Mark S. Schlager

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K-12 education reform research suggests that new models of teacher professional development (TPD) are needed to establish and support communities of teachers engaged in school reform. We are working with several TPD organizations to develop a new on-line TPD community concept called TAPPED IN. Together, we are forging what we believe will be a(More)
Two experiments examine the effects of incorporating user knowledge into the design of training materials for a database querying system. In Experiment 1 an informal cognitive model of a query language is derived from the verbal reports of expert users, and incorporated into existing documentation. Two groups of subjects were then asked to solve queries(More)
In a prior issue of Technology and Society [1], McFarland argues that we should not view the Internet as a superhighway, but rather as a gathering place, or agora, that “brings people together, encourages participation, and supports creativity,” a place that is “always growing, adapting, and changing in response to new ideas and initiatives.” We agree with(More)
Community computing has recently grown to become a major research area in human–computer interaction. One of the objectives of community computing is to support computer supported cooperative work among distributed collaborators working toward shared professional goals in online communities of practice. A core issue in designing and developing community(More)
TAPPED IN is an on-line teacher professional development (TPD) research testbed designed to meet the needs of a large and diverse community of education professionals. The MOO technology that supports the testbed has demonstrated sustainability, usability, desirability, and utility across a wide-rage of activities and users. However, we are quickly coming(More)
We live in an increasingly wired world. According to Robert Putnam, people are spending less time in persistent personal face to face interactions and more time in pursuits such as watching TV and using the Internet. At the same time, independently measured "social capital" -- the extent to which we trust and work for a common good -- is declining. In this(More)
We argue that new frameworks, tools, and techniques are needed to understand and maximize the benefits of emerging online social networks of K-12 educators (and students). We base our argument on conceptual and methodological obstacles inherent in existing research approaches that severely limit theory building and empirical exploration of learning in(More)
Socio-technical networks that are heterogeneous in composition of actors and the media through which they interact are becoming common, but opportunities to study the emergent community structure of such networks are rare. We report a study of an international online network of educators involved in many forms of professional development and peer support,(More)
We have developed a set of analytic tools to identify and develop virtual environment (VE) simulation training applications. Task selection criteria help identify tasks that might benefit from VE training; VE requirements matrices are used to derive VE training systemrequirements; and cost-effectiveness factors are used to judge the relative merits of VE(More)