1. November 18, 2000ICTCM-13 Atlanta1 Learning about Online Learning: How Do Students Use Interactive Web-Based Materials? Jack Bookman, David Malone, Lawrence Moore, David Smith Duke University

2. November 18, 2000ICTCM-13 Atlanta2 Web-Based Interactive Materials: The Connected Curriculum Project Materials for labs and projects Web pages with text, hyperlinks, graphics, Java applets, problems Downloadable CAS files in which students respond to challenges, control the interaction, write a report http://www.math.duke.edu/education/ccp/

3. November 18, 2000ICTCM-13 Atlanta3 Transmission Myth Knowledge can be transmitted from knower to learner.

4. November 18, 2000ICTCM-13 Atlanta4 Classroom reality: Constructing knowledge together

5. November 18, 2000ICTCM-13 Atlanta5 Classroom reality: Constructing knowledge together

6. November 18, 2000ICTCM-13 Atlanta6 Constructivist Perspective “a self-regulated process of resolving inner cognitive conflicts that often become apparent through concrete experience, collaborative discourse, and reflection” Fosnot, J. Res. Sci. Ed. 1993

7. November 18, 2000ICTCM-13 Atlanta7 Constructivist Perspective “... constructivism has more relevance in education today because the dawn of the Information Age has rapidly increased the amount of, and accessibility to, information.” scarcity of studies of how students learn in this environment Portela, Ed. Media International 1999

8. November 18, 2000ICTCM-13 Atlanta8 Experimental Setup

9. November 18, 2000ICTCM-13 Atlanta9 Experimental Setup

10. November 18, 2000ICTCM-13 Atlanta10 Methodology Glaser and Strauss (1967): grounded theory, “the discovery of theory from data systematically obtained from social research.” contrast with “theory generated by logical deduction from a priori assumptions.” Romberg (1992): clinical observations, “… what one observes shift[s] from predetermined categories to new categories, depending upon initial observations.”

11. November 18, 2000ICTCM-13 Atlanta11 Categories of Research Questions The role of the instructor The role of the developer Types of behavior and thinking processes as students work Importance of self-monitoring, metacognition Opportunities and obstacles raised by the technology itself

12. November 18, 2000ICTCM-13 Atlanta12 Role of the Instructor When/how to intervene, support, guide Whether to assign roles to students How to structure lesson so no one student takes over a group How to encourage discrimination between problems with tools and with concepts How to facilitate dialogue

13. November 18, 2000ICTCM-13 Atlanta13 Role of the Developer How to get students to reflect on quality of interactions How to build in interdependence, shared responsibility How to encourage self-monitoring and metacognition

14. November 18, 2000ICTCM-13 Atlanta14 What Students Do Choice of tools (paper, calculator, CAS): how, when, why? Assuming roles: who decides? When and why do students use links? Online/offline help: cognition, metacognition Productive dialogue: environment or content?

15. November 18, 2000ICTCM-13 Atlanta15 Self-monitoring & Metacognition Time management: reflection, guessing/checking, calculating Learning to check reasonableness, accuracy Determining whether discrepancies are due to mathematical or technical errors

16. November 18, 2000ICTCM-13 Atlanta16 Technology Problems and Opportunities Learning nuances of software Hardware/software interactions: how students/teachers react to problems Avoiding time-consuming calculations Growing technical sophistication of new college students

17. November 18, 2000ICTCM-13 Atlanta17 Forthcoming Paper The Nature of Learning in Interactive Technological Environments: A Proposal for a Research Agenda Based on Grounded Theory Jack Bookman and David Malone Duke University