Monthly Archive for July, 2007

Page 2 of 2

Designing for conversations

Published on 7/5/2007 in References. Closed

Roschelle, J. (1990). Designing for conversations. In AAAI Symposium on Computer-Based Environments for Learning and Teaching, Stanford, CA, USA. April. American Association for Artificial Intelligence.

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This paper examines the tole of computer-based representations in learning, distinguishing a dominant assumption in many analyses of representation use, epistemic fidelity, from an alternative, symbolic mediation. Epistemic fidelity refers to the quality of the denotational relationship between a computer display and the desired knowledge structures. A display with high epidemic fidelity is often thought to be a better learning tool because it should enable students to decode the denotational relationship and internalize the target knowledge. Symbolic mediation, in contrast, refers to the utility of a display as a resource for managing the uncertainty of meaning in conversations, particularly with respect to the construction of shared knowledge. When taken as a framing assumption for the design of learning technology, symbolic mediation can lead designers to construct external displays the will bridge the gap between commonsense and scientific interpretations of the world by providing an enriched physical situation to act in a talk about. I develop the contrast between these perspectives using the concrete example of a computer simulation of velocity and acceleration called the “Envisioning Machine”. I argue for a greather emphasis on designing mediational tools, and discuss guidelines for designing for conversations including minimalism, persistence, selective redundancy, direct manipulation for communication, and activity fidelity.

Spiritual dimensions of informal learning

Published on 7/1/2007 in Diary and Spirituality&Technology. 3 Comments

English, L. M. (2000). Spiritual dimensions of informal learning. New Directions for Adult and Continuing Education, (85):29–37. [pdf]

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Informal and incidental learning occur contrinuously in the everyday world. In this chapter the author focus on three primary learning strategies: mentoring, self-directed learning (SDL) and dialogue. She explores how each of these strategies can facilitate spiritual development. The main argument of the author is that informal learning can foster a (a) strong sense of self, (b) concern and outreach to others, and (c) continuous construction of meaning and knowledge.

(a) Adults learn from their encounters with others about alernate and varied ways of being. Spirituality develops from a strong sense of self (MaKeracher, 1996).

(b) A fully integrated spiritual person reaches beyond his or her self and acknowledge the interdependance of all of creation, appreciate the uniqueness of others, and ultimately assumes responability for caring.

(c) The opportunity to engage with others and in the activities in which one is involved assists in the process of constructing meaning from experience (Merriam and Heuer, 1996). The search of meaning is bound up in the understanding of everyday life. It involves a realization that life is greater than our sphere of influence.

Human potential requires nurturing. This can be stimulated by study circles and by the learning by doing. An objective of adult education should be to help individuals make meaning our of their experience. The learner should be brought to take charge for his/her learning experience. A technique that can go in this sense is a journal of the student educational practice.

Also, knowledge is constructed collaboratively. Therefore it is important to develop self-understanding and awareness as these abilities put the learner in contact with others. The community should be engaged in collective activities of constructing meaning.

The author concludes with a final remark that shed light on her idea of spiritual dimension: “although all humans have spititual aspects in their being, not all are aware of this dimension in their lives. Informal and incidental learning provide the context and support that nurture this spiritual component.”