Toward a Learning Technologies knowledge network

The National Science Foundation-funded Center for Innovative Learning Technologies (CILT) is designed to be a national resource for stimulating research and development of technology-enabled solutions to critical problems in K-14 science, math, engineering and technology learning. The Center, launched at the end of 1997, is organized around four themes identified as areas where research is likely to result in major gains in teaching and learning, and sponsors research across disciplines and institutions in its four theme areas. CILT brings together experts in the fields of cognitive science, educational technologies, computer science, subject matter learning, and engineering. It engages business through an Industry Alliance Program and is also training postdoctoral students. CILT's founding organizations are SRI International's Center for Technology in Learning, University of California at Berkeley (School of Education and Department of Computer Science), Vanderbilt University's Learning Technology Center, and the Concord Consortium. Through its programs, CILT seeks to reach beyond these organizations to create a web of organizations, individuals, industries, schools, foundations, government agencies, and labs, that is devoted to the production, sharing and use of new knowledge about how learning technologies can dramatically improve the processes and outcomes of learning and teaching. This paper describes the rationale and operations of the Center, and first-year progress in defining a set of CILT partnership projects with many other institutions that came out of our national theme-team workshops. Roy Pea, of SRI International, is Director of CILT. Marcia Linn (U. California, Berkeley), John Bransford (Vanderbilt University), Barbara Means (SRI International), and Robert Tinker (Concord Consortium), serve as CILT's coprincipal investigators. Sherry Hsi (Ubiquitous Computing) and Sean Brophy (Technology and Assessment Models) are among the first group of CILT Postdoctoral Fellows. Jeremy Roschelle (SRI International) and Nancy Songer (University of Michigan) are CILT theme-team leaders. Roy Pea and Marcia Linn would like to thank the Spencer Foundation for support during their year at the Center for Advanced Study in the Behavioral Sciences, Stanford University, in which they developed the CILT concept with the other authors. CILT is funded by National Science Foundation grant #CDA-9720384. Pea and Linn would also like to acknowledge contributions to this article by the many authors of CILT partnership project proposals, and by theme-team leaders. The authors thankfully acknowledge Donna Baranski-Walker for her many contributions to developing the CILT Industrial Alliance Program while serving as its Director in 1998.     

The Social Sensitivity of Preschoolers in Peer Conflicts: Do Children Act Differently with Different Peers?

This study sought to demonstrate that many aspects of preschoolers' peer conflict behavior are sensitive to the subtle change in social situation that occurs when a child plays with a different partner. Twenty-seven pairs of preschoolers were videotaped over four 15-minute play sessions; in the fourth session, half of the pairs played with a different partner, while half were with the same partner. Frequency and theme of conflicts, strategies used, frequency of yielding to partner, and percentage of conflicts solved were observed. Initiating and negotiating behavior in early sessions better predicted behavior in the fourth session for the same-partner (vs. change-partner) group, and thus emerged as behaviors sensitive to social context changes. Results indicate that preschoolers have a remarkably varied array of conflict behaviors and that much of their conflict behavior is sensitive to influences inherent to social interaction with a specific partner. Ways in which the apparent sophistication in young children's social understanding can inform developmental approaches to early childhood education as well as both preventative and therapeutic conflict resolution programs are discussed.     

An Experiment in Multinational Collaborative Learning and Group Work Using the Internet

In this paper we describe a pedagogic experiment, intended to support and encourage interactive group discussion among students from different universities, in different countries, in what we call Internet Seminars. In an Internet Seminar students and teachers cooperate via the Internet to research and discuss a common subject. In the case discussed here, the chosen subject, 'Teleworking' was selected as one which would have particular resonance with the medium of the seminar, and also as being a topic which is not, as yet, part of the mainstream teaching curriculum. The aims of the seminar, however, were not only or even primarily concerned with the subject material. We also hoped to encourage and help the students develop the transferable skills of project planning, research, team-working and communication, with the added stimulus of working in a multinational context. We describe the form of the seminar, report on its outcomes, and comment on the successes and failures of our approach. © 1999 IFIP, published by Kluwer Academic Publishers     

Summation and overexpectation with qualitatively different outcomes

In five experiments, a Pavlovian appetitive conditioning preparation was used with rats to explore the interaction of associations with different, but equivalently valued, outcomes. Experiment 1 demonstrated summation in magazine responding when two stimuli previously associated with different outcomes were combined. Experiments 2A and 2B found that pairing that stimulus compound with one of the outcomes led to a decrease in performance (overexpectation) for both of the stimulus elements. Experiments 3A and 3B confirmed that result but demonstrated the continued presence of the original stimulus-outcome associations. The results are consonant with a view in which replacing one outcome with another leads to an associative structure containing both stimulus-outcome associations and an outcome-independent depressive process.     

The dolphin’s grammatical competency: Comments on Kako (1999)

Kako (1999) reviews the evidence for syntactic competencies in several animal species exposed to artificial language systems, emphasizing the importance of core syntactic properties such as argument structure and closed-class items. We present evidence from our dolphin studies for the acquisition of the closed-class functionality of demonstratives, prepositions, conjunctions, and locatives. Sensitivity to argument structure is also evidenced by wholly untrained and consistent interpretations of the dolphin to probes of anomalous syntactic structures. These results are generated within our comprehension-based paradigm, which enables us to provide convincing objective evidence for the development and generalization of concepts by the dolphin subject. Demonstrations of animal language competencies may illuminate certain aspects of human linguistic competence by suggesting that the particular modeled subsets can derive from general cognitive mechanisms, rather than language-specific ones.     

Learning about qualitatively different outcomes during a blocking procedure

In four experiments, rat subjects were used in appetitive Pavlovian magazine-approach and instrumental conditioning procedures. Experiments 1 and 2 found successful blocking of the Pavlovian conditioning of X when it was reinforced in an AX compound after prior conditioning of A. This occurred whether the outcome following AX was the same as or qualitatively different from what followed A. Experiment 3 repeated those findings but also used a transfer procedure to identify the individual associations between X and outcomes. Stimulus X developed an association with the outcome following AX when that outcome differed from that following A alone but not when it was the same as that following A alone. Experiment 4 repeated that pattern of observations for the case of an X that was an instrumental discriminative stimulus. These results suggest that different associative structures may result from a qualitatively changed and unchanged outcome in a blocking experiment. The results are related to comparable findings for the case of overexpectation.