Cindy E. Hmelo-Silver

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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)
We view college classroom teaching and learning as a multimedia authoring activity. The classroom provides a rich setting in which a number of diierent 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)
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This symposium brings together a panel of researchers using contrasting case methodology to analyze computer-supported collaborative learning in a wide range of learning environments. Such analyses can help researchers better understand the differences in the collaborative processes by sharpening researchers' perception and facilitating the discovery of(More)
—In this paper, we describe the evolution of an interactive technology called the Ecological Modeling Toolkit (EMT) that supports learning about complex ecological systems in middle school science. Authentic learning of science is facilitated by imitation, rehearsal and understanding of real-world scientific practices such as observation, experimentation,(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)
Successful elementary and secondary educational reform requires analogous reform in teacher education; however, the standard undergraduate setting in schools of education poses considerable obstacles. In this paper, we describe the STEP environment for distributed problem-based learning (, which represents one of many efforts to create a(More)