Child Science Kits

A learning kit is a collection of digital learning materials (a learning object) and a software application called gStudy. Kits can include text, diagrams, geographic maps, photos, charts, tables, audio and video clips, and programmable media, such as applets; that is, in any information format found in libraries and on the Internet. Audiences are many: students in elementary, secondary, and post-secondary educational institutions; trainees in business and industry; military personnel; and anyone who wants to expand knowledge in the domains a learning kit addresses. Beyond mere access to interactive multimedia content, the Project is developing software tools that help in several ways like learners cognitively engage with multimedia information in strategic ways by classifying, indexing, annotating, analyzing, organizing, evaluating, cross-referencing and searching the contents of kits. Another one is teams collaborates as they simultaneously learn how to collaborate more effectively. Next is anyone develop and practice skills that support life-long learning in varied contexts. Next are creators of learning kits applying results of educational research to boost learning effectiveness on average for the learning kits they create. And lastly researchers gather and analyze unprecedented volumes and kinds of data about e-learning that is fuel for advancing learning science. The Learning Kit/gStudy Project builds on and is extending a theory called self-regulated learning. The theory arises from two key observations. First, learners’ goals for learning take precedence over goals set by teachers, authors of curricula, developers of learning objects, or workshop leaders. Second, learners are in charge of how they learn. The Learning Kit Project is mapping pathways and developing catalysts to empower people who live, work and learn in Canada’s knowledge-driven economy. And their general goals are to accelerate, coordinate, and expand R&D in e-learning and the learning sciences, specifically with respect to self-regulated learning, collaborative learning and co-regulation, metacognition, study tactics and learning strategies, problem solving and features of instructional designs that underlie educationally effective learning objects. Another goals is to develop software tools that can assist learners across the life course—from early elementary grades to retirees—to study more effectively, learn, and to easily and continuously improve skills for life-long learning. Another goal is to mobilize the application of research by (a) developing useful tools that disseminate the results of educational research in the form of improved software for learning and (b) creating an ever-expanding data warehouse that affords easy and frequent re-investigation of the results of educational research. And the last general goal is to mentor highly qualified personnel who can make major contributions to the continuance and revitalization of R&D in e-learning and the learning sciences. Canada has invested heavily in Internet technologies so Canadians can access knowledge they need. Educational organizations and private enterprises assign significant resources to provide students and staff with email, chat and conferencing systems to exchange information and collaborate. The promise of these investments is yet to be realized. Some forms of presentation thwart learning, problem solving, and transfer of knowledge. Evidently, many who develop information resources don’t know about these principles; if they do, they don’t often put them to use. Learners will stumble, perhaps badly, if these flaws are not corrected. Beyond intrinsic capabilities for learning, learners can acquire new skills for learning. They are more motivated to learn and can apply new knowledge usefully. Regrettably, it seems relevant research is not widely applied. Bells and whistles that appeal to learners’ online and eye-catching features that sell curriculum materials sometimes interfere with developing and practicing learning skills. As a result, the forecast for a robust knowledge economy is less optimistic. The Social Sciences and Humanities Research Council of Canada, the Canada Research Chair Program and our universities support our project. Our labs provide comprehensive training for new scholars who will assume leading roles in Canadian universities and in R&D enterprises that develop infrastructure for the knowledge economy.