Article 14 A more revolutionary role for educational software is possible. How Should Students Learn? Andrea A. diSessa Graduate School of Education University of California, Berkeley disessa@soe.berkeley.edu http://www.soe.berkeley.edu/boxer.html Mark Guzdial makes an important point, one with which I wholeheartedly agree. Software intended for learners must be designed in different ways from the vast majority of pieces of software we see in wide distribution. Even more, Guzdial and I agree on many values and strategies for producing productive computer-supported learning environments. Perhaps most important, we both would like to see students learning in modes that provide them wide flexibility and freedom for creativity in undertaking tasks they feel are personally meaningful, while at the same time learning important subject matter. Accomplishing and learning, together, is a goal that can make learning more effective and more engaging; it is a goal that software designed with narrow instrumental goals--such as merely accomplishing a particular task--will almost always fail to achieve. Nonetheless, there are some differences in our points of view that I will try to expose in this brief essay. These differences are partially strategic--how should one best achieve agreed ends?-and partially teleological--what should we strive to achieve? More than anything
End of preview. The entire article is 5 pages. To view the full-text, please rent this article to continue.
/lp/association-for-computing-machinery/how-should-students-learn-EMY5u1fA8m
Welcome to DeepDyve! Rent Premier Research Articles and Save Up to 90%
How should students learn?
diSessa, Andrea A.
Follow ACM SIGDOC Asterisk Journal of Computer Documentation
, Volume 23 (2)
Association for Computing Machinery – May 1, 1999
More Info
More Like This Article
View All dataSource[]=actageo&dataSource[]=aspet&dataSource[]=aaos&dataSource[]=aacc&dataSource[]=aacr&dataSource[]=aea&dataSource[]=aip&dataSource[]=ajnr&dataSource[]=ams&dataSource[]=aps_physical&dataSource[]=appi_book&dataSource[]=appi_journal&dataSource[]=apha&dataSource[]=asip&dataSource[]=asm&dataSource[]=asn&dataSource[]=aspb&dataSource[]=avs&dataSource[]=annual_reviews&dataSource[]=arxiv&dataSource[]=acm&dataSource[]=berghahn&dataSource[]=cabi&dataSource[]=clinical_trials&dataSource[]=dailymed&dataSource[]=degruyter&dataSource[]=du_press&dataSource[]=esa&dataSource[]=eu_press&dataSource[]=elsevier&dataSource[]=emerald&dataSource[]=ejtr&dataSource[]=emea&dataSource[]=epo&dataSource[]=faseb&dataSource[]=gsa&dataSource[]=health_affairs&dataSource[]=hindawi&dataSource[]=imanager&dataSource[]=imedpub&dataSource[]=informa_healthcare&dataSource[]=informs&dataSource[]=iop&dataSource[]=iucr&dataSource[]=iospress&dataSource[]=jbjs&dataSource[]=leftcoast&dataSource[]=lu_press&dataSource[]=mesharpe&dataSource[]=mary_ann_liebert&dataSource[]=medline&dataSource[]=mit_press&dataSource[]=nature&dataSource[]=oxford&dataSource[]=pier_professional&dataSource[]=pnas&dataSource[]=portlandpress&dataSource[]=psyc_articles&dataSource[]=psyc_books&dataSource[]=psyc_critiques&dataSource[]=plos_journal&dataSource[]=pubmed_central&dataSource[]=rsna&dataSource[]=rockefeller&dataSource[]=rcn&dataSource[]=ria&dataSource[]=rsc&dataSource[]=sage&dataSource[]=spie&dataSource[]=springer_journal&dataSource[]=springer&dataSource[]=taylor_francis&dataSource[]=aps&dataSource[]=the_scientist&dataSource[]=uc_press&dataSource[]=uspto_abstract&dataSource[]=wiley&dataSource[]=pct
© 2012 DeepDyve, Inc. All rights reserved.
Terms of Service | Privacy Policy
