Learning Technologies in Support of Self-Directed Learning

Fischer, Gerhard; Scharff, Eric

doi:10.5334/1998-4

Cited by 76 publications

(42 citation statements)

References 33 publications

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“…Eventually, designers and users may reseed the system by incorporating pieces that were created during the system's evolution into the core of subsequent systems. We have discussed this process model for evolution in greater detail previously [Fischer and Scharff 1998]. …”

Section: Moving Beyond Closed Systemsmentioning

confidence: 99%

Transcending the individual human mind—creating shared understanding through collaborative design

Arias

Eden

Fischer

et al. 2000

ACM Trans. Comput.-Hum. Interact.

Self Cite

365

275

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Complex design problems require more knowledge than any single person possesses because the knowledge relevant to a problem is usually distributed among stakeholders. Bringing different and often controversial points of view together to create a shared understanding among these stakeholders can lead to new insights, new ideas, and new artifacts. New media that allow owners of problems to contribute to framing and resolving complex design problems can extend the power of the individual human mind. Based on our past work and study of other approaches, systems, and collaborative and participatory processes, this article identifies challenges we see as the limiting factors for future collaborative human-computer systems. The Envisionment and Discovery Collaboratory (EDC) is introduced as an integrated physical and computational environment addressing some of these challenges. The vision behind the EDC shifts future development away from the computer as the focal point, toward an emphasis that tries to improve our understanding of the human, social, and cultural system that creates the context for use. This work is based on new conceptual principles that include creating shared understanding among various stakeholders, contextualizing information to the task at hand, and creating objects to think with in collaborative design activities. Although the EDC framework is applicable to different domains; our initial effort has focused on the domain of urban planning (specifically transportation planning) and community development. Permission to make digital / hard copy of part or all of this work for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage, the copyright notice, the title of the publication, and its date appear, and notice is given that copying is by permission of the ACM, Inc. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and / or a fee. Categories and INTRODUCTIONHuman-computer interaction (HCI) research over the last 20 years has made fundamental contributions to the creation of new paradigms and new forms of working, learning, and collaborating in the information age. Its major emphasis has been to develop new technologies (e.g., at the hardware, basic software, and application levels), new interaction techniques (e.g., graphical user interfaces), and new design approaches (e.g., usercentered, human-centered, work-oriented, and learner-centered design). Much of this research has emphasized and pioneered socio-technical approaches. In the process, HCI work has progressed from early concerns with low-level computer issues to a focus on people's tasks [Myers 1998;Newell and Card 1985;Norman 1990]. The greatest progress in HCI research has been made at the operator and task level, where events are studied in time scales ranging from microseconds to minutes (and in some cases hours or days). At these time scales, the relevant theory is drawn from psychology ...

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Section: Moving Beyond Closed Systemsmentioning

confidence: 99%

Transcending the individual human mind—creating shared understanding through collaborative design

Arias

Eden

Fischer

et al. 2000

ACM Trans. Comput.-Hum. Interact.

Self Cite

365

275

View full text Add to dashboard Cite

show abstract

“…Self-directed learning (SDL) has gained importance both in higher education as well as in the workplace [1], where it is seen as an essential part of discretionary use of knowledge [2]. SDL is a self-initiated action that involves goal setting and regulating one's efforts to reach the goal, and can be seen as a continuous engagement in acquiring, applying and creating knowledge and skills in the context of an individual learner's unique problems [1].…”

Section: Adaptive Scaffolding In Self-directed Learningmentioning

confidence: 99%

“…SDL is a self-initiated action that involves goal setting and regulating one's efforts to reach the goal, and can be seen as a continuous engagement in acquiring, applying and creating knowledge and skills in the context of an individual learner's unique problems [1].…”

Section: Adaptive Scaffolding In Self-directed Learningmentioning

confidence: 99%

Scaffolding Self-directed Learning with Personalized Learning Goal Recommendations

Ley

Kump

Gerdenitsch

2010

User Modeling, Adaptation, and Personalization

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Abstract. Adaptive scaffolding has been proposed as an efficient means for supporting self-directed learning both in educational as well as in adaptive learning systems research. However, the effects of adaptation on self-directed learning and the differential contributions of different adaptation models have not been systematically examined. In this paper, we examine whether personalized scaffolding in the learning process improves learning. We conducted a controlled lab study in which 29 students had to solve several tasks and learn with the help of an adaptive learning system in a within-subjects control condition design. In the learning process, participants obtained recommendations for learning goals from the system in three conditions: fixed scaffolding where learning goals were generated from the domain model, personalized scaffolding where these recommendations were ranked according to the user model, and random suggestions of learning goals (control condition). Students in the two experimental conditions clearly outperformed students in the control condition and felt better supported by the system. Additionally, students who received personalized scaffolding selected fewer learning goals than participants from the other groups.

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“…As described by Fischer and Scharff, "The challenge for environments supporting self-directed learning is to allow learners to work on authentic problems and tasks of their own choosing, and yet still provide them with learning support contextualized to their chosen problem" [6]. In the work described here, this is done within a framework of collaboration and joint problem solving.…”

Section: Introductionmentioning

confidence: 99%

Little Robots that Could: How Collaboration in Robotics Labs Leads to Student Learning and Tangible Results

Martin¹

2007

Intelligent Automation & Soft Computing

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ABSTRACT-This paper presents a set of learning stories of student work on robotics projects. The stories illustrate key components of student learning, including demonstrations of: (1) an "emergent curriculum" of central ideas in robotics that are embedded in the materials that students work with and the projects they undertake; (2) self-directed learning and student autonomy in which students take true ownership of their projects and carry them far beyond any deliberate specification that faculty may provide (a key ingredient of graduate level work); (3) fluid teamwork, where students make significant contributions to each other's projects without being formal members of those teams; (4) mentorship, in which the faculty participant can work alongside students, guiding their process, modeling problem solving, as well as introducing specific skills and ideas; and (5) effective design, where the robot itself, as a physical object in a shared space, serves as an object for social interaction, collaboration and joint problem-solving. As a whole, the paper presents an exemplar of scholarship in which fine-grained details of student work are situated in their larger educational context to draw out their meaning.

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Learning Technologies in Support of Self-Directed Learning

Cited by 76 publications

References 33 publications

Transcending the individual human mind—creating shared understanding through collaborative design

Transcending the individual human mind—creating shared understanding through collaborative design

Scaffolding Self-directed Learning with Personalized Learning Goal Recommendations

Little Robots that Could: How Collaboration in Robotics Labs Leads to Student Learning and Tangible Results

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