By K. Littleton
Opposite to the idea that pcs isolate clients, Karen Littleton and Paul gentle exhibit that studying with pcs is usually a collaborative and social task. studying with pcs brings jointly an important physique of analysis that exhibits how operating with others on the computing device should be helpful to beginners of every age, from the early institution years to the top degrees of schooling. It additionally investigates components comparable to gender that designate why a few interactions aren't as effective as others.
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Extra info for Learning with Computers: Analysing Productive Interaction
Example text
From inspection of the videotapes, it became clear that the prompts had typically caused confusion when they were first issued. Up to this point, groups had often been happily discussing what their tests should look like, and coming up with joint formulations of how to proceed. The warning from the computer that they were on the wrong track tended to have an intrusive effect, breaking up the dialogue, and producing puzzled requests for alternative ideas and inappropriate suggestions. What appeared to put activity back on track was that on subsequent test cycles, perhaps after a number of prompts had been issued, one or other of the group members would suddenly have an insight into what was required (that is, that only the variable being tested should be manipulated), and they would take over direction of the group, if only temporarily, to show the others what to do.
Beynon, J. ”’, in J. Beynon and H. Mackay (eds) Computers into Classrooms: More Questions than Answers, London: Falmer Press. Brown, J. S. (1990) ‘Towards a new epistemology for learning’, in C. Frasson and G. Gauthier (eds) Intelligent Tutoring Systems: At the End Crossroads of AI and Education, Norwood, NJ: Ablex Publishing. 22 Jean Underwood and Geoffrey Underwood Chi, M. T. , Lewis, M. , Reimann, P. and Galser, R. (1989) ‘Self-explanations: how students study and use examples in learning to solve problems’, Cognitive Science 13: 145–182.
1992) ‘Interaction, gender and performance on a computer-based problem solving task’, Learning and Instruction 2: 199–213. Beynon, J. ”’, in J. Beynon and H. Mackay (eds) Computers into Classrooms: More Questions than Answers, London: Falmer Press. Brown, J. S. (1990) ‘Towards a new epistemology for learning’, in C. Frasson and G. Gauthier (eds) Intelligent Tutoring Systems: At the End Crossroads of AI and Education, Norwood, NJ: Ablex Publishing. 22 Jean Underwood and Geoffrey Underwood Chi, M.
