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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1994
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED388279 |
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Table of Contents:
- The Collaboratory Notebook: A Networked Knowledge-Building Environment for Project Learning. O'Neill, D. Kevin Gomez, Louis M. Computer Mediated Communication Computer Networks Computer Software Development Cooperative Learning Courseware Educational Technology High Schools Hypermedia Inquiry Learner Controlled Instruction Multimedia Materials Science Education Secondary Education Student Projects Telecommunications The Collaboratory Notebook, developed as part of the Learning Through Collaborative Visualization Project (CoVis), is a networked, multimedia knowledge-building environment which has been designed to help students, teachers and scientists share inquiry over the boundaries of time and space. CoVis is an attempt to change the way that science is taught and learned in high schools through the use of high-performance computing and communications technologies for classroom research projects. Project-enhanced science learning represents a transition from traditional textbook- and lecture-oriented classrooms to ones in which learning occurs in the course of more authentic scientific inquiry. The Collaboratory Notebook extends the metaphor of a scientists' laboratory notebook with facilities for sharing inquiry among multiple project partners who may be distributed across institutions, or across the country. The structure of the Collaboratory Notebook's database is built upon a library metaphor, with a bookshelf, notebooks, and pages being the primary interface elements. When a user logs on, his bookshelf displays all of the notebooks which he is permitted to read and write in. Pages are organized using hypermedia links that describe the relationship they bear to one another in a vocabulary of scientific dialogue. The current design has met with mixed success. On the whole, teachers have been hesitant to assign work to which they cannot confidently attach a grade value and students have been opposed to doing such work; since the teachers are just beginning to adopt the kinds of metrics that will help them to assess the work done by their students' using the Collaboratory Notebook, their efforts to make better use of the tool are likely to more in step with this initiative. (Contains 19 references.) (Author/AEF)