The Business Context
This project addresses performance and learning support in a Tech Support environment.
A tech support worker (the performer, as well as learner), needs to be able to fix problems by transforming a given, "bad" state (e.g. malfunctioning computer network) into a desired state (where for example, the network works again).
In order to do that, the performer needs to be knowledgeable in the domain (e.g. computer networking), in related tools (e.g. networking-related tools such as network sniffers, configuration collectors, network management systems), and so on.
The performer also usually interacts with peers, Subject Matter Experts (SMEs), and product and domain documentation.

Technology Background
This project applies Cybernetic principles to Intelligent Tutoring systems.
The system consists of a domain model including domain knowledge ans skills. It also includes a desired learner performance model (or profile), which is continuously compared to the domain knowledge (both in terms of knowledge ans skills).
This creates a cybernetic feedback loop, enabling the system to adjust and tailor the instruction to where the learner is, in relation to the domain model/profile.
There is also an immediate 3D feedback given to the learner in terms of their performance level, their knowledge coverage, and their efficiency.

Technology Background
This project demonstrates a design incorporating Cybernetic principles beyond a simple first-order feedback, to a learning environment.

Research Background
This research paper describes an experiment based on Gibson & Gibson, to assess whether direct and immediate feedback impacts perceptual learning.
Perceptual learning is relied on in areas such as science education and professions such as medicine, and a better understanding of it, as well as ways to influence aspects like differentiation, accuracy, and efficiency are important, since other, higher level knowledge and skills often build on this foundation.
The hypothesis is that providing feedback either confirms, or calls attention to "flaws" in subjects' perception, leading to "faster sensitization" of it, and therefore faster learning.

Research Background
This report coveres the Cognitively Guided Instruction (CGI) Teacher Professional Development program as originally designed by Carpenter et al., and as it evolved over time to include elements of Communities of Practice (CoP)
As part of the theoretical basis, vision and goals of the program, it highlights the original types of teacher learning and behavior change as well as identify potential strengths and limitations of its elements. It also compares the CGI approach to some alternatives, and looks at its effectiveness as measured by student performance.

Research Background
This research paper describes an experiment to assess whether providing "informative" visualizations (or graphics) improves the way people analyze scientific-looking and statistics-based cases, as well as make more informed decisions about these cases.
It also looks at whether exposure to these "informative" visualizations leads later to more statistically-based analysis and decisions, even if the visualizations are not present (i.e., is there learning transfer?).

Learning Background
This project implements a virtual e-pet which can be adopted and taken care of, by elementary school children, using their computer and mobile phone.
It enables children to define personal goals and behaviors related to the global environment, reflect, plan, and act.