Advertisement

Ecolab: Exploring the Construction of a Learning Assistant

Conference paper
  • 939 Downloads
Part of the Lecture Notes in Computer Science book series (LNCS, volume 1452)

Abstract

The Ecolab is an interactive learning environment constructed with the aim of providing a tool to investigate how software can offer help and support to an individual learner. The design framework is informed by Vygotsky’s Zone of Proximal Development (ZPD) and previous work on face to face tutorial assistance. Three Ecolab versions implement different variations and combinations of design features with the purpose of providing a means of evaluating what constitutes effective assistance. The evaluation of the system illustrates that the differing qualities and quantities of collaborative assistance offered by the three system variations influenced both the child user’s learning gain and the nature of her interactions with the system. It also highlights the impact which each user’s ability and learning style has upon their experiences with an interactive learning environment.

Keywords

Design Framework Ability Group Learning Gain Bayesian Belief Network Curriculum Area 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Bliss, J., Askew, M. & Macrae, S. (1996). Effective teaching and learning: scaffolding revisited. Oxford Review of Education, 22(1), 37–61.CrossRefGoogle Scholar
  2. 2.
    Guzdial, M., Kolodner., J., Hmelo, C., Narayanan, H., Carlson, D., Rappin, N., Hubscher, R., Turns, J., and Newstetter, W. (1996). Computer support for learning through complex problem solving. Communications of the ACM, 39(4), 43–45.CrossRefGoogle Scholar
  3. 3.
    Jackson, S. L.,. Stratford, S. J., Krajcik, J. and Solloway, E. (1994). Making dynamic modeling accessible to precollege students. Interactive Learning Environments, 4(3), 233–257.CrossRefGoogle Scholar
  4. 4.
    Luckin, R. (1997) ‘Ecolab’: Explorations in the zone of proximal adjustment. CSRP No. 496. School of Cognitive and Computing Sciences, University of Sussex, Brighton.Google Scholar
  5. 5.
    Mercer, N. (1995). The guided construction of knowledge: talk amongst teachers and learners Clevedon: Multilingual Matters Ltd.Google Scholar
  6. 6.
    Murphey, T. (1996). Proactive adjustment to the zone of proximal development (conference presentation). In the abstracts of the IInd Conference for Socio-Cultural Research 1896–1996. Geneva, September 11–15 1996.Google Scholar
  7. 7.
    Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, E. Souberman, Trans.). Cambridge, MA: Harvard University Press.Google Scholar
  8. 8.
    Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.Google Scholar
  9. 9.
    Wood, D. J., Bruner, J. S. & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100.CrossRefGoogle Scholar
  10. 10.
    Wood, D., Shadbolt, N., Reichgelt, H., Wood, H. & Paskiewitz, T. (1992). EXPLAIN: Experiments in planning and instruction. Society for the Study of Artificial Intelligence and Simulation of Behaviour Quarterly Newsletter, 81, 13–16.Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 1998

Authors and Affiliations

  1. 1.School of Cognitive and Computing SciencesUniversity of SussexFalmer, Brighton

Personalised recommendations