Convergence of data sources in the analysis of complex learning environments

Abstract

Learning in technology mediated learning environments is a complex process that varies across individual and group contexts. Complex learning environments that are mediated by technology require distinct concurrent methodologies that reveal when and where learning may occur. This paper describes the analysis of two technology-mediated problem-solving environments, one that uses concurrent methods to identify expertise, and the other that examines the influence of technology in a collaborative learning situation. The first example examines individual problem solving in the context of a stand-alone environment, BioWorld, whereas the second example examines the joint production of medical decisions with traditional and interactive whiteboard technology in a medical classroom. These examples demonstrate how concurrent methods add to our understanding of individual learning as well as the co-construction of knowledge in the context of clinical reasoning using technology.