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User power in virtual environments


Discussion notes from past presentations:

  1. The term "representations" here is broadly defined as "an entity that stands for something else." For example, a picture of a car may represent a car, or the idea of the fast movement. Everything and anything can be a representation.
  2. There is an issue of posing your own problems vs. solving other people's problems. It is not reflected in the table above. While creating your own representation is always a novel problem, not every problem posing involves new representations. Should there be a fourth column under learner influence types, for "pose your own problems"? If so, is it 1-N, 2a-N, 2b-Y, 3-Y?
  3. We are really dealing with a spectrum here instead of three distinct categories. The question of boundaries between categories, under this "spectrum" model, becomes less relevant.
  4. Abstract vs. concrete: the third category, where learners are actively "messing" with the environment, like a child with a box of crayons, is most promising for concrete, hands-on work. The first category requires most abstract learning skills of the learner.
  5. Ease of design. The first category is the easiest to design; the second and the third categories are harder and take much more thought and work on the part of developers.
  6. What are relationships between this taxonomy and some other taxonomies, such as Bloom's? What would Piaget and Vygotski say?
  7. Learning a language (as a baby or as an immigrant) is a good example for going through all classes in the taxonomy and seeing their effect on the learner. The example works well because everybody knows a language, and language is a complex enough area to be comparable to any other learning objective.