several aspects of ourcurricular materials and changes to our design process relied heavily on theagency of researchers and administrators in order to become enacted.

Why is it that we have a group that came to the table more than once without anyproject complete? We all joined this group knowing what needed to be done, andwhat we had to do. Group 2 had come to the table MORE THAN ONCE withNOTHING!!!...The fact that their last presentation of what they have is simplylessons that they have borrowed from someone else is disgusting. It has created a[sic] understory of resentment and discontent.

In this sequence of interactions, however, decisions about phenomena werenot motivated by questions students might have, as theStorylinewas intended tosupport. Rather, the sequence was ordered according to teachers’hypothesesabout what concepts would build on one another or be necessary for subsequentlessons. In this respect, teachers’uptake of the notion of coherence was not as theresearchers had predicted.

Another teacher questioned whether sucha lesson fit coherently within the group’s section and the uni

Co-design represents an emerging approach within the learning sciences forproducing more usable innovations and for expanding teachers’agency in the processof improving teaching and learning.

complished in the doing, the tools used in the doing, and the social system in which the doing takes place. Learning technologies, according to CHAT, are not a medium that unpro

dents. Players designed courses around themes, such as “Give Peace a Chance,” the course that requires players to win without waging war. In each course, players downloaded a common saved game file (created with the editor), took notes on their play, took screenshots illustrating their play, and posted these notes and screenshots in the form of During-Action-Reports. Most reports followed a format of posting a short narrative to

viously participated in a “best of the best” activity in which players used stock editing tools to “rewrite” the rules so as to produce the most playable, accurate, well-balanced game possible. In short, they were unsatisfied with the stock game as it came “out-of-the-box” and wanted to fix it. The fact that Civ3 ships with an editor that enables players to rewrite its rules made this possible.Within a few weeks, the community gr

One hope is that the example will encourage othersto articulate alternative models. The value of conjecture mapping lies in it beinga more specific articulation of the how of design research than has so far beencommon in the learning sciences literature.

nitial conjecture map of a design to promote argumentation in elementaryscience.

Mediating processes are intended to produce desiredoutcomes.Differentdesign research projects could pursue a wide variety of outcomes and couldtake a wide variety of approaches to gathering evidence of those outcomes

Here I describe a technique for conceptualizing design research that I callcon-jecture mapping,a means of specifying theoretically salient features of a learningenvironment design and mapping out how they are predicted to work together toproduce desired outcomes. Mapping the conjectures guiding a design can guidethe systematic test of particular conjectures about learning and instruction inspecific contexts

AOL chat room

Mosaic browser),

how-ever, as we confused usability with likelihood of adoption.Later, we saw that usability does not always lead to use.

A second distinc-tion is the use of tentative generalization; results are sharedwithout the expectation that universality will hold

Theinsightsgleanedfromapproachingthehomesethnographicaliy,andadaptingthemethodtotheeducationalgoalsoftheproject,werearesultofagenuineteacher-researcher(inthiscase,anthropologist)collab-oration.Wehavelearnedthatitisfeasibleandusefult

Such students are more likely to have less access to high-end hardware and aremore likely to use computers for low-level tasks.

The New London Group (1996) calls for 21st century multi-literacies because the medium throughwhich much information is communicated is multimedia. Students must understand the hiddenmessages and points of view in visual, spatial, and audio media, with special sensitivities to lan-guage use and gesture. The group calls for conscious design work that attends to elements that arelinguistic, audio, spatial, gestural, and visual. The group says that students must learn to take onmultiple perspectives, to critique and understand competing points of view.

Prior knowledge is a crucial element of reading comprehension. In the case of literary texts,particularly works of fiction, the prior knowledge may consist of any of the following categoriesof knowledge:• Authors—their lives, styles of writing, other texts.• Related texts.• Traditions of criticism and the interpretive procedures attached to each.• Allusions to real world events or images, symbols, etc. from other texts or media.• Cultural assumptions about routine scripts of everyday life and social or psychologicalcauses affecting the internal states of humans.• Epistemologies about what response to literature entails

Itake the position in the Cultural Modeling Framework that as African American students engagein signifying talk (such as playing the dozens, i.e., “yo mama so skinny she could do the hoolahoop in a cheerio”), they invoke a set of strategies for comprehending and producing metaphors,irony, satire, and so forth.

Returning to our metaphor, girls need their equivalent to basketball courts.Although some distributed efforts exist for girls and STEM, many of thesecommunities of practice are discrete opportunities or contexts rather thanintersecting ones. Would basketball be as enticing to young men if all ofthe well-known players were of a different racial background than theirs, ifthey were the only boy on the court, if the majority of coaches were women,or if the media coverage only featured WNBA players? Likely not, yet thisscenario is akin to that which racially nondominant girls encounter in con-sidering STEM. Girl-centric STEM communities of practice are needed inelementary, middle school, high school, college, and professional spaces bothto create spaces for work and development and to grow and make accessiblenarratives of women engaged in STEM at all levels, over time, and insustained ways.

“I don’t create stuff. I just dowhat they tell me to do and create...I try to create it and then try my best”[20150516_LEinterview_Cedar_Siena].

nondominant

It may be useful for future research to explore how sequences of schooling prac-tices for African American and other minority students form a developmental tra-jectory and how the practices afford new kinds of engagement, imagination, andalignment. In this process, I contend that the concept of prolepsis may be helpful,and indeed, a conversation about the concrete role of ideological artifacts and val-ues (as socially constructed in relation to societal practices and norms) in theachievement of African American students would provide a link that has beenmissing thus far. Ultimately, the theoretical approach put forth in this article offersa viable alternative to deterministic environmental explanations, although still al-lowing for the critical role of sociohistorical factors (e.g., cultural ideas, stereotyp-ing) in shaping African American and other minority students’ mathematicalachievement and learning.

earning creates identity, and identity creates learning.

Imagination re-quires an opening, the energy to explore new identities, and new relations” (p.185). Hence, imagination involves developing understandings and possibilities be-yond the present state. It includes defining a trajectory that connects what we aredoing to an extended identity and seeing ourselves in new ways. It involves findingmeaning across settings and time. Imagination requires the ability to explore otherways of doing things, generating scenarios and other possible worlds.

Although dominoes is deceptively simple on the surface, the strategies of so-phisticated domino play can be quite complex. In fact, it is partially due to the widearray of potential game goals and complexity in game strategies that the gameholds appeal for players from as young as 6 or 7 years old to adults well into theirsenior years. Expert players recognize the great skill, experience, and planning ittakes to play this game well. Players must learn to coordinate mathematical addi-tive and multiplicative understandings with complex game goals, such as scoring,blocking opponents from scoring, assisting one’s partner, and simultaneously par-ticipating in lively dialogue.

I describe the practices of dominoes and league bas-ketball among African American students, exploring how mathematical thinkingdevelops in the context of these practices and attempting to understand the relationbetween the nature of students’ mathematical thinking and their shifting goals andidentities within these cultural practices.

race

Indeed, identity isnot purely an individual’s property, nor can it be completely attributed to socialsettings.

At the same time, we must acknowledge the important role of students as agentive participantsin pedagogy, and the danger of reifying the power imbalances that already exist in the classroomthrough an exclusive focus on teacher learning

On the surface, the aim of the TRANSLATE protocol is to have students pro-duce a translated text, but from a practice perspective the translation itself is but a means to anend. The deeper pedagogical purpose, what TRANSLATE is designed to produce, is studentengagement in linguistic problem solving and negotiation, leading to deeper understanding ofhow writers use language to communicate the full range of human experience

In each 30–40 min lesson, small groups of (4–5) students who share a languageother than English work with a teacher to read and discuss a short grade-level English languagetext. They then collaboratively create a written translation of a preselected passage from the text,and discuss how the translation process changed their understanding of the passage or the largertext. This protocol calls on students to engage in productive literacy practices (e.g., close readingand negotiation of meaning) and makes visible metalinguistic knowledge that teachers can lever-age toward deeper learning of literacy concepts (Jimenez et al.,2015).

underplaying the profound role of culture inshaping people’s engagement with the world around them at a physical and sociallevel (Dourish,2001; Kern et al.,2012; Suchman,2007; Weiser et al.,1999).Bruner’s(1990) critique of a computationally oriented cognitive science insearch of“transcendent human universals”could be leveled against much ofthe current research in human–computer interaction

Boy10: [Tries turning the thermostat off and running the simulator]Dad: Kid, you got us 4 energy points. Way to go.Boy10: I used no energy! Because I used my chocolate [reference to a resource cardthat makes the game easier] and I turned off the thermostat. I used no energy, Mom.[Timestamp: 36:45]Dad: I don’t need to be that warm. If I go in the mid-60s maybe it’ll not be in mytotal comfort zone, but it’ll be in my neutral zone, so I wouldn’t spend as muchmoney. [Sets thermostat to 66]Boy10:I’d rather spend less money and use less electricity.[Timestamp: 1:00:00]Dad: That was an interesting strategy. You set it as low as you could.Mom: Like safety...safety instead of comfort.Dad: It wasn’t super expensive...[Timestamp: 1:06:00]Dad: Now that we know how this works, I’ll set the thermostat a lot lower becausemy goal wouldn’t necessarily be to stay within the orange band, but just don’tgobelow the negative. I didn’t have that in mind when we started.Boy10: And don’t manage your energy in the game as you do in real life.

Boy15: I gained Comfort Points, but I lost...[Green Points]Dad: Huh. See what your bill is.Boy13: [Looks over Boy15 shoulder] Four hundred dollars!Boy15: Four hundred dollars, how is that even possible?Dad: How did you have a $400 bill? What did you do?Mom: Yeah, what did you do?Boy15: I put on the heat.[...]Dad: Well, you got to put the heat on in the winters.Boy15: Well, that’s all I did.Dad: Well, it’s expensive, isn’t it?Boy15: Yeah, it is expensive

Using the tablet computer, players then enter themonth of the year shown on the board and spin for random weather condi-tions that simulate the climate of the U.S. Midwest. For example, in January aplayer might spin a high temperature of 30°F (–1°C) and a low temperature of12°F (–11°C).

My proposal is that the wooden blocks evoked a strong andrecognizable cueing form (something akin to a jigsaw puzzle) that suggestedparticular patterns of engagement while appealing to a different segment ofthe potential audience.

The termperceived affordanceplaces an emphasis on the object itself and howthe object might be used while deemphasizing the elaborate patterns of socialactivity that can transpire around particular cultural artifacts.

To better understand the concept of cueing forms, consider the game rock–paper–scissors. This is a simple hand game thought to date back at least2,000 years to ancient China with variants played throughout the world. Onemight speculate about the success of this game. It requires no specializedequipment and can be played just about anywhere, it fulfills basic humanneeds such as resolving minor disputes and providing entertainment, and it hasa certain mathematical elegance that makes it easy to teach and learn. Thebroader point is that rock–paper–scissors is a highly recognizable cultural formthat has persisted over a long period of time and spread across a variety ofcultural landscapes. And as a cueing form, the game has each of the fiveproperties listed inTable 1

Asthese lines of inquiry push back against and inform each other, will we generatenot only better understandings of PF and productive success but also better under-standings of the other two possibilities: conditions under which designs lead tounproductive success—an illusion of performance without learning—as well asunproductive failure.

Well-structured problems commonly foundin textbooks typically afford normative RSMs for solving them. In such cases,a learner either is able to solve the problem quickly or simply gives up

This chapter has proposed a framework that breaks down collaborative problem solving skills into a number of components.

Finally, initiative skills refer to the responsibility that a problem solver experiences for the progress of the group. If this collective responsibility (Scardamalia, 2002) is too low, lurking behaviour or disengagement from the task becomes likely, and it could be that the collaborative task becomes unsolvable. In contrast, higher responsibility is likely to contribute to better problem solving performance.

Table 1 about here

This element is a necessary but not sufficient condition for collaborative problem solving – it requires communication to go beyond mere exchange. The second element is cooperation, which is Draft - not for citation

The simulation “was designed to motivate students to apply mathematicalprinciples to the real-world problem of ocean navigation” (p. 55). One group ofteachers viewed the simulation as a means for teaching math skills in the context ofocean navigation. Others saw navigation as the main focus of the software; that is,as “a game about boats and navigation” (p. 55). Because the second group saw lit-tle connection with their core curriculum,they did not use it within the context ofteaching mathematics. Instead they relegated it to game status—something the stu-dents could play with during free periods. Similarly, a tool such as Broadcast News(Schank, Fano, Bell, & Jona, 1994), which is designed to teach writing within thecontext of creating a news show, could be understood either as an innovative ap-proach to the teaching of writing or as a tool for teaching how to put together tele-vision news broadcasts.

Are the teachers meant to be perceived as a fellowparticipant in the learning process (an active learner) or as an authority figure?

However, students accustomed totraditional classrooms may not readily see themselves, and each other, in this way.For example, in one case students were working on LOGO programs in pairs infront of shared computer screens. The social identity seen by one partner was re-vealed when she told the other member of the pair that she should sit at the key-board: “I’m the thinkist, you’re the typist.”

Follow-me scripts. Students interact with an environment that does notallow them to escape from the script. In the ArgueGraph script, atphase 3, the students have to agree on one and only one answer, theinterface simply did not allow the students to answer in another way.Moreover, the system does not allow them to move to phase 2 as longas they have not completed phase 1

It was necessary to specify thetiming phase per phase, turning the script into a time-management prosthesis.The timing of a phase can be described by its duration (e.g., 2 hours) or anoutput delivery deadline (e.g., "post your report by 12.12.2002"), usuallycombined with activity completion criteria (e.g., to give all answers, to post 3messages, ... ). The automatic management of deadlines (to sending remindersand warnings, to notify delivery date) is one feature that one might expectfrom CSCL environments

Feedbackon the phase output. In many adult education scripts, thisfeedback is the main source of interaction and mostly viaasynchronous interactions: groups upload the output of their activityon the server and the tutor associates the feedback to the object orsends the feedback directly to the team.

All CSCL scripts mentioned above integrate distant and co-present activities.There is no reason to design scripts that exclude face-to-face activities exceptwhen the students cannot meet physically at all. Face-to-face phases increasethe robustness of the script; the rich interactions compensate what could notbe exchanged through remote communication

Regulating students' interactions. None of the scripts mentioned here istutor-free. The degree of tutor intervention varies along the script fromnone (e.g., in the pair argumentation phase of the ArgueGraph script),to moderate (e.g., in the discussion forums of the UniverSanté script)

A failure to think deeply about the data logging in the design of one’s digital learning environment can cause serious problems down the line.

This study was conducted in a multi-touch tabletop exhibit named Oztoc. Oztoc’s narrative situates participants as electrical en-gineers helping fictional scientists in an uncharted aquatic cave teeming with never-before-documented species of bioluminescent fish (see Fig. 1). Participants design and build glowing fishing lures to attract fish for the scientists to study. To do this, participants place wooden blocks on the interactive table surface to create simple circuits that illuminate an LED (Fig. 2). To catch all the different fish, participants must experiment with creating circuits with different colors (red, blue, or green) and numbers (one, two, or three) of LEDs.

While what exactly falls under tinkering is often ambiguous, it often includes learners’ use of physical and digital materials to help them explore possible solutions to their desired goals (Papert & Harel, 1991; Richardson & Rosenblum, 2017).

A logistical challenge for design-based researchers involves maintaining a productive collaborative partnership with partici- pants in the research context. Because a single line of research often investigates multiple cycles of design, enactment, and study, the work can span years and touch on closely held commitments of the researchers and teachers. Indeed, successful examples of design-based research often are conducted within a single setting over a long time (e.g., Linn & Hsi, 2000), an

Some see this gap as arising from unscientific research approaches (e.g., NRC, 2002),

hisfocusisimportant,becausesomanyyoungpeopleofcolorreceivemessagesaboutpersistencethroughfailurethatrein-force an individualistic, rather than collaborative, notion of what it means to succeed in science and engineeringprojects

Manyoftheschoolswherestudentsdonothaveadequateopportu-nitiestolearnscienceareincommunitieswithhighconcentrationsofstudentslivinginpovertyandstudentsofcolor.

,agroupthatisnotonlyunderrepresentedinsciencebutwhosecommunitieshavehadtheireducationcontrolledbyoutsideagencies.

Barab, S. A., Thomas, M. K., Dodge, T., Carteaux, B., & Tuzun, H. (in press). Making learning fun:Quest Atlantis, a game without guns.Educational Technology Research and Development.

Barab, S. A., Hay, K. E., Barnett, M. G., & Keating, T. (2000). Virtual solar system project: Buildingunderstanding through model building.Journal of Research in Science Teaching, 37(7), 719–756

One of the central ideas in the scientific paradigm is replicability; however, be-cause design-based researchers cannot (and may not want to) manipulate culturalcontexts, it becomes difficult to replicate others’ findings (Hoadley, 2002). There-fore, the goal of design-based research is to lay open and problematize the com-pleted design and resultant implementation in a way that provides insight into thelocal dynamics.

As such, design-based research suggests a pragmatic philosophicalunderpinning, one in which the value of a theory lies in its ability to producechanges in the world.

Whereas this joint commitment to research and ser-vice meant meeting the immediate needs of participants, there also existed a com-plementary goal of producing theory that would have relevance for researchers notinvolved in the initial design research (see Table 2).

What separates design-based research in the learn-ing sciences from formative evaluation is (a) a constant impulse toward connect-ing design interventions with existing theory, (b) the fact that design-based re-search may generate new theories (not simply testing existing theories), and (c)that for some research questions the context in which the design-based researchis being carried out is theminimal ontologyfor which the variables can be ade-quately investigated (implying that we cannot return to the laboratory to furthertest the theoretical claims)

This meant everything from assisting with the setup and cleanup of communityevents, to the physical labor of unloading delivery of food for the food pantry when needed, toserving food at elders’luncheons, and other tasks needing community collaboration. This structur-ing flipped the typical flow of work in research partnerships and shifted the view of pressingproblems and solutions routinely.

For example, one of the cascading program initiatives that emerged in our programs focused onpersistent health disparities, especially around diabetes, in the face of many community efforts andprograms. Despite earnest efforts in the community, including some people involved in the projectwho had formerly been employed in such efforts, there was a general sense of dissatisfaction with theways these issues had been approached.

We think this is connected to what Shotter (2005) called“withness thinking,”which he suggests is the“kind of thinking that can only be conducted within fleeting moments, inthe course of trying to work out how best to respond to unique and crucial events occurring aroundone NOW, at this moment in time”(p. 1).

On the whole, we found that students were excitedabout their collective, immersive experience of EvoRoom, and their use of tabletcomputers and large projected displays for supporting their learning

mart classroom setup for EvoRoo

However, they found that the Design Principles Database did not provide sufficient guidance for putting these activities together to create learning environments

Provide students with templates to organize ideas To support students in articulating complex scientific ideas, designers have created what might be called templates.

intrinsic interest in the subject matter”

PBL tutorial cycl

P1: FLTEducational Psychology Review [jepr] pp1224-edpr-487801 May 22, 2004 0:50 Style file version June 4th, 2002Problem-Based Learning 261One barrier to using PBL in more diverse settings is the lack of a suffi-cient number of skilled facilitators in many settings. Classrooms have morestudents than one person can easily facilitate, and learning to facilitate well isa challenge (Derryet al., 2001)

A good problem affords feedback that allows studentsto evaluate the effectiveness of their knowledge, reasoning, and learningstrategies.

While working through the problem, students use whiteboards to recordtheir evolving ideas.

Tudge (2000) found that peerinteractions could actually deteriorate if a partner was com-petent but less confident.

n most cases, support is permanent and unchanging

ngarebuilt intoModel-It—supportivescaffolding, reflectivescaffolding, and intrinsic scaffolding. Supportive scaffoldingreferstospecifichelpthatthestudentsareprovidedintheformof examples, what to do next hints, and so forth, to help com-pleteatask.InModel-It,fadingofsupportivescaffoldingisac-complished by a simple mechanism—a “stop reminding me”buttonthatthestudentcanchoosewhenheorshedoesnotneedthe hints.

Structuring thetask involves providing students with tools and workspacesthat provide the structure necessary to make an open-endedtask more manageable. Problematizing involves forcing thestudents to confront the complexities of a task, such as pro-viding a menu to have students examine the data to constructvalid explanations

adult and child collaboratively redefine the task so that thereis combined ownership of the task and the child shares an un-derstanding of the goal that he or she needs to accomplish

gerthandothoseintraditionalclassrooms,butthetradeoff isthatstudentslearnconceptualknowledge more deeply alongwithimportantmetacognitiveskills needed for lifelong learning. Astimepressureincreases,postproblemreflectionis often abandoned.

Thetermsteacher,facilitator,andcoachall refer to anindividualtrainedtohelpstudentslearnthroughPBL

PBLproblemsneedto becomplex,illstructured,and open ended

Studentsalsoneedto agree onwhowilltakeontherole ofscribe.

PBLa lessefficientway to learn,

Centraltoproblem-basedlearningishavingstudentsgrapplewithill-structuredproblemsand reflect ontheirexperiences.

Given the limitations of social impact,

WILLIAM R. PENUEL is a professor of educational psychology and learning sciences at the University of Colorado, School of Education, UCB 249, Boulder, CO 80309; william.penuel@colorado.edu. His research focuses on teacher learning and organizational processes that shape the implementation of educational policies, school curricula, and after-school programs.

A good example of a design-focused multiyear collaborative research and development effort is the Middle School Mathematics and the Institutional Setting of Teaching (MIST) project at Vanderbilt University (Cobb, Henrick, & Munter, 2011). MIST is a five-year project in which a team of learning scientists, policy researchers, and educational anthropologists work in collaboration with four school districts to analyze and inform policies for improvement in mathematics instruction as part of a participatory, collaborative approach to research. In a departure from traditional design-based research where research-ers establish the learning goals, in MIST the district makes deci-sions and drives the designs for helping improve how teachers enact ambitious instructional practices in mathematics. The research team helps facilitate the design process, first by eliciting a policy-based theory of action from different actors in the system and then by conducting research on the implementation, inform-ing future cycles of design and implementation.

Teams form around a focus on persistent problems of practice from multiple stakeholders’ perspectives.

We were doing it for NASA

driving question" behind the rocket project? To examine this question, Petrosino added a learning- appropriate goal to the standard rocket project that motivated the use of scientific methods. In the new version, sixth-grade students submitted design plans to National Aeronautics and Space Administration for a rocket kit that would be used by many classes (Petrosino, 1998)

One reason for this may be that the students did not have a driving question that could foster focussed inquiry. For example, when students were asked what they thought about the purpose of the activity, a typical response was "You know, to build them and see how high they will go." In response to a question about measuring how high things go, a common response was "You know, look at it go up and see how high it goes."

A speech-language pathologist working in an Inuit school (in northern Canada)asked a principal—who was not an Inuit—to compile a list of children who hadspeech and language problems in the school. The list contained a third of thestudents in the school, and next to several names the principal wrote, “Does nottalk in class.” The speech-language pathologist consulted a local Inuit teacher forhelp determining how each child functioned in his or her native language. Shelooked at the names and said, “Well-raised Inuit children should not talk in class.They should be learning by looking and listening.”When the speech-language pathologist asked that teacher about one toddlershe was studying who was very talkative and seemed to the non-Inuit researcherto be very bright, the teacher said: “Do you think he might have a learning prob-lem? Some of these children who don’t have such high intelligence have troublestopping themselves. They don’t know when to stop talking” (Crago, 1988:219)

1. A 2.5-kilogram ball with a radius of 4 centimeters is traveling at 7meters/second on a rough horizontal surface, but not spinning. At somelater time, the ball is rolling without slipping 5 meters/second. How muchwork was done by friction?2. A 0.5-kilogram ball with a radius of 15 centimeters is initially slidingat 10 meters/second without spinning. The ball travels on a horizontalsurface and eventually rolls without slipping. Find the ball’s final velocity.

A challenge for the design of knowledge-centered environments is tostrike the appropriate balance between activities designed to promote un-derstanding and those designed to promote the automaticity of skills neces-sary to function effectively without being overwhelmed by attentional re-quirements.

his term includes teaching practices thatBOX 6.1Literacy: Then and NowColonists were literate enough if they could sign their name, or even an X, ondeeds. When immigrants arrived in large numbers in the 1800s, educators urgedschools to deliver “recitation literacy” to the foreign children who filled the school-rooms. That literacy was the ability to hold a book and reel off memorized portionsof basic American texts such as the opening paragraph of the Declaration of Inde-pendence, a part of the Gettysburg address, or some Bryant or Longfellow. Withthe coming of World War I, and the prospect of large numbers of men handlingnew equipment in foreign countries, Army testers redefined reading. Suddenly, tothe dismay of men used to reading familiar passages, passing the army readingtest meant being able to make sense, on the spot, of never-before-seen text. Cur-rently, that kind of “extraction literacy,” revolutionary in 1914, looks meager. Find-ing out who, what, when, where or how simply does not yield the inferences,questions, or ideas we now think of as defining full or “higher literacy.” The ideaof a classroom where young women, poor and minority students, and learningdisabled students all read (not recite) and write about (not copy) Shakespeare orSteinbeck is a radical and hopeful departure from the long-running conception ofliteracy as serviceable skills for the many and generative, reflective reading andwriting for the few (Wolf, 1988:1).How People Learn: Brain, Mind, Experience, and School: Expanded EditionCopyright National Academy of Sciences. All rights reserved.How People Learn: Brain, Mind, Experience, and School: Expanded EditionCopyright National Academy of Sciences. All rights reserved.

Due no later than 3:00 P.M. onthe dates indicated in the syllabus.

Learn about and examine a new learning technology or learning environment process(15% of grade): All students should learn about a) a new learning technology(NetLogo, Trailblazer, IPRO, Squeak, Second Life, ARIS, etc.);

University of Wisconsin (as a graduate student)