2001 年 40 巻 p. 218-228
Our research on principles for designing effective learning environments is based on recent researchon how people learn and on the following: (1) knowledge has to be constructed by the students themselves,(2) constructive interaction deepens conceptual understanding, and (3) such collaborative constructionitself has to be maintained by cultural practices. The present article reports on 2 curriculumtechnologycombinations: one for helping advanced students learn how to construct their own knowledgecollaboratively, and the other for guiding beginning students, who may still be embedded in a moretypical lecture style, to start seeing the power of intellectual collaboration. The former was supportedby an enhanced note-sharing system, Reflective Collaboration Notes, or ReCoNote, with an emphasis onthe function of this system for making relations. The latter utilized a bulletin board system that couldbe annotated. Interactive Query Raiser was prepared to facilitate sharing academic interactionsamong peers and experts. In the 3 years we have done this, college students have shown high flexibilityin learning and creating both their knowledge in cognitive science and new ways to use their technologicalenvironment. When the course work is carefully designed and practiced, students gradually come to show respect for the community norm of constructive interaction.
