Class notes 331 Powerful Ideas for Learn

Class notes 3/31: Powerful Ideas for Learning and Design How to read the future? Look at the embedded technologies. (IEEE Spectrum crucial.)

Wolzen, Bernstein: Changing media ecologies. Provide ways for representations to travel into contexts and be experienced in personally-relevant ways. 

George Cooley / pragmatist / mirror theory: We come to know ourselves by observing how others experience us.

Vygotsky: “The central fact about our psychology is the fact of mediation” (soviet: thinking materialistically)      Mediation <—> Media

As a result of mediation, human experiences and how people learn have evolved substantially in the past several millennia without evolution of our biological systems. 

Symbol systems transform human practices, and what it is possible to know and do. 

—> CONNECT TO PROGRAMMING LANGUAGE INTERFACES FOR LEARNING. INCREASING MALLEABILITY; TEACHING CHILDREN HOW TO DESIGN THEIR OWN INTERFACES IN RESPONSE TO THE FORM OF THE PROBLEM. 

Donald Norman: We “put intelligence” into our representations. “the affordances of representations”

Cultural history in the moment of its making. Wertsch 

“It is because humans internalize forms of mediation provided y particular cultural, historical, and institutional forces that their mendal funcrion [becomes] socio-hostirlcally situated.” (Daniels 2002 p. 178)

Increasing complexity of mediation

[What does cognitivist mean? A reaction to behaviorism; asserting that there’s a lot going on in cognition; that the mind is computer-like] Constructivist reaction against cognitivism: Too much emphasis on acquiring meaning; not enough on making meaning. 

Why does ICT matter for doing learning? It changes the intrastructure for doing learning: representations and communication.  Mature expertise involves fluidly controlling multiple representational fluencies.  Learning discourse is representationally rich; ICT provides a meta-medium for creation and coordination of semiotic systems.  Technology re-organizes the activit systems in which lerning conversationd, work, and representational proactices are achieved (not simply amplifiers)

**** How People Learn 2000 National Academy Pressbook      Novice/Expert comparitive studies. 

Multiple representation systems used to ask and answer questions. Knowing which representations are good for, bad for asking them. (How do children learn to reason about geometrical optics?) —BERTRAND

These are “old” insights      Licklider (1960)      & Taylor Comptuer as a communication device (1968)      Engelbart Augmentation Framework for human intellect (1962)      Pea (1985, Educational Researcher)

Bootstrapping: Making what you need from what you’ve got. 

Social registration as a feature of embodied learning

Andy DiSessa: have kids invent graphing “Inventing Graphing: MetaRepresentational Expertise in Children” DiSessa. 

George Miller: Where in the world is the information? Reaction against DB despatialized UIs

Design rationale vs. just design vs. design space