Please use this identifier to cite or link to this item:
Title: Leveling Transparency via Situated Intermediary Learning Objectives (SILOs)
Authors: Abrahamson, Dor
Chase, Kiera
Kumar, Vishesh
Jain, Rishika
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Abrahamson, D., Chase, K., Kumar, V., & Jain, R. (2014). Leveling Transparency via Situated Intermediary Learning Objectives (SILOs). In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 1. Colorado, CO: International Society of the Learning Sciences, pp. 23-30.
Abstract: When designers set out to create a mathematics learning activity, they have a fair sense of its objectives: students will understand a concept and master relevant procedural skills. In reform-oriented activities, students first engage in concrete situations, wherein they achieve situated, intermediary learning objectives (SILOs), and only then they rearticulate their solutions formally. We define SILOs as heuristics learners devise to accommodate contingencies in an evolving problem space, e.g., monitoring and repairing manipulable structures so that they model with fidelity a source situation. Students achieve SILOs through problem-solving with media, instructors orient toward SILOs via discursive solicitation, and designers articulate SILOs via analyzing implementation data. We describe the emergence of three SILOs in developing the activity Giant Steps for Algebra. Whereas the notion of SILOs emerged spontaneously as a framework to organize a system of practice, i.e. our collaborative design, it aligns with phenomenological theory of knowledge as instrumented action.
Appears in Collections:ICLS2014

Files in This Item:
File SizeFormat 
23-30.pdf969.12 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.