Toward Assessment of Knowledge-Building Practices in Technology-Mediated Work Group Interactions

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Abstract
The first volume of Computers as Cognitive Tools (Lajoie & Derry, 1993) focused on stand-alone instructional systems for classroom use. Today new models of education employ Internet technology to create forums for collaboration among new populations of lifelong learners. One such effort is the Teacher Professional Development Institute (referred to as TAPPED IN, or TI) at SRI International (Schlager & Schank, 1997; http://www. tappedin.org/info/papers/cscl97/), which is based on a multiuser virtual environment (MUVE). When users log into the TI environment on the Web, they are located virtually in an institute. The institute is based on a building metaphor with floors, wings, offices, meeting rooms, and other spaces that a physical institute would have. The virtual spaces of TI provide places where teachers and other educational professionals can “meet” and collaborate and where artifacts and tools can be created and stored.

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