Bernard Gifford

University of California, Berkeley, Berkeley, MO, United States

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Publications (5)0 Total impact

  • Phil Vahey, Noel Enyedy, Bernard Gifford
    Journal of Interactive Learning Research 01/2000; 11(1):51-84.
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    P. Vahey, N. Enyedy, B. Gifford
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    ABSTRACT: Recent perspectives on learning encourage educators interested in technology based learning environments to reconsider their basic assumptions about teaching as transmitting correct information. Instead we view the teaching and learning enterprise as helping students construct knowledge from domain relevant experiences. We report on the Probability Inquiry Environment (PIE), which facilitates the development of probabilistic reasoning by making available collaborative inquiry activities and student-controlled simulations. These activities guide middle school students toward a deeper understanding of probability, a domain that is becoming increasingly important in the K-12 mathematics curricula of the United States but which is notoriously difficult to learn
    System Sciences, 1999. HICSS-32. Proceedings of the 32nd Annual Hawaii International Conference on; 02/1999
  • Bernard Gifford, Noel Enyedy
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    ABSTRACT: Computers have not yet had the profound impact on classroom practice that has been predicted. Given the proven potential of computer-mediated instruction, what can account for the lack of progress? This paper explores the theoretical underpinnings of many of the existing computer-mediated learning environments and suggests that the learning theories that lie behind them lead to designs that do not fit with nor change the basic participation structures of the classroom. We argue instead for Activity Centered Design (ACD), a model of design for Computer Supported Collaborative Learning environments, based on the following assumptions: that activity is mediated by cultural tools, that activity must be conceptualized on a number of interdependent levels, and that conceptual understanding is first established socially. We then critique our own existing learning environment, the Probability Inquiry Environment, from the ACD perspective.
    Proceedings of the 1999 Conference on Computer Support for Collaborative Learning, CSCL '99, Stanford, CA, USA, 1999; 01/1999
  • Noel Enyedy, Phil Vahey, Bernard Gifford
    Design of Computing Systems: Social and Ergonomic Considerations, Proceedings of the Seventh International Conference on Human-Computer Interaction, (HCI International '97), San Francisco, California, USA, August 24-29, 1997, Volume 2; 01/1997
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    Noel Enyedy, Phil Vahey, Bernard R. Gifford
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    ABSTRACT: Communication is a central aspect of human learning. Using the Probability Inquiry Environment (PIE) as an example, we examine how external representations (both textual and iconic) mediate face-to-face conversations among students, and support productive mathematical discourse. We provide quantitative data that suggests that seventh grade students who used PIE learned some of the basic principles of probability. Two cases studies are that illustrate how communication supported by computer-mediated representations contributed to this success. The first case study demonstrates how the computer can actively prompt student conversations that lead to learning. The second case study examines how an animated graphical representation supported these productive conversations.
    Proceedings of the 2nd International Conference on Computer Support for Collaborative Learning, CSCL '97, Toronto, Ontario, Canada, 1997; 01/1997

Publication Stats

93 Citations

Institutions

  • 1997–1999
    • University of California, Berkeley
      • • Department of Mathematics
      • • Graduate School of Education
      Berkeley, MO, United States