Spring 2004
Learning Sciences & Technologies Area
Qualifying Examination

Please respond to five of the below seven questions. Please be as specific as you can and provide references. But remember that we’re also looking for insight—that you understand the readings and can make inferences on them.  Good luck!

1. It seems like the hardest environment for promoting transferable learning is school.  Explain why, using your understanding of cognitive, socio-cognitive, and cultural approaches to learning.

2.  Learning sciences research uses a variety of different kinds of research methodologies, including comparative studies, design experiments, and observational or interview-based ethnographic studies.  Many studies actually use multiple methodologies.  Take any two of the following projects (three from GT, one from elsewhere) and describe what methodologies that you know are being used in each: LBD, AquaMoose, the Media Computation class, and Edelson's Covis/Worldwatcher/climatology project.  Describe both the methodologies being used and WHY the methodology is being used. Focus on the intellectual, scientific reasons for the methodology selection, not logistical reasons (e.g., funding availability, personnel availability, etc.)

3. Compare and contrast these two CSCL research projects: WISE and CSILE How would you compare and contrast their assumptions and pedagogy? What about their goals and methods?  Their research outcomes?

4.   Most of the learning sciences literature focuses on science, math, engineering, or technology education -- NSF's "SMET" focus.  That's not surprising: Learning sciences is still dominated by Americans, and NSF dominates education research funding.  But let's imagine that you wanted to teach something outside of that realm.  Take one of the following topics and describe (a) a particular technology you might develop to help learning that topic (or come up with a good argument for why NO technology would be best) and (b) how you might evaluate that technology for learning that topic:
∑ Sentence diagramming by junior high students.
∑ The factors which led to the US joining WW II
∑ Animation techniques used by Warner Brothers and Disney animators
∑ The arguments in favor or against religion advanced by C.S. Lewis and Sigmund Freud

5. The idea of "legitimate peripheral participation" (LPP) has been influential in the learning sciences community. Pick two research projects you have studied, and explain how the idea of LPP is realized in those contexts.  In what kinds of learning situations is LPP an especially useful framework, and in what situations less so?

6. In any study, there are potential "threats to validity"--things that may diminish the value or generalizability of results.  How are the typical threats/things to watch out for different for quantitative and qualitative studies of educational technology?

7. We know that social factors can inhibit learning in computer science (e.g., Margolis and Fisher's study suggesting that views of computer science as being "asocial" dissuades some women from CS classes) and can encourage learning in computer science (e.g., Storm's weekend in Moose Crossing, and the use of galleries in the Media Computation class).  Imagine that you are designing a new environment for learning to program designed for students in high school.  What particular supports for social interaction would you design in, and why?