BibSonomyburst/user/yish/webreportsBibSonomy RSS feed for /user/yish/webreports2012-02-16T15:06:51+01:00http://www.bibsonomy.org/bibtex/202dbc4c36ff5d259d0035992fed6ebee/yishyish2011-02-04T12:44:11+01:00activity collaboration constructionism cscl design experiment gmr haifa-edtech ijceell06 ijtme2006 iterative my myown mythesis noe-kaleidoscope sequences-ictmt7 theory thesis toontalk web-based weblabs webreports <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, <a href="/author/Tholander">Jakob Tholander</a>, and <a href="/author/Holmberg">Jesper Holmberg</a> </span><em>The 10th Computer Supported Collaborative Learning CSCL conference 2005, </em><em>page 450 - 459. </em><em>Taipei, Taiwan, </em><em>Lawrence Erlbaum Associates, </em>(<em>2006</em>)Fri Feb 04 12:44:11 CET 2011Taipei, TaiwanThe 10th Computer Supported Collaborative Learning (CSCL) conference (2005)450 - 459Designing for cross-cultural web-based knowledge building2006activity collaboration constructionism cscl design experiment gmr haifa-edtech ijceell06 ijtme2006 iterative my myown mythesis noe-kaleidoscope sequences-ictmt7 theory thesis toontalk web-based weblabs webreports This paper describes the iterative design of a web-based collaborative workspace used in educational practice, called WebReports. The system’s unique feature is that it allows participants to discuss mathematical and scientific concepts using programmed animated and interactive models of their ideas. Rather than focusing on the specific features of the collaboration tool, we analyze it as part of a constructionist activity system. We describe the context in which the system was developed and used and compare our approach to previous research in the field. Further, we then present two scenarios which demonstrate the system in action. Following that, we attempt to map our cases to an activity theory framework. We highlight several issues in the process of the systems’ development, where the contradictions between the WebReports system and other elements in the activity system shaped its design, and comment on several issues which go beyond the activity theory framework.http://www.bibsonomy.org/bibtex/22b568b95028d4120d7411746160b4715/yishyish2011-02-04T12:44:02+01:00constructionism cscl-2005 gmr haifa-edtech ijtme2006 joe999 learning mathematics mathgamespatterns maths my myown mythesis narrative noe-kaleidoscope sequences sequences-esm toontalk weblabs webreports <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Noss">Richard Noss</a> </span><em>proceedings of the 1st CSCL SIG Symposium, </em><em>Lausanne, Switzerland, </em>(<em>2004</em>)Fri Feb 04 12:44:02 CET 2011Lausanne, Switzerlandproceedings of the 1st CSCL SIG SymposiumTowards a narrative-oriented framework for designing mathematical learning2004constructionism cscl-2005 gmr haifa-edtech ijtme2006 joe999 learning mathematics mathgamespatterns maths my myown mythesis narrative noe-kaleidoscope sequences sequences-esm toontalk weblabs webreports This paper proposes a narrative-oriented approach to the design of educational activities, as well as a CSCL system to support them, in the context of learning mathematics. Both Mathematics and interface design seem unrelated to narrative. Mathematical language, as we know it, is devoid of time and person. Computer interfaces are static and non-linear. Yet, as Bruner (1986; 1990) and others show, narrative is a powerful cognitive and epistemological tool. The questions we wish to explore are – • If, and how, can mathematical meaning be expressed in narrative forms – without compromising rigour? • What are the narrative aspects of user interface? How can interface design be guided by notions of narrative? • How can we harness the power of narrative in teaching mathematics, in a CSCL environment? We begin by giving a brief account of the use of narrative in educational theory. We will describe the environment and tools used by the WebLabs project, and report on one of our experiments. We will then describe our narrative-oriented framework, by using it to analyze both the environment and the experiment described.http://www.bibsonomy.org/bibtex/2f7705204cb381d4853cffcde77b6a57a/yishyish2011-02-04T12:43:34+01:00CiHB ILE KalDesignResearch PlanetMakingStuffTogether algebra cerme6 constructionism design gmr haifa-edtech ijtme2006 learning mathematics maths my myown mythesis noe-kaleidoscope number polonsky selected sequences sequnces toontallk top weblabs webreports <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, <a href="/author/Noss">Richard Noss</a>, <a href="/author/Hoyles">Celia Hoyles</a>, <a href="/author/Kahn">Ken Kahn</a>, and <a href="/author/Simpson">Gordon Simpson</a> </span><em>the International Journal for Technology in Mathematics Education</em> <em>13(2):65-78</em> (<em>2006</em>)Fri Feb 04 12:43:34 CET 2011the International Journal for Technology in Mathematics Education265-78Designing to see and share structure in number sequences132006CiHB ILE KalDesignResearch PlanetMakingStuffTogether algebra cerme6 constructionism design gmr haifa-edtech ijtme2006 learning mathematics maths my myown mythesis noe-kaleidoscope number polonsky selected sequences sequnces toontallk top weblabs webreports This paper reports on a design experiment in the domain of number sequences conducted in the course of the WebLabs project. We iteratively designed and tested a set of activities and tools in which 10-14 year old students used the ToonTalk programming environment to construct models of sequences and series, and then shared their models and their observations about them utilising a web-based collaboration system. We report on the evolution of a design pattern (programming method) called “Streams” which enables students to engage in the process of summing and “hold the series in their hand”, and consequently make sophisticated arguments regarding the mathematical structures of the sequences without requiring the use of algebra. While the focus of this paper is mainly on the design of activities and its epistemological foundations, we include some illustrative examples of one group of students' work, which indicate the potential of the activities and tools for expressing and reflecting on deep mathematical ideas.http://www.bibsonomy.org/bibtex/21e53996c8c7994f17938350efb409cd8/yishyish2011-02-04T12:22:25+01:00IJCEELL communities cscl-2005 gmr gmx haifa-edtech mathgamespatterns my myown mythesis noe-kaleidoscope of polonsky practice sequences weblabs webreports <span class="authorEditorList"><a href="/author/Matos">João Filipe Matos</a>, <a href="/author/Mor">Yishay Mor</a>, <a href="/author/Noss">Richard Noss</a>, and <a href="/author/Santos">Madalena Santos</a> </span><em>Fourth Congress of the European Society for Research in Mathematics Education CERME-4, </em><em>Sant Feliu de Guíxols, Spain, </em>(<em>2005</em>)Fri Feb 04 12:22:25 CET 2011Sant Feliu de Guíxols, SpainFourth Congress of the European Society for Research in Mathematics Education (CERME-4)Sustaining Interaction in a Mathematical Community of Practice2005IJCEELL communities cscl-2005 gmr gmx haifa-edtech mathgamespatterns my myown mythesis noe-kaleidoscope of polonsky practice sequences weblabs webreports http://www.bibsonomy.org/bibtex/235e51249bb837622b3192f1ef9228188/yishyish2011-02-04T12:21:18+01:00GmX IJCEELL cerme2005 cscl-2005 gmr haifa-edtech ijtme2006 mathgamespatterns my myown mythesis noe-kaleidoscope sequences-ictmt7 weblabs webreports <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, <a href="/author/Hoyles">Celia Hoyles</a>, <a href="/author/Kahn">Ken Kahn</a>, <a href="/author/Noss">Richard Noss</a>, and <a href="/author/Simpson">Gordon Simpson</a> </span><em>Micromath</em> <em>20(2):17-23</em> (<em>2004</em>)Fri Feb 04 12:21:18 CET 2011Micromath217-23Thinking in Progress202004GmX IJCEELL cerme2005 cscl-2005 gmr haifa-edtech ijtme2006 mathgamespatterns my myown mythesis noe-kaleidoscope sequences-ictmt7 weblabs webreports http://www.bibsonomy.org/bibtex/23d82349dd3082ec040f4861b2624681e/yishyish2008-05-30T05:56:46+02:001d ILE collision constructionism design education ijceell06 ijtme2006 mythesis physics weblabs webreports <span class="authorEditorList"><a href="/author/Simpson">Gordon Simpson</a>, <a href="/author/Hoyles">Celia Hoyles</a>, and <a href="/author/Noss">Richard Noss</a> </span><em>Journal of Computer Assisted Learning</em> <em>21(2):143-158</em> (<em>April 2005</em>)Fri May 30 05:56:46 CEST 2008Journal of Computer Assisted LearningApril2143-158Designing a programming-based approach for modelling scientific phenomena2120051d ILE collision constructionism design education ijceell06 ijtme2006 mythesis physics weblabs webreports We describe an iteratively designed sequence of activities involving the modelling of one-dimensional collisions between moving objects based on programming in ToonTalk. Students aged 13–14 years in two settings (London and Cyprus) investigated a number of collision situations, classified into six classes based on the relative velocities and masses of the colliding objects. We describe iterations of the system in which students engaged in a repeating cycle of activity for each collision class: prediction of object behaviour from given collision conditions, observation of a relevant video clip, building a model to represent the phenomena, testing, validating and refining their model, and publishing it – together with comments – on our web-based collaboration system, WebReports. Students were encouraged to consider the limitations of their current model, with the aim that they would eventually appreciate the benefit of constructing a general model that would work for all collision classes, rather than a different model for each class. We describe how our intention to engage students with the underlying concepts of conservation, closed systems and system states was instantiated in the activity design, and how the modelling activities afforded an alternative representational framework to traditional algebraic description.http://www.bibsonomy.org/bibtex/218e587a4a9d49017c60eca4464daeb7e/yishyish2008-05-30T05:55:14+02:00PlanetMakingStuffTogether communication computer constructionism game ijtme2006 learning lunarlander mathematics mathgamespatterns modelling mythesis programming science weblabs webreports <span class="authorEditorList"><a href="/author/Simpson">Gordon Simpson</a>, <a href="/author/Hoyles">Celia Hoyles</a>, and <a href="/author/Noss">Richard Noss</a> </span><em>Journal of Computer Assisted Learning</em> <em>22(2):114-136</em> (<em>2006</em>)Fri May 30 05:55:14 CEST 2008Journal of Computer Assisted Learning2114-136Exploring the mathematics of motion through construction and collaboration222006PlanetMakingStuffTogether communication computer constructionism game ijtme2006 learning lunarlander mathematics mathgamespatterns modelling mythesis programming science weblabs webreports In this paper we give a detailed account of the design principles and construction of activities underlying a model-based approach to learning about the relationships between position, velocity and acceleration, and corresponding kinematics graphs. In these activities, students controlled the movement of objects in a programming environment, recording the motion data and plotting corresponding position-time and velocity-time graphs. They shared their findings on a specially-designed web-based collaboration system, and posted cross-site challenges to which others could react. We present learning episodes that provide evidence of students making discoveries about the relationships between different representations of motion. We conjecture that these discoveries arose from their activity in building models of motion and their participation in classroom and online community.http://www.bibsonomy.org/bibtex/26ba056ca751e97c19c9fca45e1447425/yishyish2008-05-29T02:13:57+02:00infrastructure learning mythesis technical weblabs webreports <span class="authorEditorList"><a href="/author/Simpson">Gordon Simpson</a>, <a href="/author/Mor">Yishay Mor</a>, <a href="/author/Holmberg">Jesper Holmberg</a>, <a href="/author/Noss">Richard Noss</a>, <a href="/author/Tholander">Jakob Tholander</a>, <a href="/author/Kahn">Ken Kahn</a>, and <a href="/author/Hoyles">Celia Hoyles</a> </span><em>project report, </em><em>London Knowledge Lab, </em>(<em>2007</em>)Thu May 29 02:13:57 CEST 2008Technical Infrastructure: The WebReports siteproject report2007infrastructure learning mythesis technical weblabs webreports The WebReports website allows children to create text-based and interactive content that is accessible on line and to comment on each other’s work, thereby being provided with opportunities to collaboratively build knowledge around a range of different learning domains. In this document we first summarise our key findings. We then provide an account of the evolution of the system during the three years of the project, giving the rationale for our major changes. Finally, we describe the functionality and architecture of the final version of the WebReports system. Project web site: http://www.lkl.ac.uk/kscope/weblabs/ See also: Yishay Mor, Jakob Tholander and Jesper Holmberg (2005) Designing for cross-cultural web-based knowledge building (http://telearn.org/open-archive/browse?resource=238_v1). The 10th Computer Supported Collaborative Learning (CSCL) conference Yishay Mor, Richard Noss, Celia Hoyles, Ken Kahn and Gordon Simpson (2006). Designing to see and share structure in number sequences (http://telearn.org/open-archive/browse?resource=237_v1). the International Journal for Technology in Mathematics Education, (13)2:65-78, Gordon Simpson, Celia Hoyles and Richard Noss. Exploring the mathematics of motion through construction and collaboration (http://telearn.org/open-archive/browse?resource=202_v1). Journal of Computer Assisted Learning, (22)2:114-136http://www.bibsonomy.org/bibtex/2800f5226710f2094cd9e17b8db15d105/yishyish2007-11-09T14:02:37+01:00collaboration community cscl design iterative ldg learning learningdesigngrid mathgamespatterns participatory webreports <span class="authorEditorList"><a href="/author/Bruckman">Amy Bruckman</a> </span><em>Designing Virtual Communities in the Service of Learning, </em><em>Cambridge University Press, </em>(<em>2002</em>)Fri Nov 09 14:02:37 CET 2007Designing Virtual Communities in the Service of LearningCo-Evolution of Technological Design and Pedagogy in an Online Learning Community2002collaboration community cscl design iterative ldg learning learningdesigngrid mathgamespatterns participatory webreports The design of any piece of technology intended for human use—whether for entertainment, work, or education— is ideally iterative and user-centered. Designers can not anticipate all the needs of users, but most begin with a prototype and revise it based on user feedback. This is even more true of online learning communities, where designers must understand the needs not just of individual users, but of groups of users and their complex inter-relationships, as facilitated by the technology. Designers begin with theory, prototype, test, and then revise. However, it is not just the technology that can be revised, but also the underlying theory. Technological design and pedagogy have the potential to co-evolve in this new medium. In this chapter, I will describe in detail one example of this co-evolution: a new perspective on motivation in constructionist learning environments which evolved through quantitative and qualitative observations of an online learning community called MOOSE Crossing. These observations led to a significant design change to the environment (the addition of a system of “merit badges”), and this in turn led to further reflections on pedagogy.http://www.bibsonomy.org/bibtex/2aec7c452b0926222807aa582c1540f09/yishyish2007-07-03T11:13:37+02:00KalDesignResearch Lego ToonTalk WebLabs WebLabsPaedia WebReports learning mathematics mythesis postdocapplication probability randomness tangibles <span class="authorEditorList"><a href="/author/Cerulli">Michele Cerulli</a>, <a href="/author/Chioccariello">Augusto Chioccariello</a>, and <a href="/author/Lemut">Enrica Lemut</a> </span><em>Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education CERME 4, </em><em>page 591-600. </em><em>Sant Feliu de Guíxols, Spain,, </em>(<em>2005</em>)Tue Jul 03 11:13:37 CEST 2007Sant Feliu de Guíxols, Spain,Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education (CERME 4)591-600Randomness and LEGO robots2005 KalDesignResearch Lego ToonTalk WebLabs WebLabsPaedia WebReports learning mathematics mythesis postdocapplication probability randomness tangibles This paper reports on a long term experiment concerning the introduction of 7th grade pupils to the concept of randomness. Pupils are involved in activities with Lego robots, and in the joint enterprise of writing an Encyclopaedia. The main lines of the experiment are provided, together with experimental data, highlighting how some specific elements of the chosen educational approach influenced the evolution of pupils’ mastery of the concept of randomness.http://www.bibsonomy.org/bibtex/25c130ff9d0f99203de508a5c5f665d53/yishyish2007-01-23T15:20:48+01:00webreports weblabs <span class="authorEditorList"><a href="/author/the WebLabs team"> the WebLabs team</a> </span>(<em>2005</em>)Tue Jan 23 15:20:48 CET 2007Technical Infrastructure: The WebReports Site (D3.2.2)2005webreports weblabs http://www.bibsonomy.org/bibtex/2c09a01ae94ca6f7904e9acb0e677411c/yishyish2006-06-05T02:47:21+02:00complex learning graphics time hci gmx congruence animation mathgamespatterns webreports instruction toontalk systems hypothesis narrative conceptual <span class="authorEditorList"><a href="/author/Tversky">Barbara Tversky</a>, and <a href="/author/Morrison">Julie B. Morrison</a> </span><em>International Journal of Human-Computer Studies</em> (<em>2002</em>)Mon Jun 05 02:47:21 CEST 2006International Journal of Human-Computer Studies247--262Animation: can it facilitate?572002complex learning graphics time hci gmx congruence animation mathgamespatterns webreports instruction toontalk systems hypothesis narrative conceptual Graphics have been used since ancient times to portray things that are inherently spatiovisual, like maps and building plans. More recently, graphics have been used to portray things that are metaphorically spatiovisual, like graphs and organizational charts. The assumption is that graphics can facilitate comprehension, learning, memory, communication and inference. Assumptions aside, research on static graphics has shown that only carefully designed and appropriate graphics prove to be beneficial for conveying complex systems. Effective graphics conform to the Congruence Principle according to which the content and format of the graphic should correspond to the content and format of the concepts to be conveyed. From this, it follows that animated graphics should be effective in portraying change over time. Yet the research on the efficacy of animated over static graphics is not encouraging. In cases where animated graphics seem superior to static ones, scrutiny reveals lack of equivalence between animated and static graphics in content or procedures; the animated graphics convey more information or involve interactivity. Animations of events may be ineffective because animations violate the second principle of good graphics, the Apprehension Principle, according to which graphics should be accurately perceived and appropriately conceived. Animations are often too complex or too fast to be accurately perceived. Moreover, many continuous events are conceived of as sequences of discrete steps. Judicious use of interactivity may overcome both these disadvantages. Animations may be more effective than comparable static graphics in situations other than conveying complex systems, for example, for real time reorientations in time and space.http://www.bibsonomy.org/bibtex/2d7ea011e095f41563ad5991e4a124f8e/yishyish2006-04-05T16:59:12+02:00elearning learning argumentation dialogue cscl collaborative teaching webreports belief <span class="authorEditorList"><a href="/author/Ravenscroft">Andrew Ravenscroft</a> </span><em>Computers \&amp; Education</em> <em>34(3-4):241--255</em> (<em>April 2000</em>)Wed Apr 05 16:59:12 CEST 2006Computers \& EducationApril3-4241--255Designing argumentation for conceptual development342000elearning learning argumentation dialogue cscl collaborative teaching webreports belief If Virtual Learning Environments are to support real learning, they must promote effective teaching-learning processes and interactions. In this paper we describe a collaborative, computer-based framework for argumentation that supports the dialogue process in ways which stimulate belief revision leading to conceptual change and development in science. This pedagogy is specified as a prescriptive \&lsquo;dialogue game\&rsquo;, which models features of the tutorial process. Within this scheme, the learner adopts the role of an \&lsquo;explainer\&rsquo; whilst the system plays a facilitating role, and these participants collaborate to develop a shared explanatory model of a qualitative, causal domain. The design framework includes an abstract world model of a qualitative causal system, some \&lsquo;commonsense\&rsquo; reasoning rules, an interaction language and dialogue strategies and tactics, that are co-ordinated within a facilitating dialogue game. A prototype CoLLeGE (Computer based Lab for Language Games in Education) system implements the framework and operates as a dialogue modelling work-bench for demonstrating, investigating and developing the approach. An empirical study showed that students revised their beliefs and improved their explanatory models, and held to their revised and improved conceptions in a delayed post-test. In using CoLLeGE to simulate these dialogues, we found that the tutor\&rsquo;s low-level tactical pedagogies emerged and developed reactively during the dialogues, in response to conceptual difficulties experienced by the students.