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Sender: "ACM SIGCHI General Interest Announcements (Mailing List)" <[log in to unmask]>
From: Tom Murray <[log in to unmask]>
Date: Fri, 12 Oct 2001 13:12:56 -0400
MIME-Version: 1.0
Reply-To: Tom Murray <[log in to unmask]>
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A workshop at CSCL-2002 (January 7-11, Boulder, Colorado, USA)

Workshop date: January 8th, full day
Workshop web site:
Position papers due:  Nov 4th


Computer based learning environments have been designed with the
intent of facilitating higher order thinking skills for some time,
but recent research in cognition, learning theory, and instructional
systems have begun to clarify the nature of these skills.  Progress
has been made in particular in the area of learning scientific
inquiry skills---their significance,  component skills, the role of
collaboration and knowledge sharing, and instructional methods that
support them.  The set of skills entailed in the "scientific inquiry
cycle" is broad, and includes formulating testable hypotheses,
planning investigations, data collection and analysis, modeling,
reflection, justification, and self-monitoring.  The importance of
meaningful participation in a community of inquiry has also been
studied.  Renewed interest has spawned a new generation of learning
environments and related curriculum and pedagogical principles for
supporting inquiry learning and its component skills.   This
workshop provides a much needed forum for sharing new theories,
implementation progress, design issues, evaluation results, and
problem areas.  Topical areas include:

       Tools and methods for scaffolding inquiry skills
       The role of collaboration, dialog, and knowledge sharing
       Articulating a taxonomy of types of "inquiry" and inquiry skills
       Describing how collaborative work, search, and design methods
                such as the 'jigsaw method' apply to inquiry sub-skills
       Using (black box), inspecting (glass box), editing, and creating
                (open box) runnable models
       Inquiry in simulation-based learning environments vs web-based
                information spaces
       Curriculum and classroom lessons learned
       Authoring for inquiry environments
       Evaluating inquiry learning in individuals and groups

We invite position papers, presentations, and discussion on all of
these issues as they apply to learning environments for inquiry
skills, and to individual skills entailed in scientific inquiry.


We solicit the participation of practitioners and researchers who
are actively engaged in the development, design, implementation, or
evaluation of computer systems, human studies, or curriculum
development related to the Purpose and Topics of the workshop.


This full-day workshop will consist of an alternation between
participant presentations, small group brain storming, and whole
group discussions.  The sub-session topics and timing will be
determined once papers have been accepted.  Attendance is limited to
20 participants.


In order to participate you are requested to submit a position paper
(1500 words or 3 pages maximum), and indicate whether you would like
to give a presentation or interactive demonstration.  Submissions
will be accepted via email in text, MSWord, RTF, or HTML
format.  Send to [log in to unmask] by November 4th, 2001.  The
organizing committee will invite participants and contributors based
on the position papers and doucmented research in the field.
Accepted participants will have their position papers posted on a
workshop web site.  Include in your email an annotated list of URLs
linking to your work, which we will list on the workshop web site.
Send from one (for example just your home page) to a maximum of five


Position papers due:  November 4th
Acceptance by : November 12th
Workshop:  January 7 or 8



Tom Murray
School of Cognitive Science
Hampshire College
Amherst, MA 01002    USA
email: [log in to unmask]

Wouter van Joolingen
Graduate School of Teaching and Learning
University of Amsterdam
Wibautstraat 2-4
The Netherlands
email: [log in to unmask]

Program Committee:

       Daniel Edleson
       Ulrich Hoppe
       David Jonassen
       Ton de Jong
       Allen Munro
       Alex Repenning
       Elliot Soloway
       Daniel Suthers
       Barbara White