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Explorer
Final Report
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth...
Jeremy Price
T-540 Cognition and the Art of Instruction
10 January 2003
Jeremy Price 10 January 2003 T-540 Dilemma Explorer Final Report
Contents
PURPOSE.............................................................................................................................................1
LEARNING OBJECTIVES..........................................................................................................................3
DOMAIN-CENTERED OBJECTIVES....................................................................................................................................3
METACURRICULUM-CENTERED OBJECTIVES......................................................................................................................4
LEARNING CHALLENGES........................................................................................................................5
JUSTIFICATIONS...................................................................................................................................12
ACTIVITY SYSTEMS....................................................................................................................................................12
TEACHING FOR UNDERSTANDING...................................................................................................................................12
DISTRIBUTED COGNITION.............................................................................................................................................13
CHANGING BEHAVIOR: BAD POP ART.......................................................................................................................13
CONSTRUCTIVIST LEARNING ENVIRONMENT DESIGN GOALS.............................................................................................15
PROTOTYPE........................................................................................................................................19
SOURCES...........................................................................................................................................23
APPENDICES.......................................................................................................................................24
APPENDIX 1. TECHNICAL SPECIFICATIONS.....................................................................................................................24
APPENDIX 2. SCREENSHOTS OF THE DILEMMA EXPLORER.................................................................................................25
APPENDIX 3. HELP SCREEN TEXTS..............................................................................................................................40
APPENDIX 4. SHUTTLE CHALLENGER EXAMPLE: TABLE VIEW PRINTOUT..........................................................................41
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Jeremy Price 10 January 2003 T-540 Dilemma Explorer Final Report
Purpose
Dilemmas permeate everyday life. It is difficult to avoid ethical, moral, or legal dilemmas in
experience can lead to an improved readiness to deal with This dilemma, adapted from The
Online Ethics Center for Engineering and
Science at Case Western Reserve
subsequent dilemmas, whether they are thought experiments University
(http://www.onlineethics.org/essays/-
or in the learners’ lives (sharpened critical thinking skills). shuttle/bois.html), was presented in class
by David Perkins, T-540 Cognition and
the Art of Instruction, 1 October 2002.
Rooting lessons and activities in controversial dilemmas
can get learners excited about learning, increasing intrinsic motivation (NCAE, 2000). This
motivation can translate into an interest in learning in general, making learning and inquiry a
lifelong activity. This type of motivation is difficult to achieve when learners are just presented
The Dilemma Explorer is an online collaborative tool that allows learners to explore
dilemmas in a scaffolded manner. There are excellent software packages on the market that
allow for a collective construction of knowledge, notably Knowledge Forum, which can add a
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great deal to the dilemma exploration process. However, Knowledge Forum scaffolds the
process in such a way to encourage divergence. In other words, it supports an environment with
no outcome in mind except to continuously pile new findings, knowledge, and understandings
onto an idea or question. This process can be very disconcerting to teachers with time
constraints and a set amount of information to cover. Designed for middle- and high-school
students and their teachers, the Dilemma Explorer online tool helps to guide learners through the
inquiry process of exploring a dilemma, allows them to organize supporting material in a variety
of ways helping them to focus the issues, and then encourages them to come to a conclusion and
articulate their position on the dilemma. Learners have the ability to save their dilemma
exploration to a database in order to work on the process in multiple sessions. Feedback from
peers and teachers at all stages of the exploration is possible, challenging the learner to further
The Dilemma Explorer is a tool for the metacurriculum – that is, it encourages the
development of higher-order thinking (Perkins, 1992: 101). Learners are encouraged to develop
questions, analyze issues from multiple perspectives, articulate their position on the dilemma,
and revise their stances based on new information and feedback from peers and teachers. While
the Dilemma Explorer does not address any particular subject matter specifically, it can be
applied to a broad range of knowledge domains. The experience with Dilemma Explorer can
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Learning Objectives
The learning objectives of the Dilemma Explorer can be divided into two interrelated subsets:
domain-centered objectives (those objectives that focus on learning particular subject matter) and
thinking skills).
Domain-Centered Objectives
abstracted for the Dilemma Explorer’s purposes along the following lines:
scientific discoveries have caused public debate and discourse – such discoveries can cause an
upheaval in people’s belief systems. Examples of such discoveries include Charles Darwin’s
theory of evolution and natural selection, genetics and DNA, and linking greenhouse gasses to
the global warming trend. The Challenger shuttle example introduces concepts in physics and
Characters in most great works of literature are faced with at least one dilemma, often tied to
real societal situations that may span centuries. The works of William Shakespeare can be
looked upon as especially fertile ground in this regard. The study of history and civics, when
reduced to its most basic discipline, can be distilled into a series of dilemmas, from nationalistic
struggles to inequalities due to almost every imaginable reason. The Dilemma Explorer, due to
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Jeremy Price 10 January 2003 T-540 Dilemma Explorer Final Report
its non-domain-specific nature, can support inquiry into any of these dilemmas, allowing the
learner to incorporate the facts, figures, concepts, and language that are inherent in any
Metacurriculum-Centered Objectives
Metacurriculum-centered objectives, on the other hand, do not deal with particularities, but
instead with getting better at thinking about thinking. Such objectives can be articulated as
Identifying dilemmas, the choices inherent within dilemmas, and the potential
ramifications;
Recognizing the different points-of-view concerning dilemmas, and what motivations
various parties may have in taking a particular stance on a dilemma;
Asking well-formed, probing questions that tackle the issues at the heart of the dilemma;
Finding, Organizing and Prioritizing data and information that address the questions or
support or refute various points-of-view;
Articulating a well-formed stance on the dilemma;
Revising priorities and stances, based on emergent information from further research and
feedback from peers and teachers, both at the conclusion and mid-stream.
The Dilemma Explorer is designed for learners to become more reflective in their
metacognition (Perkins, 1992: 102). As learners formulate questions, find information that
address these questions, and then take a well-formed stance in a structured environment, they are
The skills developed during this process apply to almost any domain of inquiry, not just
science, literature, or social science. These skills can be applied to non-academic settings as
well, as learners can use the same skills to analyze personal dilemmas that may be found in
interactions with family, friends, or peers. It is hoped that teachers will encourage learners to use
the more-structured aspects of the Dilemma Explorer less as the learners become more skilled in
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Learning Challenges
Explorer. Becoming a reflective thinker, i.e., thinking about one’s own thinking, can be a
difficult, painful, and time-consuming progression, especially for tacit learners, learners who are
not aware of their inner cognitive processes. Changing metacurricular attitudes and practices can
be a frustrating and discouraging activity for both learner and teacher. Either learner or teacher
may become uncertain of one or the other’s abilities and decide to simply give up. Either one
may also start to feel that the motivation for improving such higher-order thinking skills is not
when performed tacitly, which would favor a quick, shallow, cursory examination of a dilemma)
may influence either one to surrender before significant progress is made. This challenge is
(Dweck, 2000), who have turned grappling with processes into a form of intrinsic motivation.
Isolating the issues, asking well-formed questions, and finding and prioritizing appropriate
information may be points of contention as well, especially for learners not accustomed to such
practices. While Dilemma Explorer will be structured to help guide learners in their inquiry,
ultimately success depends on feedback from the learners’ peers and teachers. The Dilemma
Explorer will not be an “intelligent system,” that is, by itself it cannot recognize a well-formed
question, appropriate data, or a well-supported argument. The tool cannot give feedback on the
learner’s progress – only peers and teachers can provide this valuable wisdom. Thus, if peers
and teachers are not willing to challenge learners, the Dilemma Explorer may serve to perpetuate
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The last issue is a question of transfer – will learners actually become more reflective
thinkers when approaching dilemmas in their own lives, or will they see their experience with the
Dilemma Explorer as a necessary assignment for school? Will the Dilemma Explorer contribute
By redirecting the emphasis in the classroom, teachers have the ability to foster an
environment in which many of these issues can be minimized or overcome. In classes where the
emphasis is on learning, rather than meeting goals, students have demonstrated a higher interest
in the subject matter and a higher level of cognitive engagement (Blumenfeld, Puro, &
Mergendoller, 1992: 208). Based on the work of Blumenfeld et al. (1992: 213-214), the
following are four overarching strategies that encourage thoughtfulness through teacher practice:
Emphasizing connections between concepts presented in textbooks and lessons and issues
found in the dilemmas explored through the Dilemma Explorer, and just as important,
between the dilemmas and the real world or even the life experience of the learners;
Providing feedback that encourages learners to press further into the dilemma inquiry
process, and recognizing and valuing the contributions of all students rather than a select
group;
Providing support through demonstrations, suggesting strategies, and encouraging
collaborative work;
Allowing students to make mistakes and treating mistakes or incomplete work as part of a
larger learning process.
Any or all of the above may be applied to the use of the Dilemma Explorer in the classroom.
While many of these strategies are inherent within the Dilemma Explorer system itself (e.g.,
complex inquiry process), much responsibility is still shouldered upon the teacher. If the teacher
does not choose to address these issues, the strategies inherent within the Dilemma Explorer
become superfluous.
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Jeremy Price 10 January 2003 T-540 Dilemma Explorer Final Report
The Dilemma Explorer is a Web-based system that can be accessed over the Internet, a
school-wide intranet, or even just from a particular computer with no network access if the
proper Web server software is installed. All server software necessary for the Dilemma Explorer
is free of charge and in the public domain. See Appendix 1 for more technical specifications.
The Dilemma
Questions
Points of View
Feedback Loop
(peer reactions,
teacher reactions,
testing against
Data/ existant information,
Issues Opinions
new information)
Observations
Critical Analysis
Learner' s Stance
On The Dilemma
The conceptual model upon which Dilemma Explorer is based is illustrated in Figure 1.
Based on this model, the learner starts the process by stating the dilemma and entering it into the
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database. For this statement of the dilemma, the learner is encouraged to give the dilemma and
to articulate a summary of some of the major issues involved with the dilemma. After a
summary of the dilemma has been entered, the learner may save his or her work at any point and
come back to it at any time. In this manner, the learner is not forced to complete the exploration
The learner is then asked to develop a set of questions and enter those into the database as
well. These questions will aid in the learner’s exploration process and help to focus the issues.
Learners are encouraged to ask questions about any aspect of the dilemma on which he or she
may want clarification, questions that critique an understanding the learner may have concerning
the dilemma, or questions that hone in on the heart of the issues. After that, the learner is
encouraged to enter into the database the various points-of-view related to the dilemma. A point-
of-view may represent a person or group of people who have a stake in the outcome of the
dilemma, who have been involved in the genesis of the dilemma, or who may in some way be
For example, in the case of the Challenger space shuttle launch dilemma, some questions that
• What were the technical issues that may present problems with that particular launch?
• Why was it important to launch the Challenger on that particular day?
• How would a delay of launch impact the American space program and NASA?
Some points-of-view may include the engineers involved in the design, the engineers’ managers,
NASA, elected officials in the Federal Government, the astronauts who would man the shuttle,
For both the questions and points-of-view, learners are encouraged to classify their entries
based on two scales, “Magnetic Attraction” and “Putting your ducks in a row.” The “Magnetic
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Attraction” scale is a five-point scale that demonstrates how strongly the question or point-of-
view relates to the dilemma itself. The “Putting your ducks in a row” scale, also a five-point
scale, exhibits how much weight the learner would personally put in the question or point-of-
view in taking a position or stance on the dilemma. For example, the engineers and the flight
crew (in particular), may rate highly in both scales: the engineers are closely aligned with the
design of the shuttle and are therefore aware of the problems and dangers that may crop up, and
the astronauts can be put in danger if something goes wrong. The engineers’ managers, on the
other hand, may rate highly on the “Magnetic Attraction” scale, as they act as decision makers or
gate-keepers, but the learner may rate them on the low end of the “Putting your ducks in a row”
scale, as the learner may perceive an underlying concern on the part of the managers for a
The information gathering stage is next, where the learner is able to enter sources of
information that address the issues of the dilemma from multiple perspectives. This stage is
scaffolded to allow proper citation measures based on the APA format (Harvey, 1998). Learners
are encouraged to cross-reference the piece of information with one or multiple questions or
points-of-view, thus allowing for in-process reflection on the information by the learner. This
cross-referencing feature is built in to the Dilemma Explorer itself, and a list of all questions and
points-of-view are provided for the learner to select and connect with the particular source of
information. For example, a memo from the engineers to their managers concerning the dangers
inherent in the current O-ring design may be cross-referenced with the technical issues question
and the engineers’ point-of-view. Similar to the questions and points-of-view, learners have the
ability to rank information by “Magnetic Attraction and “Putting your ducks in a row.”
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The Dilemma Explorer provides learners with two ways of looking at the information they
have entered. These two ways of displaying information (views) allow the learner to analyze the
information visually. The first view, the Table view, presents the information presented in tables,
one table each for the Questions, Points of View, Sources, and Positions. Each table can be
sorted by the learner according to the various fields of information for each table.
The second view, the Tree view, presents an Inspiration1-like semantic network diagram or
visual concept map. On screen, it is visually similar to standing on one’s head and looking at a
tree with a trunk, branches, and leaves. At the top of the screen the summary of the dilemma as
entered by the learner is displayed, representing the trunk. Branching off of the summary are the
questions and points-of-view, representing the branches. Next are the sources, linked visually to
the questions and points-of-view to which they have been cross-referenced, representing the
leaves.
By allowing learners to view the information in these ways, and granting them some
flexibility in how the information is organized, it is hoped that they will be able to analyze more
easily the various issues, opinions, and possible outcomes of the dilemma they are exploring.
They are then encouraged to articulate their own position on the dilemma, what the learner thinks
should happen. The learner is not restricted to writing their position at the end of the process, but
can enter a stance at the very beginning of the process, or at any time during the exploration.
The Dilemma Explorer system allows learners to categorize their stances as Initial, In-Process, or
Final. In this manner, learners can chart the positions they take on the dilemma and see how
their positions change over time and by considering new information, more questions, or
additional points-of-view that may come to light through the dilemma exploration process.
1
Inspiration is a software package that allows users to create graphical concept maps in order to brainstorm and
organize information. For more information, Inspiration Software’s Web site is http://www.inspiration.com/.
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Learners have the ability to collaborate with others – they may specify other students that
have the same privileges as they do to add to and update the dilemma exploration process. In
Another form of collaboration is that the teacher and peers of the learner have the ability to
comment on the information collected and the stance the learner takes throughout the process.
These comments and feedback are referred to as “sticky notes.” The “sticky notes” feature is not
an online forum or threaded message board; instead, one can actually leave a note and have it
attached to a specific question, point-of-view, source, or position on the dilemma. This allows
issues the learner may not have thought of, as well as the experiences of others, to be considered.
Teachers also have the ability to make their comments “private,” thereby allowing the comments
to be read only by that specific learner and his or her collaborative team. The learner has the
option of going back and updating data, modifying questions, or honing in on a more
sophisticated stance on the dilemma at any time, due to the uncovering of further information or
It is envisioned that Dilemma Explorer would be used as supplementary to, not in place of,
traditional instruction. It would fit in well with a project-based approach, where learners are
responsible for investigating dilemmas in politics, social studies, science, language arts, etc., or
even a cross-curricular project. Learners can then develop one or multiple culminating
performances demonstrating their stance on the dilemma utilizing various media, such as a
poster session. This is not to say that a traditional paper is excluded as a performance, because
the Dilemma Explorer can serve as a way for learners to organize and form ideas for an
expository essay.
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Justifications
The Dilemma Explorer connects well with many learning theories, philosophies, and ideas.
Activity Systems
Learners are encouraged to develop and hone their higher-order thinking skills. In other
words, Dilemma Explorer helps learners in their journey towards getting better at questioning
assumptions; gathering, organizing, and critically analyzing evidence; and, articulating and
defending an argument. This type of reflective cognition is especially troublesome for those who
tacitly solve problems and manage dilemmas. By learning to become more reflective in their
processes, learners gain a deeper understanding and insight not only into the issues that surround
formative events, but they gain an appreciation for their own critical thinking skills. It is hoped
that learners will be able to therefore develop these skills so they become more complex and
The inquiry process by which the Dilemma Explorer guides learners is similar to the
underlying processes that experts undergo when thinking about a problem and developing a
management strategy or solution. Dilemmas are often laden with emotion, personalities, and
strongly held beliefs, and often have important consequences. Teachers are encouraged to work
with learners to uncover dilemmas (generative topics) that interest both parties. Learners are
expected to take a stand on the dilemma and articulate that stand. Learners can demonstrate their
position using a variety of methods, such as a video, presentation, or paper. Teachers and peers
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are encouraged to provide feedback during the dilemma exploration process. This important
feedback provides the learner with an idea of his or her progress. Dilemma Explorer provides
the learner with the conceptual model upon which the tool is based (Figure 1). Allowing the
learner to organize information in a variety of ways, or models, supports the learning process.
Distributed Cognition
The Dilemma Explorer encourages peers and teachers to provide feedback on a learner’s
progress through the dilemma exploration process. They are encouraged to prompt the learner
with questions such as, what if…?, what about…?, why is ______ so? This will encourage the
learner to reconsider and reflect on the evidence they have gathered in attempting to address
these questions. All teachers and peers have access to the same visual data display models of the
collected information that the learner has. While teachers and peers are encouraged to provide
informative and constructive feedback, there is no guarantee they will. This may serve to
reinforce poor or unformed inquiry skills. Models of appropriate questions can be provided.
Learners may come to rely on the Dilemma Explorer when solving problems or managing
dilemmas if proper scaffold removal and transfer activities do not occur. It is also important for
teachers to encourage learners to develop their skills independent of the Dilemma Explorer.
While the analysis and exploration of a dilemma is an important and rich learning experience
in itself, it is hoped that the Dilemma Explorer will be used to explore dilemmas that allow for
student action. Beyond simply taking a position, students could be encouraged – in the spirit of
the maxim “think globally, act locally” – to get involved in making their stance on the dilemma a
reality in some way. This necessitates a change in behavior, from inaction to action in some
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In order to facilitate this behavior change, the Dilemma Explorer draws upon two ideas in
behaviorism: the Priming (the Power of Priming, or “POP”; Perkins 2002) and Believe-And-Do
(“BAD”; Perkins 2002). While the Dilemma Explorer is not a strict behaviorist tool, certain
aspects of it (described below) support the type of environment to allow for changes in behavior.
In order for a behavior to occur, there must be sufficient priming for action. By delineating
and then favoring (by assigning high ratings) various points of view and the actions these people
have taken on the same dilemma in the past can prime learners through expectations. If a certain
action has worked in the past, the learner may become primed for action via the precedent set by
the other personalities, in other words, following their lead (observing the model). In addition,
by allowing the learner to articulate his or her own point of view, the learner may become primed
through hopes and fears. The learner may write that he or she hopes for a certain outcome to the
Since many dilemmas are steeped in controversy and emotions, beliefs may enter the process
a learner undertakes on the way towards action. Inherent in the Dilemma Explorer process is the
notion that learners must first convince themselves of their own stance on the dilemma.
Articulating a stance on the dilemma is a method of “tell-and-do,” stating what needs to be done
can lead to action. However, the delineation of questions and points of view, the interpretation of
sources, and the recursive feedback loop that allows classmates and teachers to challenge the
learner’s information and stances, encourages the shoring up of the learner’s “action poetry” and
persuasion skills. Coupled with the priming strategies outlined above, the learner may become
aware of their own defenses and primed for action to attempt to make their stance on the
dilemma a reality.
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The Dilemma Explorer can be utilized within a constructivist learning environment for
reasons outlined below. This fit, of course, is contingent upon the pedagogical bent of the
teacher – if the teacher adheres to a constructivist philosophy, the Dilemma Explorer can be
incorporated into such a setting. Honebein (1996) delineates seven goals to which designers of
constructivist learning environments should adhere, and to which the Dilemma Explorer strives
to meet:
learning tool, the system allows for a broad range of topics to explore, which can be
decided by negotiation between the learner and teacher. In addition, while Dilemma
Explorer scaffolds the dilemma inquiry process, it allows for great flexibility in terms of
actual implementation and use – the culminating performance can likewise be determined
by negotiation.
2. Provide experience in and appreciation for multiple perspectives. Through the point-
of-view section of the system, the Dilemma Explorer encourages learners to recognize the
view, learners have the ability to evaluate these different viewpoints and incorporate them
3. Embed learning in realistic and relevant contexts. Real dilemmas are rooted in real
contexts, and those contexts depend on the knowledge domain in which the dilemma is
found. The Dilemma Explorer allows learners to organize the information inherent in the
4. Encourage ownership and voice in the learning process. With the Dilemma Explorer,
learners are responsible for collecting the information, entering it into the system, and
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Teachers can consult and advise through direct communication with the learners or by
5. Embed learning in social experience. Throughout the use of the Dilemma Explorer,
learners are encouraged to work with others. They may collaborate on the same dilemma
inquiry. They may also leave “Sticky Notes” for each other, making suggestions and
which learners demonstrate and present their dilemma inquiry is negotiable. A teacher
and learner may negotiate the actual mode in which this performance is presented.
inquiry process inherent in the Dilemma Explorer is transparent – learners are made
aware of the various steps involved. In addition, positions can be classified as “Initial,”
conclusions.
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No intervention is perfect, especially when completed within the time constraints of one
academic semester. The Dilemma Explorer is no exception. There are several areas in which the
design either does not reflect the complexities of the real world or falls short of providing
As stated in the Introduction of this report, dilemmas in life are messy, complex situations
that often involve deeply seated beliefs and strong personalities. While it is an important and
emotionally situated circumstances may detract from the very human side of the dilemmas. A
computer-based modality allowing learners to explore dilemmas may lead them to view
dilemmas in a cold and analytical manner, ignoring the strong emotions that are often ignited in
dilemmas. In addition, as in the case of the Challenger shuttle dilemma, does assigning five
ducks (as in “Putting your ducks in a row”) to life-and-death decisions devalue human life? A
computer or a system such as the Dilemma Explorer cannot adequately address these
shortcomings; it is up to the teacher and learner to fully consider that lives, livelihoods,
emotions, and beliefs may be at stake and to explore the dilemma with the thoughtfulness, care,
After airing those emotional concerns, the prototype at this stage does not provide as many
ways of visually organizing information as was hoped. Currently there are only two ways to
display the information culled through an exploration: as a series of tables and as a “tree” (see
the Prototype section of this report and Appendices 2m, 2n, and 2o). While these ways of
viewing and organizing the collected data are enough to start the analysis of the dilemma in
depth, it was hoped that further and more complex ways of organizing the data would be in
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place. One such idea includes the development of an automatically generated concept map,
similar to the “tree view” but more like a web clustered around a central point where each piece
of information can be manipulated, resized, moved from place to place on the screen, and
connected to other pieces of information. Another idea includes the development of a “matrix
view,” which in essence presents the learner with a blank slate. The learner has the ability to
drag-and-drop the information anywhere on the screen. Both ideas would provide for much
more flexibility than is currently available. Due to time constraints and the lack of the technical
expertise necessary to develop such functionality, these ideas can only be articulated in this
report.
Lastly, as noted in the Learning Challenges section of this report, the ultimate responsibility
of making the dilemma exploration process with the Dilemma Explorer a meaningful and
educational experience lies within the cognitive nexus consisting of the learner, his or her peers,
and the teacher. Without a strong system of feedback on the learner’s inquiry process from peers
and the teacher, and a strong underlying intrinsic motivation based on a sense of importance in
exploring a dilemma, the Dilemma Explorer runs the risk of becoming an assignment devoid of
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Prototype
At the current time, the prototype of the Dilemma Explorer system is a fully functional
implementation of the system, with the exception of the additional Help Screens, which were
all currently authored pages, with the exception of the teacher sign-up and sign-in pages. The
The first step of the process is for the teacher to sign up for a username and password, and to
specify a password for the entire class. This password is then entered by the learner when
signing up as a measure of security. This student sign-up screen can be seen in Appendix 2b.
After signing up and then signing in (Appendix 2a), the learner is presented with a page
(Appendix 2c, “Learner’s Main Page”) that lists all the current dilemma inquiries on which he or
she is working or collaborating, as well as all of the other dilemmas on which other classmates
are working. Learners have the ability to view, but not add to or change, the dilemma inquiries
of classmates, and will have the ability to leave “Sticky Note” comments with feedback.
Starting a new dilemma is a straightforward process. The learner is presented with a page
(Appendix 2d) that asks for some overview and summary information about the dilemma. Upon
saving this information to the database, the learner is presented with a “Dilemma Main Page”
(Appendix 2e). Rather than funneling the learner through a linear process, this Dilemma Main
Page allows learners to add and change the inquiry as information becomes available. In
addition, while testing an online system for storing and organizing environmental observation
data in a public school in Los Angeles, CA,2 it was found that often one class period was not
enough for students to complete a complex computer-based task in full. This Main Page allows
2
The author of this report did this testing in March and April of 2002 on behalf of the Natural History Museum of
Los Angeles County, Los Angeles, CA. The environmental system, developed by the author for the Earth Odyssey
outreach program, can be found at http://www.earth-odyssey.org/.
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students to come back to their work and update it as time allows, and frees the teacher from
At this point, or at any point in the dilemma exploration process, learners have the ability to
add peers they may want as collaborators or teammates (Appendix 2f). After clicking the link
from the Dilemma Main Page, the learner is presented with a list of students in the same class.
The learner has the ability to choose any peer he or she may want. For these chosen
collaborators, this dilemma will be displayed on their personalized Learner’s Main Page
(Appendix 2c). They have the ability to update, change, add to, and remove information from
From the Dilemma Main Page, learners may enter questions, points-of-view, sources and
positions (Appendices 2g, 2h, 2i, and 2j, respectively) into the database. Each page asks the
learner to enter information specific to the issue, and for the learner to rank the “Magnetic
Attraction” (how closely the information is tied to the dilemma) and to “Put your ducks in a row”
(how much weight the learner puts on the information in formulating their own position). For
positions, learners may specify the position as “Initial,” “In-Progress,” or “Final,” so that they
may chart their positions through the dilemma inquiry process. Learners may post an unlimited
While viewing the dilemma explorations of other learners, the learner may leave “sticky
example of a teacher adding a “sticky note” can be found in Appendix 2k. When the link to add
a “sticky note” is clicked, a new window appears requesting the title of the note and the body of
the note. Teachers have the ability to select the box marked “Make Private,” which allows only
the team working on that specific dilemma to view the comments. This feature may be
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Jeremy Price 10 January 2003 T-540 Dilemma Explorer Final Report
especially useful if the teacher wants to critique an aspect of the dilemma exploration process
without causing undue embarrassment by allowing the entire class to view the critique. Once a
“sticky note” has been posted, the title appears in a list. An icon ( ) appears next to the titles of
“sticky notes” that have not yet been read by the learner. In addition, this same icon appears next
to items on the “Dilemma Main Page” that have unread “sticky notes” affiliated with them
(Appendix 2l).
Once items, such as questions, points-of-view, sources, and positions, have been added to the
dilemma exploration process, their titles appear on the “Dilemma Main Page” (Appendix 2l).
The learner has the ability to update any of these items at any time, as well as to add further
items. When examining someone else’s dilemma exploration, the learner does not have the
ability to add or change information, but can read the items in detail and add or read “sticky
notes.”
From the “Dilemma Main Page,” learners also have the ability to see all of their information
organized in two different manners, a Table View and a Tree View, which were described in
detail in the Structure of the Intervention section of this report. The Table View
(Appendix 2m) organizes the information in a series of tables. The learner can sort these tables
utilizing a variety of criteria. For example, the learner has the ability to sort the Questions table
by the title of the questions, by how he or she may have ranked items according to the “Magnetic
Attraction” scale, by how he or she may have ranked items according to the “Putting your ducks
in a row” scale, or by the date and time the questions were entered into the database. The Tree
View allows learners to view the information in a more freeform visual manner, either in a
summarized form (Appendix 2n), which presents just the title and “Magnetic Attraction” and the
“Putting your ducks in a row” scales, or a longer form (Appendix 2o), which presents the items
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Jeremy Price 10 January 2003 T-540 Dilemma Explorer Final Report
in full. The learner has the ability to switch back-and-forth between these two forms. In
In order to aid learners through their exploration of dilemmas, and to make the process more
explicit, contextualized help screens will be provided. While these help screens are not yet a part
of the Dilemma Explorer system itself, the text for these screens can be found in Appendix 3.
The term “contextualized” refers to the idea that if the learner were entering a question and clicks
on the link for the help screen, the information pertaining to the Questions portion of the
The Dilemma Explorer was demonstrated for two professional educators3 and several
classmates4. This process was very helpful, and several improvements to this iteration of the
Dilemma Explorer were implemented. These changes included specifying the various stages of
the positions the learner may take on a dilemma (Price), providing examples of citations for
various types of sources (Reilly), and using the “ducks in a row” phrase for the duck icons
(Pasatta). “Help Pages” were developed in order to facilitate the process for learners using the
system for the first time, and screenshots of the Tree View page and Table View page to visually
illustrate what these views represent (Cook and Simpson). These suggestions were an important
part of the process and made the Dilemma Explorer a better and more useful learning tool.
3
Nina Price, Director of Congregational Learning at Congregation Beth El of the Sudbury River Valley, Sudbury,
MA, and Jody Reilly, American History teacher at the Indian Mountain School, Lakeville, CT.
4
Including Lisa Stump, Jason Pasatta, Amy Fienup, Allison Cook, and Dana Simpson.
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Sources
Blumenfeld, P., Mergendoller, J., & Puro, P. (1992). Translating Motivation into
Thoughtfulness. In H. Marshall (Ed.), Redefining Student Learning: Roots of Educational
Change (pp. 207-239). Norwood, NJ: Ablex Publishing.
Harvey, G. (1998). Writing with Sources: A Guide for Harvard Students. Indianapolis:
Hackett Publishing.
Honebein, P. (1996). Seven Goals for the Design of Constructivist Learning Environments. In
B. G. Wilson (Ed.), Constructivist learning environments: Case studies in instructional
design (pp. 130-143). Englewood Cliffs, NJ: Educational Technology Publications.
North Carolina Association of Educators (NCAE). (2000). How do we “Teach with the Brain in
Mind?” Teaching and Learning Collaborative Newsletter. September 2000.
<http://www.ncae.org/pub/tlc/tlc0009.shtml>. Retrieved 17 November 2002.
Perkins, D. (1992). Smart Schools: Better Thinking and Learning for Every Child. New York:
Free Press.
Perkins, D. (2002). POP Art: The Power Of Priming via the Power of Precedent. Class
Handout for Harvard Graduate School of Education course T-540.
Perkins, D. (2002). BAD Behavior: Believe-And-Do as the Basis for Behavior. Class Handout
for Harvard Graduate School of Education course T-540.
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Appendix 1
Technical Specifications
The Dilemma Explorer is authored in the PHP Web-based scripting language utilizing a MySQL relational database for storage and retrieval purposes. Both PHP
and MySQL are in the public domain and free of charge. In addition, this system can be coupled with the Apache Web Server software, which is also in the
public domain and free of charge to use. All products are available for Windows, Apple Mac OS, Linux, and Unix. The Apache Web Server is available for
download at http://www.apache.org/, PHP is available at http://www.php.net/, and MySQL is available at http://www.mysql.com/. A tutorial on installing the
software can be found at Webmonkey’s “PHP4 Installation Overview” (http://hotwired.lycos.com/webmonkey/00/44/
index4a.html). These products are necessary only for the server side of the system. All that is needed for the client-side (learner-side) of the system is a Web
browser, such as Microsoft Internet Explorer, Netscape Navigator, or Opera, all of which are freely available for download from the Internet.
The Dilemma Explorer was developed and tested on a Gateway Performance desktop computer with an Intel Pentium III processor running Windows XP
Professional, Apache 1.3.20 for Windows32 Web Server, PHP 4.2.2, and MySQL 3.23.39. While care was taken in the coding process to make the Dilemma
Explorer system as backward and forward compatible as possible, earlier or later versions of software may cause the Dilemma Explorer to malfunction.
D il e m e x
D a taba se
c _id d_id f _id l _id p_id q _id s _id stq_id s tv _id t _id v_id
c _d il em ma id d_teach er id f _t it le l _l og in p_dilemma id q _d il em ma id s _d il em ma id stq_sourceid s tv _s ou rc eid t _l og in v_dilemmaid
c _o th er id d_learn er id f _o nt ab le l _p as sw ord p_status q _d es cr ip tion s _n ic kn ame stq_questio nid s tv _v ie wid t _p as sw ord v_name
d_name f _o nid l _t ea ch er id p_shortde sc q _f ac tor s _t ype t _t it le v_description
d_short de sc f _f or id l _f ir st na me p_longdesc q _s tr en gth s _s ou rce t _f ir st na me v_factor
d_longd esc f _w ho ty pe l _l as tn ame p_datetime q _d at et ime s _r ef le ct ion t _l as tn ame v_strength
d_datet ime f _w ho id s _l ink t _c la ss pw v_datetime
f _f ir st name s _f ac tor
f _l as tn ame s _s tr en gth
f _f ee db ack s _d at et ime
f _p ri va te
f _d at et ime
f _r ead
Jeremy Price 10 January 2003 T-540 Dilemma Explorer Final Report
Appendix 2a
Log-In Screen
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Appendix 2b
Student Sign Up Screen
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Appendix 2c
Learner Main Page Screen
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Appendix 2d
Dilemma Summary Entry Screen
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Appendix 2e
Dilemma Main Page Screen
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Appendix 2f
Add Collaborators Screen
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Appendix 2g
Question Entry Page Screen
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Appendix 2h
Point-Of-View Entry Page Screen
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Appendix 2i
Source Entry Page Screen
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Appendix 2j
Position Entry Page Screen
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Appendix 2k
Add “Sticky Note” Screen
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Appendix 2l
Dilemma Main Page After Full Data Entry
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Appendix 2m
Table View Screen
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Appendix 2n
Short Tree View Screen
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Appendix 2o
Full Tree View Screen
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Appendix 3
Help Screen Texts
While there is no magic formula for questions, there are a few key words you can start with:
Who: Who is involved in the dilemma, and who is affected by it, for good or for bad?
What: What is really going on with dilemma? What was happening that the dilemma occurred?
What do different people think about the dilemma? What effects might the outcome of this dilemma
have?
Where & When: Where is the dilemma happening? When is it happening?
How: How did the dilemma start? How might it end? How are different people affected? How
might this dilemma be avoided in the future?
Why: Why is this dilemma important to explore? Why did certain events or circumstances lead up to
this dilemma? Why do different people think differently about the dilemma? Why is the outcome of
this dilemma important?
Make sure you give credit where credit is due: it is important to properly cite your sources. You will be given
suggestions based on APA (American Psychological Association) guidelines for proper citations.
Taking a Stance
Now it’s your turn to take a stance, or position, on this dilemma. What do you think should be done about this
dilemma? What do you think should be the outcome of this dilemma? You can take stances at different points in
your dilemma exploration process (“Initial,” or at the beginning, “In-Progress,” while you’re going through the
process, or “Final,” at the end of the process). It may be interesting for you to see how your stance changes as you
go through the dilemma exploration process.
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Appendix 4
Space Shuttle Challenger Example:
Table View Printout
(FOLLOWING 5 PAGES)
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42