1. ADMINISTRIVIA.
a) Homework for next week:
i) Read Marin's thesis - be sure to focus on the basics of "enterprise directed reasoning."
(1) Chp 1
(2) Chp 2
(3) Chp 5
(4) Chp 6
(5) Chp 7
(6) Skim Chps 3 &4ii) Available as a .pdf document at http://www.cc.gatech.edu/~marin
iii) Alternatively, email Marin at mailto:marin@cc.gatech.edu
2. CLASSNOTES.
a) A review of Campione, Shaprio, and Brown's Forms of Transfer in a Community of Learners: Flexible Learning and Understanding.
b) Discussion of parallels between LBD and Community of Learners. See http://coeweb1.gsu.edu/spehar/focus/images/class/fcl.gifi) Transfer.
(1) Transfer = Understanding!
ii) FCL Affordances.
(1) Central Aspects of the Learning Environment.
(a) Metacognitive factors - develop rationale for transfer.
(b) Discourse to develop expertise needed for transfer.
(c) Students share their explanations with each other.
(d) Content supports extended analysis.(i) More than simply learning facts alone.
(ii) Supports increased learning over a period of time.(2) Fosters Classroom Culture.
(a) Individual responsibility.
(b) Respect for each other.
(c) Culture of discourse.
(d) Ritual for the purpose of making it easy to participate in, and change activities.(3) LBD adds:
(a) Iteration
(b) Real feedback from working with physical models and artifacts as opposed to the mental models of the FCL.
(c) Rituals to facilitate classroom culture.
(d) Experiences with multiple cases.(i) Multiple ways:
1. Through iteration.
2. Gallery walks and pin-up sessions
3. Homework to find examples in the real world.
4. Messing About - allows connection with real life.(Ii) Makes non-indexed memories available - facilitates access / transfer to those memories where there were no other connections.
c) FCL and LBD approach the investigation and project cycles differently: See http://coeweb1.gsu.edu/spehar/focus/images/class/Investigation.GIF
d) LBD investigation process: See http://coeweb1.gsu.edu/spehar/focus/images/class/LBDInvestigation.GIF
e) Discussing Transfer - CBR gives us:i) Reasons it should happen
(1) Interpretation, content, memory structures, connections, indices and their roles.
(a) Considering interpretation - the greater the number of ways to interpret one has, the greater the number of possible indices
ii) How it Happens.
(1) Indexing across a variety of categories.
(2) Being reminded begins with reminding.
(3) Practice is a necessary component, along with an opportunity to analyze the consequences of one's actions.
(4) What if's apply to multiple contexts.(a) Helps to establish the connections / indices of memory structures.
