E-collaborative knowledge construction: learning from computer-supported and virtual environments
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey [u.a.]
Information Science Reference
2010
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXIII, 335 S. Ill., graf. Darst. |
| ISBN: | 9781615207299 |
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| 245 | 1 | 0 | |a E-collaborative knowledge construction |b learning from computer-supported and virtual environments |c Bernhard Ertl |
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| 500 | |a Includes bibliographical references and index | ||
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| 650 | 4 | |a Education |x Computer network resources | |
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| 650 | 4 | |a Computer-assisted instruction | |
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Datensatz im Suchindex
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| adam_text | DETAILED TABLE OF CONTENTS FOREWORD XIV PREFACE XV I ACKNOWLEDGMENT XX
II I SECTION 1 ENVIRONMENTS FOR E-COLLABORATIVE KNOWLEDGE CONSTRUCTION
THE BOOK STARTS WITH A SECTION ABOUT ENVIRONMENTS TO ILLUSTRATE
SCENARIOS IN THE CONTEXT OJE-COL/ABORATIVE KNOWLEDGE CONSTRUCTION.
CHAPTERS OJTHIS SECTION GIVE AN IMPRESSION OJWHAT IS MEANT
BYE-COL/ABORATIVE KNOWLEDGE CONSTRUCTION AND SHOW IMPLEMENTATIONS.
THEYJOCUS ON DIFFERENT GOALS RANGINGFROM EMPOWERING LEARNERS WITH 21ST
CENTURY SKILLS TO SETTING UP A SUSTAINABLE LEARNING COMMUNITY. THEREBY,
AUTHORS GIVE INSIGHTS INTO ISSUES THAT CAME UP DURING PLANNING,
IMPLEMENTING AND RUNNING THESE ENVIRONMENTS AND PROVIDE LESSONS LEARNED.
THE CHAPTERS DISCUSS GOOD PRACTICES JOR THE DESIGN, THE IMPLEMENTATION
AND THE APPLICATION 0/ ENVIRONMENTS JOR E-COL/ABORATIVE KNOWLEDGE
CONSTRUCTION. CHAPTER 1 ONLINE LEARNING ENVIRONMENTS, SCIENTIFIC
ARGUMENTATION, AND 21 ST CENTURY SKILLS I DOUGLAS CLARK, VANDERBILT
UNIVERSITY, USA VICTOR SAMPSON, FLORIDA STATE UNIVERSITY, USA KARSTEN
STEGMANN, UNIVERSITY 0/ MUNICH, GERMANY MIIKA MARTTUNEN, UNIVERSITY
OJJYVAESKYLAE, FINLAND INGO KOLLAR, UNIVERSITY OJ MUNICH, GERMANY JEROEN
JANSSEN, UTRECHT UNIVERSITY, THE NETHERLANDS ARMIN WEINBERGER,
UNIVERSITY O/TWENTE, THE NETHERLANDS MUHSIN MENEKSE, ARIZONA STATE
UNIVERSITY, USA GIJSBERT ERKENS, UTRECHT UNIVERSITY, THE NETHERLANDS
LEENA LAURINEN, UNIVERSITY 0/ JYVAESKYLAE, FINLAND CLARK, SAMPSON,
STEGMANN, MARTTUNEN, KOL/AR, JANSSEN, WEINBERGER MENEKSE, ERKENS, AND
LAURINEN SHOW HOW WORKING IN E-COLLABORATIVE ENVIRONMENTS CAN FACILITATE
LEARNERS TO DEVELOP 21 ST CENTURY SKILLS. BY USING THIS TERM, THEY REFER
TO THE CONCEPTS OF ADAPTABILITY, COMPLEX COMMUNICATION SKILLS, NON-
ROUTINE PROBLEM-SOLVING SKILLS, SELF-MANAGEMENTLSELF-DEVELOPMENT, AND
SYSTEMS THINKING. THE CHAPTER DESCRIBES FOUR DIFFERENT ENVIRONMENTS FOR
E-COLLABORATIVE KNOWLEDGE CONSTRUCTION, NAMELY WLSE SEEDED DISCUSSIONS,
CASSIS, VCR!, AND DREW AND ANALYZES TO WHICH EXTENT EACH ENVIRONMENT
SUPPORTS THE DEVELOPMENT OF THESE SKILLS. CHAPTER 2 NEGOTIATIONS OF
MEANING WITH MOODLE: CONCEPT, IMPLEMENTATION AND EXPERIENCES 40 MARCO
BETTONI, SWISS DISTANT UNIVERSITY OF APPLIED SCIENCES, SWITZERLAND
BETTONI TAKES A COMMUNITY APPROACH TO E-COLLABORATIVE KNOWLEDGE
CONSTRUCTION. HE DESCRIBES HOW TO APPLY THE PRINCIPLE OF COMMUNITIES OF
PRACTICE TO THE DESIGN AND IMPLEMENTATION OF A COMMUNITY OF RESEARCH.
HIS CHAPTER GIVES INSIGHTS INTO THE DESIGN AND IMPLEMENTATION PROCESS OF
A COMMUNITY AND INTO THE ACTIVITIES WHICH OCCURRED WITHIN THIS
COMMUNITY. BY THAT, THE AUTHOR DERIVES GOOD PRACTICES AND SUGGESTIONS
FOR THE DESIGN, IMPLEMENTATION AND MAINTENANCE OF COMMUNITIES. CHAPTER 3
E-COLLABORATIVE KNOWLEDGE CONSTRUCTION IN CHAT ENVIRONMENTS 54 MICHAEL
GEHL, LEUPHANA UNIVERSITY OF LUENEBURG, GERMANY HANS-RUEDIGER PFISTER,
LEUPHANA UNIVERSITY OF LUENEBURG, GERMANY GEHL AND PFISTER FOCUS ON
APPLYING CHAT FOR E-COLLABORATIVE KNOWLEDGE CONSTRUCTION. BESIDES THE
PURE CHAT COMMUNICATION, THE AUTHORS ALSO PROVIDE A SHARED APPLICATION
FOR ENABLING KNOWLEDGE CONSTRUCTION. THEY DISCUSS SHORTCOMINGS OF
CHAT-BASED SCENARIOS AND PRESENT THE APPROACH OF LEAMING PROTOCOLS TO
FACILITATE IT. THESE LEAMING PROTOCOLS PROVIDE COLLABORATION PARTNERS
MEANS FOR REFERENCING CHAT CONTRIBU- TIONS AND TO CLASSIFY THEM
ACCORDING TO THEIR INTENTION. THE CHAPTER DISCUSSES WHICH PARTICULAR
ASPECTS CAN BE FACILITATED BY LEAMING PROTOCOLS AND PROVIDES ASPECTS
WHICH SHOULD BE CONSIDERED WHEN SETTING UP SCENARIOS WITH CHAT
COMMUNICATION. SECTION 2 APPROACHES IN THE CONTEXT OF E-COLLABORATIVE
KNOWIEDGE CONSTRUCTION E-COLLABORATIVE KNOWLEDGE CONSTRUCTION CAN BE
SEEN FROM DIFFERENT APPROACHES, SUCH AS DISTRIBUTED COGNITIVE
PROCESSING, CONCEPTUAL CHANGE, HELP-SEEKING, AND EXPERTISE DEVELOPMENT.
EACH OF THEM HAS A PARTICULAR FOCUS TO BUILD ENVIRONMENTS FOR THE
COLLABORATION PARTNERS. ALL OF THEM REFER TO COGNITIVE PROCESSES AND
INTERACTIONS THAT ARE TAKING PLACE DURING E-COLLABORATIVE KNOWLEDGE
CONSTRUCTION AND THE ASSESSMENT OF ITS OUTCOMES AND THEY ILLUSTRATE THE
PROCESS CHARACTER OF E-COLLABORATIVE KNOWLEDGE CONSTRUCTION. THIS
SECTION WILL ELABORATE THESE APPROACHES AND THEIR IMPACT FOR
E-COLLABORATIVE KNOWLEDGE CONSTRUCTION. CHAPTER 4 COLLABORATIVE
KNOWLEDGE CONSTRUCTION: EXAMPLES OF DISTRIBUTED COGNITIVE PROCESSING 74
MICHAEL TSCHOLL, UNIVERSITY COLLEGE LONDON, UK LOHN DOWELL, UNIVERSITY
COLLEGE LONDON, UK THE CHAPTER OF T.SCHOLL AND DOWELL FOCUSES
DISTRIBUTED COGNITIVE PROCESSING AND DESCRIBES AN APPROACH FOR STUDYING
PROCESSES OF E-COLLABORATIVE KNOWLEDGE CONSTRUCTION. IT ILLUSTRATES THIS
APPROACH BYEXAMPLES FROM DISCOURSE ANALYSIS AND PRESENTS EVIDENCE FOR A
SIGNIFICANT OVERLAP BETWEEN CRITICAL ARGUMENTATION AND KNOWLEDGE
CONSTRUCTION. THE AUTHORS PROVIDE A REFINED DEFINITION OF
CO-CONSTRUCTION THAT COMPRISES OF AN INTERRELATION BETWEEN INTERACTION
AND CO-CONSTRUCTION. THE CHAPTER CONCLUDES WITH IMPLICATIONS ON THE
ANALYSIS AND EVALUATION OF KNOWLEDGE CO-CONSTRUCTION IN DIFFERENT
ENVIRONMENTS. CHAPTER 5 CONTRIBUTIONS OF E-COLLABORATIVE KNOWLEDGE
CONSTRUCTION TO PROFESSIONAL LEARNING AND EXPERTISE 91 CHRISTIAN
HARTEIS, UNIVERSITY OF REGENSBURG, GERMANY HARTEIS ELABORATES HOW
E-COLLABORATIVE KNOWLEDGE CONSTRUCTION IS RELATED WITH THE DEVELOPMENT
OF PROFESSIONAL EXPERTISE. HE DISTINGUISHES DIFFERENT TYPES OF KNOWLEDGE
AND SHOWS HOW THEY DEVELOP INDIVIDUALLY AND DURING COLLABORATION. THE
CHAPTER DESCRIBES HOW INFORMATION AND COMMUNICATION TECH- NOLOGIES CAN
FACILITATE THESE KNOWLEDGE CONSTRUCTION PROCESSES, INCLUDING A
DISCUSSION ABOUT CHALLENGES FOR E-COLLABORATIVE KNOWLEDGE CONSTRUCTION.
CHAPTER6 E-COLLABORATIVE HELP-SEEKING USING SOCIAL WEB FEATURES 109
SILKE SCHWORM, UNIVERSITY OF MUNICH, GERMANY MARKUS HECKNER, ACCENTURE
INFORMATION MANAGEMENT SERVICES, GERMANY SCHWORM AND HECKNER FOCUS ON
THE CONCEPT OF HELP SEEKING THAT RELATES TO AN ASYMMETRIC KNOWLEDGE
DISTRIBUTION SETTING. STARTING FROM THE ISSUE OF INTERACTIONS IN
ACADEMIC HELP SEEKING THEY SUMMARIZE GENERAL ASPECTS OF COLLABORATION IN
SETTINGS WITH ASYMMETRIC EXPERTISE. THEY SHIFT THEIR ATTENTION TO PE-
CULIARITIES OF COMPUTER-BASED HELP SEEKING IN HUMAN-HUMAN INTERACTIONS
AS WEIL AS IN HUMAN-COMPUTER SCENARIOS. THEREBY, THEY IDENTIFY TYPICAL
WEAKNESSES OF CURRENT HELP SYSTEMS AND SHOW HOW FAR SOCIAL WEB CAN HAVE
AN IMPACT FOR THE DESIGN OF FUTURE HELP SYSTEMS. CHAPTER 7
COMPUTER-SUPPORTED COLLABORATIVE SCIENTIFIC CONCEPTUAL CHANGE: EFFECTS
OF COLLABORATIVE PROCESSES ON STUDENT LEARNING 124 LEI LIU, UNIVERSITY
OF PENNSYLVANIA, USA CINDY E. HMELO-SILVER, RUTGERS UNIVERSITY, USA LIU
AND HMELO-SILVER ELABORATE SCIENTIFIC CONCEPTUAL CHANGE DURING
COLLABORATIVE KNOWLEDGE CONSTRUC- TION IN THEIR CHAPTER. THEY PRESENT A
MODEL FOR COLLABORATIVE SCIENTIFIC CONCEPTUAL CHANGE (CSCC) AND DESCRIBE
A STUDY THAT WAS ANALYZED ACCORDING TO THIS MODEL. THEIR ANALYSES
IDENTIFIED SEVERAL PROCESSES OF E-COLLABORATIVE KNOWLEDGE CONSTRUCTION
WHICH ARE RELATED TO THE OUTCOMES OFTHE COLLABORATIVE SETTING. THIS
ENABLED THEM TO EXEMPLIFY HOW CONCEPTUAL CHANGE TAKES PLACE DURING
COLLABORATION. CHAPTER8 FLEXIBLE PEER-ASSESSMENT FORMATS TO ACKNOWLEDGE
INDIVIDUAL CONTRIBUTIONS DURING (WEB-BASED) COLLABORATIVE LEAM ING 139
DOMINIQUE MA. SLUIJSMANS, HAN UNIVERSITY & OPEN UNIVERSITY OFTHE
NETHERLANDS, THE NETHERLANDS JAN-WILLEM STRIJBOS, LEIDEN UNIVERSITY, THE
NETHERLANDS SLUIJSMANS AND STRIBOS FOCUS ON THE OUTCOMES OF
E-COLLABORATIVE KNOWLEDGE CONSTRUCTION, WHICH IS OFTEN SOME KIND OF
GROUP PRODUCT THAT WAS CREATED JOINTLY BY ALL MEMBERS OFTHE GROUP.
RESEARCH HAS SHOWN THAT THERE ARE OFTEN DIFFERENCES IN THE INDIVIDUAL
CONTRIBUTIONS OF EACH GROUP MEMBER TO THE GROUP OUTCOME, WHICH COULD
RESULT IN INEQUALITIES AND INJUSTICE FOR ASSESSMENT. WHILE HU AND GOLLIN
TOOK THE APPROACH OFTEXT-COMPARISON IN THEIR CHAPTER, SLUIJSMANS AND
STRIJBOS FOCUS ON PEER-ASSESSMENT TO OVERCOME THIS ISSUE.
PEER-ASSESSMENT FACILITATES INSTRUCTORS TO EVALUATE THE INDIVIDUALS
CONTRIBUTIONS TO A GROUP S OUT- COME ACCORDING TO MUTUAL ESTIMATIONS OF
THE LEAMING PARTNERS. THE AUTHORS PRESENT DIFFERENT METHODS FOR
PEER-ASSESSMENT AND DISCUSS THEIR ADVANTAGES AND DISADVANTAGES. SEETION
3 SUPPORT MEASURES THE DIFFERENT SETTINGS AND TECHNOLOGIES ARE THE KEY
TO UNDERSTAND HOW E-COLLABORATIVE KNOWLEDGE CONSTRUCTION TAKES PLACE AND
OFFERS STARTING POINT FOR THE DESIGN OF ENVIRONMENTS FOR E-COLLABORATIVE
KNOWLEDGE CONSTRUCTION AS WELL ASFOR THE SUPPORT OF COLLABORATION
PARTNERS IN THESE ENVIRONMENTS. SUPPORT APPROACHES FOCUS ON
INSTRUCTIONAL INTERVENTIONS WHICH ARE APPLIED DURING THE PROCESS OF
E-COLLABORATIVE KNOWLEDGE CONSTRUCTION. THEY HELP LEARNERS TO WORK MORE
EFFECTIVELY ON THEIR KNOWLEDGE CONSTRUCTION. CHAPTERS IN THIS SECTION
FOCUS ON PARTICU/AR MECHANISMS OF THE DESCRIBED SUPPORT METHOD
(SCRIPTING, TRAININGS, AND TUTORING) IN THE CONTEXT OF AN ENVIRONMENT
FOR ECKE. THEY ALLOW READERS TO TRANSFER THE PRESENTED SUPPORT METHODS
TO OTHER ENVIRONMENTS TO PROVIDE FURTHER FACILITATION THERE. CHAPTER9
HOW TO DESIGN SUPPORT FOR COLLABORATIVE E-LEAMING: A FRAMEWORK OF
RELEVANT DIMENSIONS 162 DEJANA DIZIOL, UNIVERSITY OF FREIBURG, GERMANY
NIKOL RUMMEL, UNIVERSITY OF FREIBURG, GERMANY DIZIOL AND RUMMEL PRESENT
A DESCRIPTIVE FRAMEWORK THAT PROVIDES DIMENSIONS FOR THE SUPPORT OF COL-
LABORATIVE E-IEAMING. THIS FRAMEWORK ALLOWS C1ASSIFYING DIFFERENT TYPES
OF SUPPORT FOR E-COLLABORATIVE KNOWLEDGE CONSTRUCTION BY FOCUSSING
IMPORTANT DIMENSIONS FOR SUPPORT: THE LEVEL OF SUPPORT, THE DOMAIN, THE
MODE, THE TIMING, AND THE ADAPTIVITY. THEY EXEMPLIFY THEIR FRAMEWORK BY
THE DESCRIPTION OF AN ADAP- TIVE DOMAIN-RELATED ASSISTANCE FOR A
COGNITIVE TUTOR ALGEBRA. CHAPTER 10 SCRIPTING COMPUTER-SUPPORTED
COLLABORATIVE LEARNING: A REVIEW OFSCORE STUDIES 180 PAEIVI HAEKKINEN,
UNIVERSITY 0/ JYVAESKYLAE, FINLAND MAARIT ARVAJA, UNIVERSITY 0/ JYVAESKYLAE,
FINLAND RAIJA HAEMAELAEINEN, UNIVERSITY 0/ JYVAESKYLAE, FINLAND JOHANNA
POEYSAE, UNIVERSITY 0/ JYVAESKYLAE, FINLAND HAEKKINEN, ARVAJA, HAEMAE/AEINEN,
AND POEYSA FOCUS ON THE PARTICULAR SUPPORT METHOD OF SCRIPTING IN THE
CONTEXT OF A COLLABORATIVE WEB-BASED UNIVERSITY COURSE. THEY HIGHLIGHT
THE ISSUE OF DIFFERENT STYLES OF SCRIPT SUPPORT, PRESENT A REVIEW OF
THEORETICAL AND EMPIRICAL ANALYSES AND PROVIDE RESULTS OF A DESIGN-
BASED STUDY WHICH IMPLEMENTED THREE DIFFERENT STYLES OFSCRIPTING. BASED
ON THIS, THEY ARE ABLE TO PRESENT MAIN APPLICATIONS FOR SCRIPTING AND
INTRODUCE THE APPROACH OFFLEXIBLE PEDAGOGICAL SCRIPTS. CHAPTER 11
SUPPORTING COLLABORATION AND COMMUNICATION IN VIDEOCONFERENCES 195
MANUELA PACHTER, KAR/-FRANZENS-UNIVERSITY GRAZ, AUSTRIA MAREIKE
KREIS/ER, KARL-FRANZENS-UNIVERSITY GRAZ, AUSTRIA BRIGITTE MAIER,
KAR/-FRANZENS-UNIVERSITY GRAZ, AUSTRIA PAECHTER, KREIS/ER, AND MAIER
RAISE THE ISSUE HOW FAR PROCESSES AND RESULTS OF E-COLLABORATIVE
KNOWLEDGE CONSTRUCTION IN VIDEOCONFERENCING SETTINGS MAY DIFFER FROM
FACE TO FACE. THEY PROVIDE EVIDENCE BY THE PRESENTATION OFAN EMPIRICAL
STUDY WHICH SHOWS THAT RESULTS DO NOT DIFFER SIGNIFICANTLY EVEN IFTHERE
ARE DIFFERENCES IN THE PROCESSES. BASED ON THESE RESULTS, THE AUTHORS
PRESENT A STUDY ABOUT SUPPORT BY TRAIN- INGS FOR FACILITATING
COLLABORATION IN VIDEOCONFERENCING WHICH ENABLE COLLABORATION PARTNERS
TO REACH BETTER COLLABORATIVE OUTCOMES. CHAPTER 12 SUPPORTING VIRTUAL
LEARNING THROUGH E-TUTORING 213 BIRGITTA KOPP,
LUDWIG-MAXIMILIANS-UNIVERSITY, GERMANY MELANIE GERM, LUDW
IG-MAXIMILIANS- UNIVERS ITY, GERMANY HEINZ MANDL,
LUDWIG-MAXIMILIANS-UNIVERSITY, GERMANY KOPP, GERM, AND MANDL FOCUS ON
THE METHOD OF TUTORING FOR PROVIDING SUPPORT FOR E-COLLABORATIVE
KNOWLEDGE CONSTRUCTION. THEY ELABORATE THE ISSUE THAT TUTORS NEED MORE
THAN JUST CONTENT-SPECIFIC SKILLS IF THEY WANT TO SET BENEFICIAL
CONDITIONS FOR LEARNING. THEY FURTHER ANALYZE WHICH PARTICULAR SKILLS
ARE NECESSARY FOR A TUTOR TO FACILITATE LEARNING PROCESSES IN
E-COLLABORATIVE SCENARIOS. THEIR CONTRIBUTION IS SUBSTANTIATED BY THE
DESCRIPTION OFTWO VIRTUAL COURSES, ONE COURSE WHICH DEALT WITH
E-TUTORING AS SUBJECT MATTER AND ANOTHER COURSE IN WHICH THESE TUTORING
STRATEGIES WERE APPLIED. SEETION 4 OUTLOOK THE OUTLOOK SECLION PUTS
E-COLLABORALIVE KNOWLEDGE CONSTRUCTION IN A BROADER CONTEXT AND
DISCUSSES CRITICALLY EDUCATIONAL AND ORGANISATIONAL PERSPECTIVES.
CHAPTERS IN THIS SECLION DESCRIBE POSSIBLE DEVELOPMENTS OF
E-COLLABORATIVE KNOWLEDGE CONSTRUCTION IN THE FUTURE AND DRIVING AND
HINDERING FORCES. CBAPTER 13 THREE STAGES IN THE SOCIAL CONSTRUCTION
OFVIRTUAL LEAMING ENVIRONMENTS 232 KEN STEVENS, MEMORIAL UNIVERSITY OF
NEWFOUNDLAND, CANADA & VICTORIA UNIVERSITY OF WELLINGTON, NEW ZEALAND
STEVENS PROVIDES IN HIS CHAPTER AN EDUCATIONAL PERSPECTIVE ON THE FUTURE
DEVELOPMENT OF E-COLLABORATIVE KNOWLEDGE CONSTRUCTION. HE FOCUSES ON THE
ISSUE OF RURAL EDUCATION, WHICH IS CHARACTERIZED BY SMALL SCHOOL SIZES
AND OFTEN ALSO BY A DECREASING NUMBER OF STUDENTS PER SCHOOL. BASED ON
THE EXEMPLARY SITUATION OF NEWFOUNDLAND, HE SHOWS HOW E-COLLABORATIVE
KNOWLEDGE CONSTRUCTION CAN BE APPLIED IN A SCHOOL SETTING AND HOW IT CAN
HELP SCHOOLS, PARTICULARLY IN RURAL AREAS, TO MAINTAIN THEIR EDUCATIONAL
MISSION ALTHOUGH TO THEIR SMALL STUDENT NUMBERS. CBAPTER 14 TRANSACTIVE
MEMORY AND TECHNOLOGY IN WORK GROUPS AND ORGANIZATIONS 244 RICHARD L.
MORELAND, UNIVERSITY OF PITTSBURGH, USA KRISTINA L. SWANENBURG,
UNIVERSITY OF PITTSBURGH, USA JEFFREY J. FLAGG, UNIVERSITY OF
PITLSBURGH, USA JOSHUA D. FETTERMAN, UNIVERSITY OF PITTSBURGH, USA
MORELAND, SWANENBURG, FLAGG, AND FETTERMAN TAKE AN ORGANISATIONAL
PERSPECTIVE ON E-COLLABORATIVE KNOWLEDGE CONSTRUCTION. THEY DEAL WITH
THE ISSUE OFTRANSACTIVE MEMORY, WHICH DESCRIBES META-KNOWLEDGE ABOUT THE
SKILLS OF COLLABORATION PARTNERS. THEY SHOW PREREQUISITES FOR THE
DEVELOPMENT OF TRANSACTIVE MEMORY AND RAISE THE ISSUE, HOW FAR
E-COLLABORATION CAN SUPPORT THE DEVELOPMENT OFTRANSACTIVE MEMORY. THEIR
CONC1USIONS SHOW AN AMBIVALENT VIEW ON THE ROLE OF TECHNOLOGY FOR
SUPPORTING E-COLLABORATIVE KNOWLEDGE CONSTRUCTION. COM PILATION OF
REFERENCES 275 ABOUT TBE CONTRIBUTORS 320 INDEX 329
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| genre | (DE-588)4143413-4 Aufsatzsammlung gnd-content |
| genre_facet | Aufsatzsammlung |
| id | DE-604.BV036429513 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:39:12Z |
| institution | BVB |
| isbn | 9781615207299 |
| language | English |
| lccn | 2009042991 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020302122 |
| oclc_num | 705462374 |
| open_access_boolean | |
| owner | DE-29 DE-473 DE-BY-UBG DE-91 DE-BY-TUM |
| owner_facet | DE-29 DE-473 DE-BY-UBG DE-91 DE-BY-TUM |
| physical | XXIII, 335 S. Ill., graf. Darst. |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Information Science Reference |
| record_format | marc |
| spelling | E-collaborative knowledge construction learning from computer-supported and virtual environments Bernhard Ertl Hershey [u.a.] Information Science Reference 2010 XXIII, 335 S. Ill., graf. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Erziehung Education Computer network resources Web-based instruction Design Computer-assisted instruction Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Computerunterstützter Unterricht (DE-588)4070087-2 s DE-604 Ertl, Bernhard 1973- Sonstige (DE-588)124905277 oth Erscheint auch als Online-Ausgabe 978-1-61520-730-5 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020302122&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | E-collaborative knowledge construction learning from computer-supported and virtual environments Erziehung Education Computer network resources Web-based instruction Design Computer-assisted instruction Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| subject_GND | (DE-588)4070087-2 (DE-588)4143413-4 |
| title | E-collaborative knowledge construction learning from computer-supported and virtual environments |
| title_auth | E-collaborative knowledge construction learning from computer-supported and virtual environments |
| title_exact_search | E-collaborative knowledge construction learning from computer-supported and virtual environments |
| title_full | E-collaborative knowledge construction learning from computer-supported and virtual environments Bernhard Ertl |
| title_fullStr | E-collaborative knowledge construction learning from computer-supported and virtual environments Bernhard Ertl |
| title_full_unstemmed | E-collaborative knowledge construction learning from computer-supported and virtual environments Bernhard Ertl |
| title_short | E-collaborative knowledge construction |
| title_sort | e collaborative knowledge construction learning from computer supported and virtual environments |
| title_sub | learning from computer-supported and virtual environments |
| topic | Erziehung Education Computer network resources Web-based instruction Design Computer-assisted instruction Computerunterstützter Unterricht (DE-588)4070087-2 gnd |
| topic_facet | Erziehung Education Computer network resources Web-based instruction Design Computer-assisted instruction Computerunterstützter Unterricht Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020302122&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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