I was aware that the knowledge construction process was quite visible using
the boards. As the students responded to your prompts, you interpreted
what was being said in a fairly unrestrained way ( more so than if you were
constrained to the blackboard), moving hypertextually between slides,
modelling a kind of structure that made sense to you as you processed what
they constributed. It occurred to me that what this does is give the
students a direct window onto your interpretive procedures and
understanding of Norman, for example, in a way that is more dynamic than
usual capture systems. Can the system turn the notes into an outline that
puts the elaboration screens you created fresh as offshoots of the main
screens into a subordinate position? There's something about the sytem
that gives the impression that understanding/knowledge is created
dynamically thru interaction and interpretation. This seems really
important to me because students see knowldge as some kind of static, out
there thing, that can be gobbled down like chunks without digestion. The
system makes knowledge and understanding seem more negotiable and
constructive. I think that's really neat.
Does this make sense?
wendy
Wendy C. Newstetter
EduTech Institute
Georgia Institute of Technology
Atlanta, Ga. 30332-0280
wendy@cc.gatech.edu