Learning to respond to a computer program that is not working as intended is often characterized as finding a singular bug causing a singular problem. This framing underemphasizes the wide range of ways that students and teachers could notice discrepancies from their intention, propose causes of those discrepancies, and implement interventions.…

We implemented a laboratory curriculum reform to teach foundational concepts in chemistry, particularly those concepts related to healthcare, in a chemistry course for prenursing students. Here, we discuss the reform, exploring how students built upon understandings gained in lab and correlating lab learning to course outcomes. We further discuss…

This paper shows how peer observation of learning and teaching (POLT) discussions can be augmented through the use of a dynamic visual notation that makes visible for interpretation, elements of teacher-learner and learner-earner nonverbal interactions. Making visible the nonverbal, physical, spatial and kinesics (eye-based) elements of…

The roles of linguistic, cognitive, and social-pragmatic processes in word learning are well established. If statistical mechanisms also contribute to word learning, they must interact with these processes; however, there exists little evidence for such mechanistic synergy. Adults use co-occurrence statistics to encode speech-object pairings with…

Coding interactional data for statistical analysis presents theoretical, methodological and practical challenges. Coding schemes rely on categories that are decided by their relevance to the analytical problem under investigation. We suggest that (1) endogenous and publicly displayed concerns of participants provide for the observable organisation…

Using case study methodology, this paper examines how pairs of first-time high school student users navigated through a multimedia geography CD-ROM together. Discusses coding methods for student activity; student interaction; dialog analysis; multimedia literacy; and further research needs. (Author/LRW)