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|Title:||Formulating WISE Learning Experiences|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Svihla, V. (2011). Formulating WISE Learning Experiences. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume I — Long Papers (pp. 232-239). Hong Kong, China: International Society of the Learning Sciences.|
|Abstract:||This study reports two cases of computer-supported activity drawn from intact classrooms implementing a Web-based Inquiry Science Environment (WISE) unit in the disciplinary context of global climate change. The two cases contrast balanced and uneven collaboration, and related learning activity. Interactions across scaffolded activity types are also contrasted, finding that narrative explanations provoked greater generativity as compared to other assessment formats. Analyzing the dyadic interactions from a Learning as a Member Perspective (LAMP) (Stevens, 2010), interactive visualizations emerged as much richer sources of learning opportunities, particularly when embedded in inquiry sequences. Design considerations are discussed.|
|Appears in Collections:||CSCL 2011|
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