Ebook: The Role of Technology in CSCL: Studies in Technology Enhanced Collaborative Learning

This book relates "new" information and communication technologies (ICT) to their specific teaching and learning functions, in particular how ICT is appropriated for and/or by educational or learning communities. We categorize consumer-oriented educational multimedia as established technologies, not of primary importance for innovative approaches to collaborative learning. Internet connections in schools and academic institutions are no longer new, though the learning culture originating from this technology may still lack a sufficiently rich definition. The technological "hot spots" of interest in this book are in turn: groupware or multi-user technologies such as group archives or synchronous co-construction environments, embedded interactive technologies in the spirit of ubiquitous computing, and modeling tools based on rich representations.

Important features of these new technologies are: the move from individually oriented software tools to multi-user tools providing group awareness as well as facilities for the co-construction of knowledge; a definition of software use beyond a single piece of software towards multiple applications or tools which are not only technically interoperable but also task and role compliant in a social situation (social interoperability); high interactivity and creative potential with high productive activity and initiative on the part of the user (as opposed to the receptive scheme of usage of many educational multimedia applications); new kinds of peripherals in the spirit "of ubiquitous computing and augmented reality", which allow for redefining the borderline between physical action on the one hand and virtual or symbolic on the other.

This book relates contemporary information and communication technologies (ICT) to their specific teaching and learning functions, including how ICT is appropriated for and by educational or learning communities. The technological "hot spots" of interest in this book include: groupware or multi-user technologies such as group archives or synchronous co-construction environments, embedded interactive technologies in the spirit of ubiquitous computing, and modeling tools based on rich representations.

Important features of these new technologies include: the move from individually oriented software tools to multi-user tools providing group awareness as well as facilities for the co-construction of knowledge; a definition of software use beyond a single piece of software towards multiple applications which are technically interoperable and task and role compliant in a social situation; high interactivity and creative potential with high productive activity and initiative on the part of the user (as opposed to receptive usage schemes of many educational multimedia applications); new kinds of peripherals in the spirit "of ubiquitous computing and augmented reality", which red

This book relates contemporary information and communication technologies (ICT) to their specific teaching and learning functions, including how ICT is appropriated for and by educational or learning communities. The technological "hot spots" of interest in this book include: groupware or multi-user technologies such as group archives or synchronous co-construction environments, embedded interactive technologies in the spirit of ubiquitous computing, and modeling tools based on rich representations.

Important features of these new technologies include: the move from individually oriented software tools to multi-user tools providing group awareness as well as facilities for the co-construction of knowledge; a definition of software use beyond a single piece of software towards multiple applications which are technically interoperable and task and role compliant in a social situation; high interactivity and creative potential with high productive activity and initiative on the part of the user (as opposed to receptive usage schemes of many educational multimedia applications); new kinds of peripherals in the spirit "of ubiquitous computing and augmented reality", which red
Content:
Front Matter....Pages i-xi
Front Matter....Pages 12-12
Educational information technologies and collaborative learning....Pages 1-9
Design, modeling, and analysis of collaborative learning....Pages 13-20
Points of cooperation: Integrating cooperative learning into web-based courses....Pages 21-46
A computational tool for lifelong learning: Experiencing breakdowns and understanding situations....Pages 47-61
Modeling the process of collaborative learning....Pages 63-86
An approach for coaching collaboration based on difference recognition and participation tracking....Pages 87-113
Front Matter....Pages 116-116
Collaborative tools in educational practice....Pages 117-120
A Paiva, R. Prada Supporting collaborative activities in computer-integrated classrooms - the NIMIS Approach....Pages 121-138
Designing a CSCL environment for experimental learning in a distance learning context....Pages 139-153
Pupil communication during electronic collaborative projects:Integrating communication tools with communication scenarios....Pages 155-172
Supporting awareness in distributed collaborative learning environments....Pages 173-191
Back Matter....Pages 193-195

This book relates contemporary information and communication technologies (ICT) to their specific teaching and learning functions, including how ICT is appropriated for and by educational or learning communities. The technological "hot spots" of interest in this book include: groupware or multi-user technologies such as group archives or synchronous co-construction environments, embedded interactive technologies in the spirit of ubiquitous computing, and modeling tools based on rich representations.

Important features of these new technologies include: the move from individually oriented software tools to multi-user tools providing group awareness as well as facilities for the co-construction of knowledge; a definition of software use beyond a single piece of software towards multiple applications which are technically interoperable and task and role compliant in a social situation; high interactivity and creative potential with high productive activity and initiative on the part of the user (as opposed to receptive usage schemes of many educational multimedia applications); new kinds of peripherals in the spirit "of ubiquitous computing and augmented reality", which red
Content:
Front Matter....Pages i-xi
Front Matter....Pages 12-12
Educational information technologies and collaborative learning....Pages 1-9
Design, modeling, and analysis of collaborative learning....Pages 13-20
Points of cooperation: Integrating cooperative learning into web-based courses....Pages 21-46
A computational tool for lifelong learning: Experiencing breakdowns and understanding situations....Pages 47-61
Modeling the process of collaborative learning....Pages 63-86
An approach for coaching collaboration based on difference recognition and participation tracking....Pages 87-113
Front Matter....Pages 116-116
Collaborative tools in educational practice....Pages 117-120
A Paiva, R. Prada Supporting collaborative activities in computer-integrated classrooms - the NIMIS Approach....Pages 121-138
Designing a CSCL environment for experimental learning in a distance learning context....Pages 139-153
Pupil communication during electronic collaborative projects:Integrating communication tools with communication scenarios....Pages 155-172
Supporting awareness in distributed collaborative learning environments....Pages 173-191
Back Matter....Pages 193-195
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