the body's role in learning are also addressed

Eye-tracking the emergence of attentional anchors in a mathematics learning tablet activity

Little is known about micro-processes by which sensorimotor interaction gives rise to conceptual development. Per embodiment theory, these micro-processes are mediated by dynamical attentional structures. Accordingly this study investigated eye-gaze behaviors during engagement in solving tablet-based bimanual manipulation tasks designed to foster proportional reasoning. Seventy-six elementary- and vocational-school students (9-15 yo) participated in individual task-based clinical interviews. Data gathered included action-logging, eye-tracking, and videography. Analyses revealed the emergence of stable eye-path gaze patterns contemporaneous with first enactments of effective manipulation and prior to verbal articulations of manipulation strategies. Characteristic gaze patterns included consistent or recurring attention to screen locations that bore non-salient stimuli or no stimuli at all yet bore invariant geometric relations to dynamical salient features. Arguably, this research validates empirically hypothetical constructs from constructivism, particularly reflective abstraction

The LATDYN user's manual

The LATDYN User's Manual presents the capabilities and instructions for the LATDYN (Large Angle Transient DYNamics) computer program. The LATDYN program is a tool for analyzing the controlled or uncontrolled dynamic transient behavior of interconnected deformable multi-body systems which can undergo large angular motions of each body relative other bodies. The program accommodates large structural deformation as well as large rigid body rotations and is applicable, but not limited to, the following areas: (1) development of large flexible space structures; (2) slewing of large space structure components; (3) mechanisms with rigid or elastic components; and (4) robotic manipulations of beam members. Presently the program is limited to two dimensional problems, but in many cases, three dimensional problems can be exactly or approximately reduced to two dimensions. The program uses convected finite elements to affect the large angular motions involved in the analysis. General geometry is permitted. Detailed user input and output specifications are provided and discussed with example runstreams. To date, LATDYN has been configured for CDC/NOS and DEC VAX/VMS machines. All coding is in ANSII-77 FORTRAN. Detailed instructions regarding interfaces with particular computer operating systems and file structures are provided

Adaptive Compression of Graph Structured Text

In this paper we introduce an adaptive technique for compressing small quantities of text which are organized as a rooted directed graph. We impose a constraint on the technique such that data encountered during a traversal of any valid path through the graph must be recoverable without requiring the expansion of data that is not on the path in question. The technique we present determines the set of nodes y which are guaranteed to be encountered before reaching node x while traversing any valid path in the graph, and uses them as a basis for conditioning an LZW dictionary for the compression/expansion of the data in x. Initial results show that our improved LZW technique reduces the compressed text size by approximately 20 % more than regular LZW, and requires only minor modifications to the standard LZW decompression routine.

An evaluation of the clinical microsystems approach in general practice quality improvement

Background: Changes to the general practice (GP) contract in England (April 2019) introduced a new quality improvement (QI) domain. The clinical microsystems programme is an approach to QI with limited evidence in primary care. Aim: To explore experiences of GP staff participating in a clinical microsystems programme. Design and setting: GPs within one clinical commissioning group (CCG) in South East England. Normalisation process theory informed qualitative approach. Method: Review of all CCG clinical microsystems projects using pre-existing data. The Diffusion of Innovation Cycle was used to inform the sampling frame and GPs were invited to participate in interviews or focus groups. Ten practices participated; 11 coaches and 16 staff were interviewed. Results: The majority of projects were process-driven activities related to dministrative systems. Projects directly related to health outputs were fewer and related to externally imposed targets. Four key elements facilitated practices to engage: feeling in control; receiving enhanced service payment; having a senior staff member championing the approach; and good practice–coach relationship. There appeared to be three key benefits in addition to project-specific ones: improved working relationships between CCG and practice; more cohesive practice team; and time to reflect. Conclusion: Small projects with clear parameters were more successful than larger ones or those spanning organisations. However, there was little evidence suggesting the key benefits were unique attributes of the microsystems approach and sustainability was problematic. Future research should focus on cross-organisational approaches to QI and identify what, if any, added value the approach provides

Editorial

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