• Human Tutoring

There is ample evidence that one-on-one tutoring is effective, in reading and in other domains. However, we know little about what it is that makes reading tutoring effective. The CTL human tutoring project is exploring the interaction of instructional, cognitive, and motivational tutoring strategies in expert and novice reading tutors. In the human tutoring project, we collect verbal protocols from tutors and students during reading tutoring and analyze their interactions to explore what techniques are effective in tutoring. The goal of our research is to guide the design of Computer-Based Learning Environments in reading.

• Medical Reasoning and Medical Informatics

This research examines expert-novice differences in several areas of medicine (e.g., radiology, mammogram interpretation, and surgery) using performance measures and think-aloud verbal protocols. The research goals are: (1) To construct models of problem solving (based on the analysis of verbal protocols); (2) To identify the use of problem-solving strategies, operators, and control processes; (3) To examine expert-novice differences based on several other performances (e.g. frequency and type of errors committed); and, (4) To use the research results to inform the design of computer-based learning environments. For example, the RadTutor was designed to train radiology residents in diagnosing mammograms exhibiting breast disease. The design of the tutor is based on a cognitive model of diagnostic reasoning in mammography, analyses of authentic mammography resident teaching rounds, cognitive theories of skill acquisition, novice-expert differences in medical cognition, and instructional principles derived from contemporary research in the area of medical education.

• Build Learning with Technology (BLT) and Catalyst Projects

The focus of these projects is to train teacher education faculty and students to understand the "use of computers as cognitive tools for enhancing student learning" . This fits with one of the Consortium's goals-- to share learning resources that will help teacher educators prepare new teachers who are able to significantly enhance student learning . Central to this approach is an emphasis on helping new teachers develop a strong understanding of how people learn, and how learning can be enhanced through innovative uses of new technologies. Since knowledge of learning and technology are changing rapidly, we are also preparing faculty and future teachers for lifelong learning. We have designed 4 Web-based multimedia instructional modules aimed at training pre-service students, teachers, and faculty to use computers as cognitive tools for enhancing learning.

• A curriculum in Networked and Distributed Systems Engineering

In this project we adopt the "computers as MetaCognitive tools" approach to the design of a new engineering curriculum in networked and distributed systems. We will perform detailed evaluations of the new curriculum at each stage of its development and treat the course as a "laboratory for understanding human learning." These evaluations will provide data on the effectiveness of the curriculum. We will accomplish this goal by utilizing a random cognitive sampling technique. In parallel, we will also conduct:

(1) a context/domain scoping for the new curriculum in networked distributed systems,

(2) cognitive task analyses (CTAs) to identify the differences between novices, intermediates, and experts, and (3) discourse analyses of student-student laboratory situations and professor-students interactions during teaching situations. The focus is to converge the data collected and use it to inform the design of the new Networked and Distributed System Curriculum, including lab activities and Web-based cognitive tools.