CSILE, which stands for Computer-Supported Intentional Learning Environments, is an educational knowledge media system. CSILE allows information in several media (text, drawings, graphs, timelines, etc.) to be entered into a common database where it is available to be retrieved, linked, commented on, rated, and so forth. The environments and operations of CSILE are designed to support students in more purposeful and mature, or intentional, processing of information. In this article eleven principles, based on recent cognitive research, are suggested for designing computer environments that support intentional learning. These principles include making knowledge-construction activities overt, maintaining attention to learning goals as opposed to other goals of an activity, providing process-relevant feedback, and giving students responsibility for contributing to each other's learning. Applications of these principles in CSILE are described, as well as observations from the first year of school try-out.
Get full access to this article
View all access options for this article.
References
1.
SteinbergE. R., Review of Student Control in Computer-Assisted Instruction, Journal of Computer-Based Instruction, 3, pp. 84–90, 1977.
2.
BereiterC.ScardamaliaM., Intentional Learning as a Goal of Instruction, in Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, ResnickL. B. (ed.), Lawrence Erlbaum Associates, Hillsdale, New Jersey, in press.
3.
LavinD. E., The Prediction of Academic Performance, Wiley, New York, 1965.
4.
ChipmanS. S.SegalJ. W.GlaserR. (eds.), Thinking and Learning Skills: Vol. 2. Research and Open Questions, Lawrence Erlbaum Associates, Hillsdale, New Jersey, 1985.
5.
DavisR. B.McNightC. C., Modelling the Processes of Mathematical Thinking, Journal of Children's Mathematical Behavior, 2, pp. 91–113, 1979.
6.
ResnickL. B.NechesR., Factors Affecting Individual Differences in Learning Ability, in Advances in the Psychology of Human Intelligence, 2, SternbergR. J. (ed.), Lawrence Erlbaum Associates, Hillsdale, New Jersey, pp. 275–323, 1984.
7.
LarkinJ.McDermottJ.SimonD. P.SimonH. A., Expert and Novice Performance in Solving Physics Problems, Science, 208, pp. 1335–1342, 1980.
8.
BrownA. L.DayJ. D., Macrorules for Summarizing Texts: The Development of Expertise, Journal of Verbal Learning and Verbal Behavior, 22, pp. 1–14, 1983.
9.
FranksJ. J.VyeN. J.AubleP. M.MezynskiK. J.PerfettoG. A.BransfordJ. D.SteinB. S.LittlefieldJ., Learning from Explicit vs. Implicit Text, Journal of Experimental Psychology: General, 111, pp. 414–422, 1982.
10.
ScardamaliaM.BereiterC., Development of Strategies in Text Processing, in Learning and Comprehension of Text, MandlH.SteinN.TrabassoT. (eds.), Lawrence Erlbaum Associates, Hillsdale, New Jersey, pp. 379–406, 1984.
11.
ScardamaliaM.BereiterC., Fostering the Development of Self-Regulation in Children's Knowledge Processing, in Thinking and Learning Skills: Vol. 2. Research and Open Questions, ChipmanS. F.SegalJ. W.GlaserR. (eds.), Lawrence Erlbaum Associates, Hillsdale, New Jersey, pp. 563–577, 1985.
12.
TorgesenJ. K., The Learning Disabled Child as an Inactive Learner: Educational Implications, Exceptional Education Quarterly, 1, pp. 45–52, 1982.
13.
BrownA. L.BransfordJ. D.FerraraR. A.CampioneJ. C., Learning, Remembering, and Understanding, in Handbook of Child Psychology: Vol. 3. Cognitive Development, 4th Edition, FlavellJ. H.MarkmanE. M. (eds.), John Wiley and Sons, New York, pp. 77–166, 1983.
14.
BereiterC.BirdM., Use of Thinking Aloud in Identification and Teaching of Reading Comprehension Strategies, Cognition and Instruction, 2, pp. 131–156, 1985.
15.
PalincsarA. S.BrownA. L., Reciprocal Teaching of Comprehension-Fostering and Monitoring Activities, Cognition and Instruction, 1, pp. 117–175, 1984.
16.
ScardamaliaM.BereiterC.SteinbachR., Teachability of Reflective Processes in Written Composition, Cognitive Science, 8, pp. 173–190, 1984.
17.
LawlerR. W., Learning Environments: Now, Then, and Someday, in Artificial Intelligence and Education: Vol. 2. Learning Environments and Tutoring Systems, LawlerR. W.YazdaniM. (eds.), Ablex Publishing, Norwood, New Jersey, pp. 1–25, 1987.
18.
RielM. M.LevinJ. A.Miller-SouvineyB., Learning with Interactive Media: Dynamic Support for Students and Teachers, in Artificial Intelligence and Education: Vol. 2. Learning Environments and Tutoring Systems, LawlerR. W.YazdaniM. (eds.). Ablex Publishing, Norwood, New Jersey, pp. 117–134, 1987.
19.
ScardamaliaM.BereiterC., Research on Written Composition, in Handbook of Research on Teaching, 3rd Edition, WittrockM. (ed.), Macmillan, New York, pp. 778–803, 1986.
20.
CollinsA.BrownJ.NewmanS., Cognitive Apprenticeship: Teaching the Craft of Reading, Writing, and Mathematics, in Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser, ResnickL. B. (ed.), Lawrence Erlbaum Associates, Hillsdale, New Jersey, in press.
21.
BrownA. L.PalincsarA. S., Guided, Cooperative Learning and Individual Knowledge Acquisition, paper presented at the Conference on Cognition and Learning, Learning Research and Development Center, University of Pittsburgh, 1985.
22.
WellsG. C., Language Development in the Pre-School Years, Cambridge University Press, Cambridge, 1984.
23.
SteinN. L.TrabassoT., What's in a Story: An Approach to Comprehension and Instruction, in Advances in Instructional Psychology, GlaserR. (ed.), Lawrence Erlbaum Associates, Hillsdale, New Jersey, 1982.
24.
NovakJ. D.GowinD. B., Learning How to Learn, Cambridge University Press, Cambridge, 1984.
25.
WhiteheadA. N., The Aims of Education, Macmillan, New York, 1929.
26.
ShulmanL., Those Who Understand: Knowledge Growth in Teaching, Educational Researcher, 15, pp. 4–14, 1986.
