Self-directed learning and the sensemaking paradox

Human-Computer Interaction

Volumn 26, Issue 1-2, 2011, Pages 123-159

  Butcher, Kirsten R ^a   Sumner, Tamara ^b  

^a UNIVERSITY OF UTAH   (United States)

^b UNIVERSITY OF COLORADO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

DEEP LEVEL; DIGITAL RESOURCES; DOMAIN ASSESSMENT; DOMAIN KNOWLEDGE; INFORMATION SOURCES; METACOGNITIVE PROCESS; NEW TECHNOLOGIES; PERSONALIZATION TECHNOLOGY; PERSONALIZATIONS; PROCESS INFORMATION; SELF-DIRECTED LEARNING; SENSEMAKING; THINKING SKILLS; WEB BASED LEARNING;

E-LEARNING; KNOWLEDGE REPRESENTATION; LEARNING SYSTEMS; TEACHING;

STUDENTS;

EID: 79952827460     PISSN: 07370024     EISSN: None     Source Type: Journal    
DOI: 10.1080/07370024.2011.556552     Document Type: Article

References (57)

1. Abraham, A., Petre, M., & Sharp, H. (2008, April). Information seeking: Sensemaking and interactions. Paper presented at the CHI 2008 Workshop on Sensemaking, Florence, Italy.
2. Ahmad, F. (2008, December). Generating conceptually personalized interactions for educational digital libraries using concept maps. Unpublished doctoral dissertation, Department of Computer Science, University of Colorado at Boulder.
3. Ahmad, F., de la Chica, S., Butcher, K., Sumner, T., & Martin, J. (2007). Towards automatic conceptual personalization tools. Proceedings of the 7th ACM/IEEE-CS Joint Conference on Digital Libraries (JCDL 2007). New York, NY: ACM.
4. Alexander, P. A., Jetton, T. L., & Kulikowich, J. M. (1995). Interrelationship of knowledge, interest, and recall: Assessing the model of domain learning. Journal of Educational Psychology, 87, 559-575. (Pubitemid 126011554)
5. Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: lessons learned. The Journal of the Learning Sciences, 4, 167-207.
6. Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia? Journal of Educational Psychology, 96, 523-535. (Pubitemid 39216570)
7. Azevedo, R., Guthrie, J. T., & Seibert, D. (2004). The role of self-regulated learning in fostering students' conceptual understanding of complex systems with hypermedia. Journal of Educational Computing Research, 30, 87-111. (Pubitemid 39051326)
8. Azevedo, R., Moos, D. C., Greene, J. A., Winters, F. I., & Cromley, J. G. (2008). Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research & Development, 56, 45-72.
9. Bell, B., & Weaver, R. (1994). Using the programming walkthrough to aid in programming language design. Software-Practice and Experience, 24(1), 1-25.
10. Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: Designing for learning from the web in KIE. International Journal of Science Education, 22, 797-817.
11. Bransford, J. D., & Franks, J. J. (1971). The abstraction of linguistic ideas. Cognitive Psychology, 2, 331-350.
12. Britton, B. K., & Gulgoz, S. (1991). Using Kintsch's computational model to improve instructional text: Effects of repairing inference calls on recall and cognitive structures. Journal of Educational Psychology 83, 329-345.
13. Butcher, K. R. (2006). Learning from text with diagrams: Promoting mental model development and inference generation. Journal of Educational Psychology, 98(1), 182-197. (Pubitemid 43551091)
14. Butcher, K. R., & de la Chica, S. (2010). Supporting student learning with adaptive technology: Personalized conceptual assessment and remediation. In M. Banich & D. Caccamise (Eds.), Generalization of knowledge: Multidisciplinary perspectives (pp. 297-330). New York: Taylor & Francis.
15. Butcher, K. R., de la Chica, S., Ahmad, F., Gu, Q., Sumner, T., & Martin, J. H. (2008). Conceptual customization for learning with multimedia: Developing individual instructional experiences to support science understanding. In R. Zheng (Ed.), Cognitive effects of multimedia learning (pp. 260-287). Hershey, PA: IGI Global.
16. Carey, S. (1991). Knowledge acquisition: Enrichment or conceptual change? In S. Carey & R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition (pp. 257-291). Hillsdale, NJ: Erlbaum.
17. Chen, S. Y., & Ford, N. (1998). Modeling user navigation behaviours in a hypermedia-based learning system: An individual differences approach. Journal of Knowledge Organization, 25, 67-78. (Pubitemid 128366347)
18. Chi, M. T. H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. Journal of the Learning Sciences, 6, 271-315. (Pubitemid 127493191)
19. Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change (pp. 61-82). Hillsdale, NJ: Erlbaum.
20. Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive Science, 25, 471-533.
21. Corbett, A. T., McLaughlin, M., & Scarpinatto, K. C. (2000). Modeling student knowledge: Cognitive tutors in high school and college. User Modeling and User-Adapted Interaction, 10, 81-108. (Pubitemid 32138185)
22. De la Chica, S. (2008, December). Generating conceptual knowledge representations to support students writing scientific explanations. Unpublished doctoral dissertation, Department of Computer Science, University of Colorado at Boulder.
23. De la Chica, S., Ahmad, F., Martin, J. H., & Sumner, T. (2008). Pedagogically useful extractive summaries for science education. In D. Scott & H. Uszkoreit (Eds.), 22nd International Conference on Computational Linguistics (COLING 2008): Proceedings of the Conference (Vol. 1, pp. 177-184). Stroudsburg, PA: Association for Computational Linguistics (ACL).
24. De la Chica, S., Ahmad, F., Sumner, T., Martin, J. H., & Butcher, K. R. (2008). Computational foundations for personalizing instruction with digital libraries. International Journal on Digital Libraries, Special Issue on Digital Libraries and Education, 9(1), 3-18.
25. Graham, L., & Metaxas, P. T. (2003). Of course it's true; I saw it on the Internet! Communications of the ACM, 46(5), 71-75.
26. Gu, Q., de la Chica, S., Ahmad, F., Khan, H., & Sumner, T. (2008). Personalization for using digital library resources to support intentional learning. Proceedings of the 12th European Conference on Research and Advanced Technology for Digital Libraries (ECDL 2008). New York, NY: ACM.
27. Herlocker, J. L., Konstan, J. A., Terveen, L., & Riedl, J. T. (2004). Evaluating collaborative filtering recommender systems. Transactions on Information Systems, 22(1), 5-53.
28. Kelley, J. F. (1983, December). An empirical methodology for writing user-friendly natural language computer applications. Paper presented at the 1983 SIGCHI Conference on Human Factors in Computing Systems, Boston, Massachusetts.
29. Kintsch, W. (1986). Learning from text. Cognition & Instruction, 3, 87-108.
30. Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95, 163-182.
31. Kintsch, W. (1994). Text comprehension, memory, and learning. American Psychologist, 49, 294-303. (Pubitemid 24976690)
32. Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, UK: Cambridge University Press.
33. Klein, G., Moon, B., & Hoffman, R. R. (2006a). Making sense of sensemaking 1: Alternative perspectives. IEEE Intelligent Systems, 21(4), 70-73.
34. Klein, G., Moon, B., & Hoffman, R. R. (2006b). Making sense of sensemaking 2: A macrocog-nitive model. IEEE Intelligent Systems, 21(5), 88-91.
35. Klein, P. D. (2004). Constructing scientific explanations through writing. Instructional Science, 32, 191-231. (Pubitemid 39046581)
36. Last, D. A., O'Donnell, A. M., & Kelly, A. E. (2001). The effects of prior domain knowledge and goal strength on the use of hypermedia. Journal of Educational Multimedia and Hypermedia, 7(1), 51-69.
37. Liederholm, T., Everson, M. G., Broek, P. v. d., Mischinski, M., Crittenden, A., & Samuels, J. (2000). Effects of causal text revisions on more- and less-skilled readers' comprehension of easy and difficult texts. Cognition and Instruction, 18, 525-556.
38. Lin, L.-M., & Zabrucky, K. M. (1998). Calibration of comprehension: Research and implications for education and instruction. Contemporary Educational Psychology, 23, 345-391. (Pubitemid 128347383)
39. Lynch, C. (2008). Digital libraries, learning communities, and open education. In T. Iiyoshi & M. S. V. Kumar (Eds.), Opening up education (pp. 105-118). Cambridge, MA: MIT Press.
40. McNeill, K. L. (2008). Teachers' use of curriculum to support students in writing scientific arguments to explain phenomena. Science Education, 93, 233-268.
41. Moos, D. C., & Azevedo, R. (2008). Self-regulated learning with hypermedia: The role of prior domain knowledge. Contemporary Educational Psychology, 33, 270-298.
42. Murphy, P. K., & Alexander, P. A. (2002). What counts? The predictive powers of subject-matter knowledge, strategic processing, and interest in domain-specific performance. The Journal of Experimental Education, 70, 197-214. (Pubitemid 41399608)
43. National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. Washington, DC: National Research Council: Commission on Behavioral and Social Sciences and Education, National Academy Press.
44. Nelson, L., Held, C., Pirolli, P. L., Hong, L., Schiano, D., & Chi, E. H. (2009). With a little help from my friends: Examining the impact of social annotations in sensemaking tasks. CHI '09: Proceedings of the 27th International Conference on Human Factors in Computing Systems. New York, NY: ACM.
45. O'Donnell, A. M., Dansereau, D. F., & Hall, R. H. (2002). Knowledge maps as scaffolds for cognitive processing. Educational Psychology Review, 14(1), 71-86. (Pubitemid 37134418)
46. Quintana, C., Zhang, M., & Krajcik, J. (2005). A framework for supporting metacognitive aspects of online inquiry through software-based scaffolding. Educational Psychologist, 40, 235-244. (Pubitemid 43266592)
47. Russell, D. M., Jeffries, R., & Irani, L. (2008). Sensemaking for the rest of us. Paper presented at the CHI 2008 Sensemaking Workshop.
48. Russell, D. M., Stefik, M. J., Pirolli, P. L., & Card, S. K. (1993). The cost structure of sensemaking. Proceedings of ACM InterCHI '93. New York, NY: ACM.
49. Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-125.
50. Stone, J. A., & Madigan,E. (2007). Inconsistencies and disconnects. Communicationsof the ACM, 50(4), 76-79.
51. Van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York, NY: Academic Press.
52. Weick, K. E., Sutcliffe, K. M., & Obstfeld, D. (2005). Organizing and the process of sense-making. Organization Science, 16, 409-421.
53. Wharton, C., Rieman, J., Lewis, C., & Polson, P. (1994). The cognitive walkthrough method: A practitioner's guide. In J. Nielsen & R. L. Mack (Eds.), Usability inspection methods (pp. 105-140). New York: Wiley and Sons.
54. White, R. W., Bailey, P., & Chen, L. (2009). Predicting user interests from contextual information. SIGIR '09: Proceedings of the 32nd International ACM SIGIR Conference on Research and Development in Information Retrieval. New York, NY: ACM.
55. Wiley, J., & Voss, J. F. (1996). The effects of 'playing historian' on learning in history. Applied Cognitive Psychology, 10, S63-S72. (Pubitemid 126470732)
56. Wiley, J., & Voss, J. F. (1999). Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text. Journal of Educational Psychology, 91(2), 1-11.
57. Will, T. C., Srinivasan, A., Bieber, M., Im, I., Oria, V., & Wu, Y.-F. B. (2009). GRE: Hybrid recommendations for NSDL collections. JCDL '09: Proceedings of the 9th ACM/IEEE-CS Joint Conference on Digital Libraries. New York, NY: ACM.