Entry Guzdial:1999:SLU from jcd.bib

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BibTeX entry

@Article{Guzdial:1999:SLU,
  author =       "Mark Guzdial",
  title =        "Supporting Learners as Users",
  journal =      j-ASTERISK,
  volume =       "23",
  number =       "2",
  pages =        "3--13",
  month =        may,
  year =         "1999",
  CODEN =        "ASTRF7",
  ISSN =         "0731-1001",
  bibdate =      "Wed Dec 06 08:46:56 2000",
  bibsource =    "http://web.mit.edu/tps/www/NL/SIGDOC_WWW/jcdtoc/sigtoc.html;
                 http://www.math.utah.edu/pub/tex/bib/jcd.bib",
  abstract =     "Guzdial points out the demanding hierarchy of
                 educational goals that confront students whenever they
                 ``are in the position of being users of unmodified
                 software like that used by professionals in their
                 field, while they are still learning the [basic]
                 knowledge of professionals in the field'' (7). He then
                 explains two fairly inexpensive scaffolding techniques
                 that have helped compensate for these demands in his
                 classes: (1) sharing a case library with each case
                 ``presented at multiple levels of detail,'' and (2)
                 starting a collaborative web site where students
                 exchange problem-solving examples. Both techniques
                 improved student motivation as well as information.
                 Three open commentaries immediately follow Guzdial's
                 paper. In the first, Andrea diSessa argues for a more
                 revolutionary ``literacy model,'' in which students
                 learn ``one very rich piece of software, a
                 computational medium, and reuse that skill again and
                 again over many years in multiple contexts'' (14-18).
                 In the second, Stephen Draper notes that because most
                 software users resemble Guzdial's educational learners
                 in trying to do real work while learning new tools, his
                 example-based and learner-created documentation
                 techniques could have wide applicability (19-24). In
                 the third commentary, Hans van der Meij scrutinizes
                 Guzdial's own assumptions and web-site features, and
                 contends that the alleged benefits of student
                 collaboration deserve more careful study (25-31). All
                 three commentators place their remarks in the larger
                 context of constructivism and ``minimal manuals.''",
  acknowledgement = ack-nhfb,
}

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