TY - GEN
T1 - Learning spaces as representational scaffolds for learning conceptual knowledge of system behaviour
AU - Bredeweg, B.
AU - Liem, J.
AU - Beek, W.
AU - Salles, P.
AU - Linnebank, F.
N1 - Sustaining TEL: From Innovation to Learning and Practice. 5th European Conference on Technology Enhanced Learning, EC-TEL 2010, Barcelona, Spain ; Conference date: 28-09-2010 Through 01-10-2010
PY - 2010
Y1 - 2010
N2 - Scaffolding is a well-known approach to bridge the gap between novice and expert capabilities in a discovery-oriented learning environment. This paper discusses a set of knowledge representations referred to as Learning Spaces (LSs) that can be used to support learners in acquiring conceptual knowledge of system behaviour. The LSs are logically self-contained, meaning that models created at a specific LS can be simulated. Working with the LSs provides scaffolding for learners in two ways. First, each LS provides a restricted set of representational primitives to express knowledge, which focus the learner’s knowledge construction process. Second, the logical consequences of an expression derived upon simulating, provide learners a reflective instrument for evaluating the status of their understanding, to which they can react accordingly.The work presented here is part of the DynaLearn project, which builds an Interactive Learning Environment to study a constructive approach to having learners develop a qualitative understanding of how systems behave. The work presented here thus focuses on tools to support educational research. Consequently, user-oriented evaluation of these tools is not a part of this paper.
AB - Scaffolding is a well-known approach to bridge the gap between novice and expert capabilities in a discovery-oriented learning environment. This paper discusses a set of knowledge representations referred to as Learning Spaces (LSs) that can be used to support learners in acquiring conceptual knowledge of system behaviour. The LSs are logically self-contained, meaning that models created at a specific LS can be simulated. Working with the LSs provides scaffolding for learners in two ways. First, each LS provides a restricted set of representational primitives to express knowledge, which focus the learner’s knowledge construction process. Second, the logical consequences of an expression derived upon simulating, provide learners a reflective instrument for evaluating the status of their understanding, to which they can react accordingly.The work presented here is part of the DynaLearn project, which builds an Interactive Learning Environment to study a constructive approach to having learners develop a qualitative understanding of how systems behave. The work presented here thus focuses on tools to support educational research. Consequently, user-oriented evaluation of these tools is not a part of this paper.
U2 - 10.1007/978-3-642-16020-2_4
DO - 10.1007/978-3-642-16020-2_4
M3 - Conference contribution
SN - 9783642160196
T3 - Lecture Notes in Computer Science
SP - 46
EP - 61
BT - Sustaining TEL: From Innovation to Learning and Practice
A2 - Wolpers, M.
A2 - Kirschner, P.A.
A2 - Scheffel, M.
A2 - Lindstaedt, S.
A2 - Dimitrova, V.
PB - Springer
ER -