Cindy E. Hmelo-Silver

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We view college classroom teaching and learning as a multimedia authoring activity. The classroom provides a rich setting in which a number of di erent forms of communication co-exist, such as speech, writing and projected images. Much of the information in a lecture is poorly recorded or lost currently. Our hypothesis is that tools to aid in the capture(More)
Complex systems are pervasive in the world around us. Making sense of a complex system should require that a person construct a network of concepts and principles about some domain that represents key (often dynamic) phenomena and their interrelationships. This raises the question of how expert understanding of complex systems differs from novice(More)
Many innovative approaches to education such as problem-based learning (PBL) and inquiry learning (IL) situate learning in problem-solving or investigations of complex phenomena. Kirschner, Sweller, and Clark (2006) grouped these approaches together with unguided discovery learning. However, the problem with their line of argument is that IL and PBL(More)
Research on computer-supported collaborative learning at the EduTech Institute at Georgia Tech is relatively new at less than five years old. In that short span, however, the team of researchers has developed eight different prototype software systems and evaluated them in a variety of settings with middle school, undergraduate, and graduate students. In(More)
T ypical back-of-the-chapter problems don’t provide students with the context to make the problems motivating and to facilitate transfer (use of the knowledge in other situations). Authentic problems— problems that are real, that might arise in the student’s life, or that are known to the student—have enormous potential for learning. Authentic problems(More)
Artificial intelligence research on creative design has led to Structure-Behavior-Function (SBF) models that emphasize functions as abstractions for organizing understanding of physical systems. Empirical studies on understanding complex systems suggest that novice understanding is shallow, typically focusing on their visible structures and showing minimal(More)