Techniques for fostering collaboration in online learning communities: theoretical and practical perspectives
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Hershey [u.a.]
Information Science Reference
2011
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | "This book provides a focused assessment of the peculiarities of online collaborative learning processes by looking at the strategies, methods, and techniques used to support and enhance debate and exchange among peers"--Provided by publisher. Includes bibliographical references and index |
| Beschreibung: | XXV, 397 S. Ill. |
| ISBN: | 9781616928988 9781616929008 |
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| 245 | 1 | 0 | |a Techniques for fostering collaboration in online learning communities |b theoretical and practical perspectives |c Francesca Pozzi and Donatella Persico, editors |
| 264 | 1 | |a Hershey [u.a.] |b Information Science Reference |c 2011 | |
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| 500 | |a "This book provides a focused assessment of the peculiarities of online collaborative learning processes by looking at the strategies, methods, and techniques used to support and enhance debate and exchange among peers"--Provided by publisher. | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Internet in education | |
| 650 | 4 | |a Web-based instruction | |
| 650 | 4 | |a Interactive multimedia | |
| 650 | 4 | |a Distance education |x Computer-assisted instruction | |
| 650 | 4 | |a Professional learning communities | |
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TABLE OF CONTENTS
PREFACE XVI I
ACKNOWLEDGMENT XXIV
CHAPTER 1 TASK, TEAMS AND TIME: THREE TS TO STRUCTURE CSCL PROCESSES I
DONATELLA PERSICO, ISTITUTO PER LE TECNOLOGIE DIDATTICHE - CNR, ITALY
FRANCESCA POZZI, ISTITUTO PER LE TECNOLOGIE DIDATTICHE - CNR, ITALY
CHAPTER2 SUPPORTING VIRTUAL COLLABORATIVE LEAMING USING COLLABORATION
SCRIPTS AND CONTENT SCHEMES 15 BIRGITTA KOPP, LUDWIG-MAXIMILIANS
UNIVERSITY, GERMANY HEINZ MANDL, LUDWIG-MAXIMILIANS UNIVERSITY, GERMANY
CHAPTER3 FOSTERING COLLABORATIVE PROBLEM SOLVING BY CONTENT SCHEMES 33
KATHRIN HELLING, BUNDESWEHR UNIVERSITY 0/ MNCHEN, GERMANY BERNHARD
ERTL, BUNDESWEHR UNIVERSITY 0/ MNCHEN, GERMANY
CHAPTER4 USING AND ACQUIRING SHARED AND UNSHARED KNOWLEDGE IN
COLLABORATIVE LEAMING AND WRITING 49 AEMILIAN HRON, KNOWLEDGE MEDIA
RESEARCH CENTER (KMRC), GERMANY ULRIKE CRESS, KNOWLEDGE MEDIA RESEARCH
CENTER (KMRC), GERMANY
SIEGLINDE NEUDERT, KNOWLEDGE MEDIA RESEARCH CENTER (KMRC), GERMANY
CHAPTER5 BLENDING EDUCATIONAL MODELS TO DESIGN BLENDED ACTIVITIES 64
M BEATRICE LIGORIO, UNIVERSITY 0/ BARI, ITALY F. FELDIA LOPERFIDO,
UNIVERSITY 0/ BARI, ITALY NADIA SANSONE, UNIVERSITY 0/ BARI, ITALY PAOLA
F. SPADARO, UNIVERSITY 0/ BARI, ITALY
IMAGE 2
CHAPTER6
MODELS AND STRATEGIES TO SUPPORT STUDENTS INITIAL SOCIALIZATION IN
WEB-BASED LEARNING ENVIRONMENTS 82
STE/ANIA MANCA, INSTITUTE /OR EDUCATIONAL TECHNOLOGY - CNR, ITALY LUCA
VANIN, UNIVERSITY 0/ MILANO-BICOCCA, ITALY
CHAPTER7 TESTING STRATEGIES TO ENHANCE ONLINE STUDENT COLLABORATION IN A
PROBLEM-BASED LEARNING ACTIVITY 99
LISA A. LOBRY DE BRUYN, UNIVERSITY 0/ NEW ENGLAND, AUSTRALIA
CHAPTER8 CONSIDERATIONS FOR EFFECTIVE COLLABORATIVE PRACTICE:
AREFLEETION ON THE USE OFCASE STUDIES IN ON-LINE TEAEHER EDUEATION
LEARNING SPAEES 124
DONNA MCGHIE-RICHMOND, UNIVERSITY 0/ VICTORIA, CANADA EILEEN WINTER,
INSTITUTE 0/ CHILD EDUCATION & PSYCHOLOGY EUROPE, IRELAND
CHAPTER9 USING THE FOUR LENSES OFCRITIEAL REFLEETION TO PROMOTE
COLLABORATION AND SUPPORT CREATIVE ADAPTATIONS OF WEB 2.0 TOOLS IN AN
ONLINE ENVIRONMENT 146
KATIA GONZALEZ-ACQUARO, WAGNER COLLEGE, USA STEPHEN PRESKILL, WAGNER
COLLEGE, USA
CHAPTER 10 USING ROLE PLAY AND TEAM TEAEHING AS STRATEGIES TO ADD DEPTH
TO ONLINE DISEUSSION 164 RON LOMBARD, CHATHAM UNIVERSITY, USA BARBARA
BIGLAN, CHATHAM UNIVERSITY, USA
CHAPTER 11 EMPLOYING COLLABORATIVE LEARNING STRATEGIES AND TOOLS FOR
ENGAGING UNIVERSITY STUDENTS IN COLLABORATIVE STUDY AND WRITING 183
THANASIS DARADOUMIS, OPEN UNIVERSITY O/CATALONIA, SPAIN & UNIVERSITY
O/THE AEGEAN, GREECE MARIA KORDAKI, PATRAS UNVERSITY, GREECE
CHAPTER 12 THE ROLE OF CSCL PEDAGOGIEAL PATTERNS AS MEDIATING ARTEFACTS
FOR REPURPOSING OPEN EDUEATIONAL RESOUREES 206
GRAINNE CONOLE, THE OPEN UNIVERSITY, UK PATRICK MCANDREW, THE OPEN
UNIVERSITY, UK YANNIS DIMITRIADIS, UNIVERSITY 0/ VALLADOLID, SPAIN
IMAGE 3
CBAPTER13
TEACHING ROUTINES TO ENHANCE COLLABORATION USING CLASSROOM NETWORK
TECHNOLOGY 224 ANGELA HAYDEL DEBARGER, SR! INTERNATIONAL, USA WILLIAM R.
PENUEL, SR! INTERNATIONAL, USA CHRISTOPHER J. HARRIS, SR! INTERNATIONAL,
USA
PATRICIA SCHANK, SR! INTERNATIONAL, USA
CHAPTER 14 ASSESSING THE PERFORMANCE OF LEARNERS ENGAGED IN COMPUTER
SUPPORTED COLLABORATIVE PROBLEM SOLVING ACTIVITIES 245
SYMEON RETALIS, UNIVERSITY 0/ PIRAEUS, GREECE OURANIA PETROPOULOU,
UNIVERSITY 0/ PIRAEUS, GREEEE GEORGIA LAZAKIDOU, UNIVERSITY 0/ PIRAEUS,
GREEEE
CHAPTER 15 IMPLEMENTING COMPUTER-LNTERPRETABLE CSCL SCRIPTS WITH
EMBEDDED ASSESSMENT: A PATTERN BASED DESIGN APPROACH 261
ELOY DAVID VILLASCLARAS-FERNIMDEZ, UNIVERSITY O/VALLADOLID, SPAIN JUAN
IGNACIO ASENSIO-PEREZ, UNIVERSITY 0/ VALLADOLID, SPAIN DAVINIA
HERNIMDEZ-LEO, UNIVERSITY POMPEU FABRA, SPAIN YANNIS DIMITRIADIS,
UNIVERSITY 0/ VALLADOLID, SPAIN
LUIS DE LA FUENTE- VALENTIN, CARLOS HI UNIVERSITY 0/ MADRID, SPAIN
ALEJANDRA MARTINEZ-MONES, UNIVERSITY 0/ VALLADOLID, SPAIN
CHAPTER 16 THE SUPPORT OFVIRTUAL 3D WORLDS FOR ENHANCING COLLABORATION
IN LEARNING SETTINGS 278 CHRISTIAN GTL, GRAZ UNIVERSITY O/TEEHNOLOGY,
AUSTRIA & CURTIN UNIVERSITY O/TEEHNOLOGY, AUSTRALIA
CHAPTER 17 FROM ACTIVE READING TO ACTIVE DIALOGUE: AN INVESTIGATION OF
ANNOTATION-ENHANCED ONIINE DISCUSSION FORUMS 300
CINDY XIN, SIMON FRASER UNIVERSITY, CANADA GEOFFREY GLASS, SIMON FRASER
UNIVERSITY, CANADA ANDREW FEENBERG, SIMON FRASER UNIVERSITY, CANADA EVA
BURES, BISHOPS UNIVERSITY, CANADA
PHI! ABRAMI, CONEORDIA UNIVERSITY, CANADA
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CHAPTER 18
MODELING, ENACTING,SHARINGAND REUSINGONLINECOLLABORATIVEPEDAGOGYWITH
CELS 319 MIKY RONEN, HOLON INSTITUTE OFTEEHNOLOGY (HIT), ISRAEL DAN
KOHEN-VAES, HOLON INSTITUTE OFTEEHNOLOGY (HIT), ISRAEL
COMPILATION OF REFERENCES 340
ABOUT THE CONTRIBUTORS 383
INDEX 392
IMAGE 5
DETAILED TABLE OF CONTENTS
PREFACE XVI I
ACKNOWLEDGMENT XXIV
CHAPTER 1 TASK, TEAMS AND TIME: THREE TS TO STRUCTURE CSCL PROCESSES 1
DONATELLA PERSIEO, !STITUTO PER LE TEENOLOGIE DIDATTIEHE - CNR, !TALY
FRANEESEA POZZI, !STITUTO PER LE TEENOLOGIE DIDATTIEHE - CNR, !TALY
THIS CHAPTER ADVOCATES THE IDEA THAT THE STRUCTURING TECHNIQUES
GENERALLY USED TO SUPPORT STUDENTS IN ONLINE COLLABORATIVE ACTIVITIES
CAN BE DESCRIBED IN TERMS OFTHREE MAIN DIMENSIONS, THAT WE CALL THE
THREE TS : TASK, TEAMS AND TIME. THE CHAPTER PRESENTS AN EXPLORATIVE
STUDY, AIMING TO INVESTIGATE THE DIFFERENCES BETWEEN THE BEHAVIOR OF
THREE GROUPS OF STUDENTS PERFORMING ACTIVITIES BASED ON THREE TECHNIQUES
WHICH DIFFER AS TO THE LEVELS OF STRUCTUREDNESS OFTASK, TEAMS AND TIME.
WHILE THE FIRST GROUP WAS NOT
GIVEN INSTRUCTIONS ON HOW TO STRUCTURE THE WORK, THE SECOND GROUP WAS
GIVEN SOME HINTS ABOUT THE NEED TO USE SOME KIND OF STRUCTURE AND THE
THIRD GROUP HAD PRECISE INSTRUCTIONS AS TO HOW TO PROCEED ALONG THE
TASK, TEAMS AND TIME DIMENSIONS. THE CHAPTER PRESENTS THE AUTHORS
REFLECTIONS ABOUT THE EFFECTS OFTHESE TECHNIQUES BASED ON QUALITATIVE
ANALYSIS OF STUDENTS REACTIONS TO THE WAY THE THREE ACTIVITIES
WERE STRUCTURED.
CHAPTER2 SUPPORTING VIRTUAL COLLABORATIVE LEAMING USING COLLABORATION
SCRIPTS AND CONTENT SCHEMES 15 BIRGITTA KOPP, LUDWIG-MAXIMILIANS
UNIVERSITY, GERMANY HEINZ MANDL, LUDWIG-MAXIMILIANS UNIVERSITY, GERMANY
COLLABORATIVE LEARNING IS USED AS A KEY PRINCIPLE IN SEVERAL APPROACHES
FOR DESIGNING VIRTUAL LEAMING ENVIRONMENTS. THIS IS DUE TO THE FACT THAT
COLLABORATION SEEMS TO FOSTER INDIVIDUAL KNOWLEDGE ACQUISITION, IMPROVE
KNOWLEDGE APPLICATION, AND INCREASE SOCIAL COMPETENCIES. BUT
COLLABORATIVE LEARNING IS NOT ALWAYS SUCCESSFUL. VIRTUALLEAMING PLACES
GREAT AND VARIED DEMANDS ON COLLABORATION, WHICH MEANS
THAT LEARNERS OFTEN DO NOT KNOW HOW TO COLLABORATE ADEQUATELY. IN SUCH
CASES, IT IS NECESSARY TO PROVIDE SUPPORT. THIS CHAPTER FOCUSES
SPECIFICALLY ON TWO STRUCTURING METHODS, NAMELY COLLABORATION SCRIPTS
AND CONTENT SCHEMES. TO GAIN FURTHER INSIGHT INTO THE TOPIC, WE WILL
FIRST DESCRIBE THE TECHNICAL ASPECTS OFVIR-
IMAGE 6
TUAL COLLABORATIVE LEAMING. IN THE SECOND SECTION, WE WILL DEPICT THE
LEAMING PROCESSES AND OUTCOMES OF
COLLABORATION. THIRDLY, WE WILL DISCUSS THE THEORY AND RESEARCH ON THE
STRUCTURING METHODS. THE CHAPTER ENDS WITH CONCLUSIONS AND PRACTICAL
IMPLICATIONS.
CHAPTER3 FOSTERING COLLABORATIVE PROBLEM SOLVING BY CONTENT SCHEMES 33
KATHRIN HELLING, BUNDESWEHR UNIVERSITY 0/ MNCHEN, GERMANY BEMHARD ERTL,
BUNDESWEHR UNIVERSITY 0/ MNCHEN, GERMANY
THIS CHAPTER FOCUSES ON THE FACILITATION OF COLLABORATIVE PROBLEM
SOLVING BY THE METHOD OF CONTENT SCHEMES. CONTENT SCHEMES ARE
CONTENT-SPECIFIC PRE-STRUCTURES OF LEAMERS COLLABORATION FACILITIES
THAT APPLY REPRESENTATIONAL EFFECTS FOR THE PURPOSE OF FACILITATION.
THEY SUPPORT LEAMERS TO FOCUS ON PARTICULAR ISSUES OF A PROBLEM SOLVING
PROCESS. THE CHAPTER PRESENTS RESULTS FROM TWO STUDIES IN THE CONTEXT OF
COLLABORATIVE PROBLEM SOLVING USING VIDEOCONFERENCING. THE FIRST STUDY
COMPARED LEAMING FACILITATED BY A CONTENT SCHEME AND LEAMING WITHOUT
FACILITATION; THE SECOND STUDY COMPARED THE CONTENT SCHEME FACILITATION
WITH FACILITATION BY AN ENHANCED VERSION OFTHIS CONTENT SCHEME. THIS
ENHANCED VERSION FOCUSED LEAMERS ON PROVIDING EVIDENCE FOR THEIR CLAIMS.
RESULTS SHOW THAT WHILE THE CONTENT SCHEME ITSELF
HAD A BIG INFLUENCE ON LEAMING OUTCOMES, THE ENHANCED VERSION HAD A
RATHER SMALL IMPACT COMPARED TO THE REGULAR VERSION. THIS RESULT RAISES
THE ISSUE ABOUT THE COMPLEXITY OF FACILITATION METHODS. COMPLEX
FACILITATION MAY BE TOO SOPHISTICATED FOR PROVIDING BENEFITS TO LEAMING
PROCESSES.
CHAPTER4 USING AND ACQUIRING SHARED AND UNSHARED KNOWLEDGE IN
COLLABORATIVE LEAMING AND WRITING 49 AEMILIAN HRON, KNOWLEDGE MEDIA
RESEARCH CENTER (KMRC), GERMANY ULRIKE CRESS, KNOWLEDGE MEDIA RESEARCH
CENTER (KMRC), GERMANY
SIEGLINDE NEUDERT, KNOWLEDGE MEDIA RESEARCH CENTER (KMRC), GERMANY
THE AIM OF THIS STUDY IS TO EXAMINE MEANS OF FOSTERING
VIDEOCONFERENCE-BASED COLLABORATIVE LEAMING, BY FOCUSSING ON THREE
ISSUES: (I) TO INDUCE COLLABORATIVE LEAMERS TO WRITE A CO-CONSTRUCT,
APPLYING (IN ADDITION TO THEIR SHARED KNOWLEDGE) THEIR UNSHARED
KNOWLEDGE, WHICH TENDS TO BE NEGLECTED, ACCORDING TO THE
SOCIAL-PSYCHOLOGICAL RESEARCH PARADIGM OF INFORMATION POOLING; (2) TO
ACTIVATE THESE
LEAMERS IN THEIR DIALOGUES TO EXCHANGE UNSHARED KNOWLEDGE POSSESSED BY
ONE LEAMING PARTNER, SO THAT IT BECOMES SHARED KNOWLEDGE POSSESSED BY
BOTH PARTNERS (KNOWLEDGE TRANSFER); (3) TO TRY OUT, AS AN INSTRUCTIONAL
SUPPORT MEASURE, SCRIPTED, CONTENT-SPECIFIC VISUALISATION, COMBINING A
CONTENT SCHEME WITH AN INTERACTION SCRIPT. AN EXPERIMENT WAS CONDUCTED
WITH 30 LEAMING DYADS, DIVIDED INTO THREE
CONDITIONS OF VIDEOCONFERENCE-BASED LEAMING WITH APPLICATION SHARING:
WITHOUT INSTRUCTIONAL SUPPORT, WITH CONTENT-SPECIFIC VISUALISATION, AND
WITH SCRIPTED CONTENT-SPECIFIC VISUALISATION. AS EXPECTED, THE SCRIPTED
CONTENT-SPECIFIC VISUALISATION LED TO A HIGHER TRANSFER OF PREVIOUSLY
UNSHARED KNOWLEDGE TO SHARED KNOWLEDGE. BUT, CONTRARY TO EXPECTATION,
THE SCRIPTED CONTENT-SPECIFIC VISUALISATION DID NOT IN-
DUCE THE LEAMING PARTNERS TO APPLY MORE UNSHARED KNOWLEDGE IN WRITING
THEIR CO-CONSTRUCT. INSTEAD, IN ALL THREE EXPERIMENTAL CONDITIONS,
LEAMERS BROUGHT SIGNIFICANTLY MORE SHARED KNOWLEDGE INTO THE
CO-CONSTRUCT THAN WOULD HAVE BEEN EXPECTED FROM THE DISTRIBUTION OF
SHARED AND UNSHARED KNOWLEDGE MEASURED BEFORE COLLABORATION.
IMAGE 7
CHAPTER 5
BLENDING EDUCATIONAL MODELS TO DESIGN BLENDED ACTIVITIES 64
M BEATRICE LIGORIO, UNIVERSITY OF BARI, ITALY F. FELDIA LOPERFIDO,
UNIVERSITY OF BARI, ITALY NADIA SANSONE, UNIVERSITY OF BARI, ITALY PAOLA
F. SPADARO, UNIVERSITY OF BARI, ITALY
WE CLAIM THAT THE POTENTIALITIES OF THE SOCIO-CONSTRUCTIVIST FRAMEWORK
CAN BE FULLY EXPLOITED WHEN A BLENDED APPROACH IS INTRODUCED. OUR
BLENDED MODEL DOES NOT ONLY MIX OFFLINE AND ONLINE CONTEXTS BUT IT ALSO
COMBINES SEVERAL PEDAGOGICAL THEORIES AND TECHNIQUES (PROGRESSIVE
INQUIRY MODEL, JIGSAW, RECIPROCAL TEACHING, COLLABORATIVE COMMUNITIES,
AND DIALOGICAL KNOWLEDGE). THE PARTICULAR MIX WE
PROPOSE GENERATES A SPECIFIC PEDAGOGY THROUGH WH ICH A SET OF BLENDED
ACTIVITIES IS DESIGNED. SOME ANALYSES CONDUCTED ON BLENDED COURSES FOR
HIGHER EDUCATION AND PROFESSIONAL DEVELOPMENT WHERE BLENDED ACTIVITIES
WERE TESTED ARE BRIEFLY DISCUSSED. THESE ANALYSES CONCERN: (A) THE
STUDENTS PARTICIPATION IN BLENDED CONTEXT, (B) THEIR EXPECTATIONS ABOUT
THE BLENDED COURSE AND THEIR PERCEPTION ABOUT THE PROCESSES OF
COLLABORATIVE KNOWLEDGE BUILDING, (C) THE IMPACT ON STUDENTS OF
ROLE-TAKING, WHICH IS
ONE OFTHE BLENDED ACTIVITIES INCLUDED INTO THE BLENDED COURSE. RESULTS
SHOW THAT OUR BLENDED APPROACH HAS AN IMPACT ON HOW STUDENTS INTERACT
AND TALK IN GROUPS. AT THE END OF THE COURSE, STUDENTS DISPLAYA
COLLABORATIVE DISCOURSE STRATEGY MAINLY BASED ON: (A) COMPLETING EACH
OTHER S SENTENCE, (B) COMPLEX TRAJECTORIES OF PARTICIPATION, (C) CHANGES
OF THE PERCEPTION OF THE SELF AND OF THE GROUP AND (D) THE EFFECTS
OF ROLE-PLAYING.
CHAPTER6 MODELS AND STRATEGIES TO SUPPORT STUDENTS INITIAL
SOCIALIZATION IN WEB-BASED LEARNING ENVIRONMENTS 82
STEFANIA MANCA, INSTITUTE FOR EDUCATIONAL TECHNOLOGY - CNR, ITALY LUCA
VANIN, UNIVERSITY OF MILANO-BICOCCA, ITALY
ENTERING A LEARNING SYSTEM BASED ON CSCL MODELS MAY BE ACHALLENGING
EXPERIENCE. BEGINNER USERS ARE REQUIRED TO ACCOMPLISH SEVERAL TASKS FOR
THE FIRST TIME, SUCH AS LEARNING TO COMMUNICATE BY WRITTEN DISCOURSE IN
AN ASYNCHRONOUS MANNER, AS WEIL AS BECOMING FAMILIAR WITH COMMUNICATION
TECHNOLOGIES AND WITH THE LEARNING SYSTEM. IN ORDER TO SUPPORT THEIR
INITIAL STEPS SEVERAL MEASURES, WHICH FOCUS MAINLY
ON SOCIALIZATION WITH PEERS AND INSTRUCTORS/TUTORS AND FARNILIARIZATION
WITH THE LEARNING SYSTEM, MAY BE ADOPTED. THE FOCUS OFTHIS CHAPTER IS TO
PRESENT A MODEL AND SOME RELATED STRATEGIES TO SUPPORT STUDENTS INITIAL
SOCIALIZATION AND FAMILIARIZATION IN WEB-BASED LEARNING ENVIRONMENTS.
SUCH STRATEGIES HAVE BEEN DEVELOPED AND IMPLEMENTED BY THE AUTHORS OVER
SEVERAL YEARS OF EXPERIENCE AS DESIGNERS AND INSTRUCTORS
IN GRADUATE AND POST-GRADUATE COURSES IN ITALY.
CHAPTER7 TESTING STRATEGIES TO ENHANCE ONLINE STUDENT COLLABORATION IN A
PROBLEM-BASED LEARNING ACTIVITY 99
LISA A. LOBRY DE BRUYN, UNIVERSITY OF NEW ENGLAND, AUSTRALIA
IMAGE 8
MOST UNITS OF LEARNING ARE BEING OFFERED FLEXIBLY, EITHER USING DISTANCE
EDUCATION OR ONLINE FACILITIES, AND
OFTEN WITH ASYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION OR ONLINE
DISCUSSIONS. THE USE OF ASYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION IS
BELIEVED TO OFFER STUDENTS THE OPPORTUNITY TO COMMUNICATE INDEPENDENTLY
OFTIME AND PLACE, AND TO ASK QUESTIONS, STATE OPINIONS AND OFFER ADVICE
WHEN TRANSFERRING INTERACTIVE LEARNING ACTIVITIES TO AN ONLINE
ENVIRONMENT. THIS CHAPTER USES AN ACTION RESEARCH
FRAMEWORK TO EXAMINE THE QUANTITY AND NATURE OF STUDENT ENGAGEMENT IN A
PROBLEM-BASED LEARNING ACTIVITY AS A CONSEQUENCE OFPLACING FACE-TO-FACE
INSTRUCTION ON AND PRACTICE IN PROBLEM-BASED LEARNING PRIOR TO USING
ASYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION. THE EFFECTIVENESS OF EARLY
PLACEMENT OF A 4-DAY RESIDENTIAL COMPONENT TO IMPROVE STUDENT
COLLABORATION IN THE ONLINE PROBLEM-BASED LEARN-
ING ACTIVITY WAS TESTED AGAINST SIX YEARS (2001-2006) OF
ELECTRONICALLY-ARCHIVED ONLINE DISCUSSIONS IN A 13-WEEK, UNDER- OR
POST-GRADUATE TERTIARY-IEVEL NATURAL SCIENCE UNIT.
CHAPTER8 CONSIDERATIONS FOR EFFECTIVE COLLABORATIVE PRACTICE: A
REFLECTION ON THE USE OFCASE STUDIES IN ON-LINE TEACHER EDUCATION
LEARNING SPACES 124
DONNA MCGHIE-RICHMOND, UNIVERSITY 0/ VICTORIA, CANADA EILEEN WINTER,
INSTITUTE 0/ CHILD EDUCATION & PSYCHOLOGY EUROPE, IRELAND
THIS CHAPTER PROVIDES A RETROSPECTIVE REVIEW OF THE UTILITY AND
EFFECTIVENESS OF CASE STUDY ANALYSES TO ENGAGE AND SUPPORT STUDENTS IN
ONLINE COLLABORATIVE LEARNING WITHIN TEACHER EDUCATION COURSEWORK.
SPECIFICALLY, THE INTERRELATIONSHIP AMONG FACTORS RELATED TO THE
INSTRUCTOR, THE STUDENT, THE TASKS, AND THE ON-LINE LEARNING
ENVIRONMENTS ARE EXAMINED RESULTING IN SUGGESTIONS FOR DESIGNING,
IMPLEMENTING, AND RESEARCHING CASE STUDY LEARNING ACTIVITIES THAT FOSTER
AND ENHANCE COLLABORATION IN ONLINE TEACHER EDUCATION COURSE WORK.
CHAPTER9 USING THE FOUR LENSES OF CRITICAL REFLECTION TO PROMOTE
COLLABORATION AND SUPPORT CREATIVE ADAPTATIONS OF WEB 2.0 TOOLS IN AN
ONLINE ENVIRONMENT 146
KATIA GONZALEZ-ACQUARO, WAGNER COLLEGE, USA STEPHEN PRESKILL, WAGNER
COLLEGE, USA
THIS CHAPTER OFFERS AN IN-DEPTH NARRATIVE OF HOW ONE INSTRUCTOR IN AN
ONLINE ENVIRONMENT USED THE FOUR LENSES OF CRITICAL REFLECTION
INTRODUCED BY BROOKFIELD (1995) - (1) SELF, (2) STUDENT REACTIONS, (3)
CO 1LEAGUES PERCEPTIONS, AND (4) INSTRUCTIONAL THEORY - TO ADAPT THE
USE OF WEB 2.0 TOOLS THAT HAVE BEEN FOUND TO BE EFFECTIVE IN PROMOTING
COLLABORATION AND CONSTRUCTIVIST LEARNING. THESE TOOLS CAN PROVIDE
EDUCATORS WITH THE OPPORTUNITY TO EXAMINE COLLABORATION AND LEARNING
FROM MULTIPLE PERSPECTIVES, WHILE ALSO SERVING AS A WAY TO RETHINK
PRECONCEIVED NOTIONS OF HOW POWER IS DISTRIBUTED IN THE CLASSROOM
(BROOKFIELD, 1995). IN THIS CHAPTER WE SHARE HOW THE FOUR LENSES WERE
USED TO DESIGN WEB 2.0 ACTIVITIES BASED ON THE SPECIFIC GROUPING
TECHNIQUES, WITH THE AIM TO CONSTRUCT A RICH ONLINE EXPERIENCE.
CHAPTER 10 USING ROLE PLAY AND TEAM TEACHING AS STRATEGIES TO ADD DEPTH
TO ONLINE DISCUSSION 164 RON LOMBARD, CHATHAM UNIVERSITY, USA BARBARA
BIGLAN, CHATHAM UNIVERSITY, USA
IMAGE 9
THIS IS A REVIEW OF AN ACTION RESEARCH PROJECT DEALING WITH THE IMPACT
OF A ROLE PLAYING ACTIVITY IN AN
ONLINE COURSE. TWO INSTRUCTORS OF AN ONLINE GRADUATE COURSE COLLECTED
OBSERVABLE DATA BASED ON RESPONSE AND PARTICIPATION LEVELS OF STUDENTS
IN AN ONLINE DISCUSSION SETTING. SUBSEQUENTLY, UTILIZING THE SAME
DISCUSSION TOPIC, THE INSTRUCTORS COMBINED FOR A COURSE DELIVERY TEAM
TEACHING AND ROLE PLAYING APPROACH TO THE DISCUSSION. IN THE SECOND
COURSE THE INSTRUCTORS ASSUMED THE ROLES OF JOHN DEWEY, MAO TSE- TUNG,
AND ARISTOTLE AND EXCHANGED RESPONSES AND COMMENTS WITH EACH OTHER AND
WITH STUDENTS. A COMPARISON OFTHE LEVELS OF RESPONSES BETWEEN THE TWO
APPROACHES UTILIZING THE SAME RUBRIC ALLOWED TO MEASURE THE IMPACT OF
ROLE PLAY AND TEAM TEACHING. A REVIEW OF RESEARCH RELATED TO TEAM
TEACHING AND ROLE PLAYING AS APPROACHES TO ENHANCE DISCUSSIONS PROVIDES
BACKGROUND TO DECISION TO UTILIZE THESE TWO APPROACHES TO ENHANCE THE
DISCUSSION PROCESS.
CHAPTER 11 EMPLOYING COLLABORATIVE LEARNING STRATEGIES AND TOOLS FOR
ENGAGING UNIVERSITY STUDENTS IN COLLABORATIVE STUDY AND WRITING 183
THANASIS DARADOUMIS, OPEN UNIVERSITY OFCATALONIA, SPAIN & UNIVERSITY
OFTHE AEGEAN, GREEEE MARIA KORDAKI, PATRAS UNVERSITY, GREEEE
THIS CHAPTER ADDRESSES SEVERAL ISSUES AND CHALLENGES THAT ONE FACES WHEN
CARRYING OUT AREAL COLLABORATIVE LEARNING EXPERIENCE FOLLOWING A BLENDED
LEARNING DESIGN THAT INCLUDES A MIXTURE OF FACE-TO-FACE AND ONLINE
COLLABORATIVE LEAMING PROCESSES. THE PAPER PRESENTS AN EXPERIENCE BASED
ON A BLENDED COURSE
ON COLLABORATIVE EDUCATIONAL SYSTEMS . THIS SCENARIO EMPLOYED A VARIETY
OF COLLABORATIVE STRATEGIES, METHODS AND TOOLS TO SUPPORT AND ENHANCE
DEBATE AND INFORMATION EXCHANGE AMONG PEERS IN ORDER TO COMPLETE A
SPECIFIC TASK: WRITING AN ESSAY COLLABORATIVELY. CARRYING OUT THIS TASK
ENTAILS A PRELIMINARY STUDY AND ANALYSIS OF THE SUBJECT MATTER, WH ICH
ARE ALSO PERFORMED IN A COLLABORATIVE MANNER. WE DE-
SCRIBE THE EDUCATIONAL SCENARIO IN DETAIL, INCLUDING THE STRUCTURE OF
THE ACTIVITIES, THE RULES THE GROUPS WERE ASKED TO APPLY AND THE
PROCEDURES THE STUDENTS HAD TO FOLLOW TO ACCOMPLISH THE TASK. WE FINALLY
ANALYZE AND EVALUATE THIS LEAMING EXPERIENCE WITH A CRITICAL POINT OF
VIEW AS REGARDS THE COLLABORATION STRATEGIES ADOPTED, THE WAY STUDENTS
BUILT THEIR OWN STRATEGIES COMBINING THE ONES PRESENTED IN THE COURSE,
AND THE COLLABORATIVE LEARNING PROCESS AND PRODUCT.
CHAPTER 12 THE ROLE OF CSCL PEDAGOGICAL PATTERNS AS MEDIATING ARTEFACTS
FOR REPURPOSING OPEN EDUCATIONAL RESOURCES 206
GRAINNE CONOLE, THE OPEN UNIVERSITY, UK PATRIEK MEANDREW, THE OPEN
UNIVERSITY, UK YANNIS DIMITRIADIS, UNIVERSITY OF VALLADOLID, SPAIN
DESIGNING EFFECTIVE CSCL PROCESSES IS A COMPLEX TASK THAT CAN BE
SUPPORTED BY EXISTING GOOD PRACTICES FORMULATED AS PEDAGOGICAL PATTERNS.
FROM A CULTURAL HISTORICAL ACTIVITY THEORY (CHAT) PERSPECTIVE PREVIOUS
RESEARCH HAS SHOWN THAT PATTERNS SERVED AS MEDIATING ARTEFACTS (MA)
HELPING PRACTITIONERS TO MAKE INFORMED DECISIONS AND CHOICES, BEING MUCH
CLOSER TO THE PRACTITIONERS MINDSETS THAN COMPLEX
LEARNING DESIGN MODELS, SUCH AS IMS-LD. HOWEVER, A NEW CHALLENGE ARISES
WHEN THE STARTING DESIGN ELEMENT CORRESPONDS TO OPEN EDUCATIONAL
RESOURCES (OER), LE. FREE RESOURCES OFHIGH QUALITY THAT ARE TYPICALLY
EMPLOYED FOR INDIVIDUAL LEARNING. RECENT RESEARCH REPORTED IN THIS
CHAPTER HAS AIMED TO ANA-
IMAGE 10
IYZE THE EVENTUAL CONTRIBUTION OF CSCL PATTERNS SUCH AS COLLABORATIVE
LEAMING FLOW PATTERNS (CLFP)
IN THE REPURPOSING PROCESS OF EXISTING OER FOR COLLABORATIVE LEARNING.
PRELIMINARY EVIDENCE COMING FROM A SET OF WORKSHOPS WITH EDUCATIONAL
TECHNOLOGY EXPERTS SHOWS THAT A SMALL SET OF PATTERNS DRAWN FROM A CSCL
PATTERN LANGUAGE TOGETHER WITH OTHER MA, SUCH AS VISUAL REPRESENTATIONS
OF LEAMING DESIGNS, MAY BE INSPIRATIONAL AND EFFECTIVE IN REPURPOSING
EXISTING OER. FURTHER RESEARCH IS UNDER DEVELOPMENT THAT BUILDS ON THE
SUCCESSFUL WORKSHOP FORMAT AND INVOLVES PRACTITIONERS IN FACE-TO-FACE
AND VIRTUAL WORKSHOPS. THIS NEW SET OF EXPERIENCES AIMS TO ANALYZE THE
EFFECTIVENESS OFTHE PEDAGOGICAL PATTERNS AND OTHER COMPLEMENTARY MA IN
HELPING PRACTITIONERS EXPLOIT THE GREAT POTENTIAL OFOER IN THE FRAMEWORK
OF THE OPEN LEARNING NETWORK (OLNET) PROJECT FUNDED BY THE WILLIAM AND
FLORA HEWLETT FOUNDATION.
CHAPTER 13 TEACHING ROUTINES TO ENHANCE COLLABORATION USING CLASSROOM
NETWORK TECHNOLOGY 224 ANGELA HAYDEL DEBARGER, SRI INTERNATIONAL, USA
WILLIAM R. PENUEL, SRI INTERNATIONAL, USA
CHRISTOPHER J. HARRIS, SRI INTERNATIONAL, USA PATRICIA SCHANK, SRI
INTERNATIONAL, USA
THIS CHAPTER PRESENTS AN ARGUMENT FOR THE USE OF TEACHING ROUTINES
(PEDAGOGICAL PATTERNS) TO ENGAGE STUDENTS IN COLLABORATIVE LEAMING
ACTIVITIES USING THE GROUP SCRIBBLES CLASSROOM NETWORK TECHNOLOGY.
TEACHING ROUTINES ARE A RESOURCE FOR STRUCTURING STUDENT OPPORTUNITIES
TO LEAM WITHIN LESSONS. THEY ADDRESS KNOWN CHALLENGES ASSOCIATED WITH
MAKING THE MOST OF CLASSROOM NETWORK TECHNOLOGY BY SCAFFOLDING TEACHER
ENACTMENT, ENABLING CONTINGENT TEACHING, AND PROVIDING AN ANCHOR FOR
EXPANDING PRACTICE.
IN THIS CHAPTER, WE ARTICULATE THE THEORETICAL AND EMPIRICAL BASIS FOR
USING TEACHING ROUTINES TO SUPPORT DIAGNOSTIC INTERACTIVE FORMATIVE
ASSESSMENT OF STUDENT LEARNING. WE DESCRIBE THE GOALS AND FEATURES OF
ROUTINES, TYPES OF COLLABORATION INSTANTIATED IN THE ROUTINES,
TECHNOLOGICAL ASPECTS OF GROUP SCRIBBLES, TEACHERS PERCEIVED UTILITY OF
THE ROUTINES, AND ANTICIPATED IMPLEMENTATION CHALLENGES OF THE ROUTINES
WITHIN LESSONS DESIGNED FOR MIDDLE SCHOOL EARTH SCIENCE.
CHAPTER 14 ASSESSING THE PERFORMANCE OF LEARNERS ENGAGED IN COMPUTER
SUPPORTED COLLABORATIVE PROBLEM SOLVING ACTIVITIES 245
SYMEON RETALIS, UNIVERSITY 0/ PIRAEUS, GREECE OURANIA PETROPOULOU,
UNIVERSITY 0/ PIRAEUS, GREECE GEORGIA LAZAKIDOU, UNIVERSITY 0/ PIRAEUS,
GREECE
TEACHERS OFTEN UTILISE A COMPUTER SUPPORTED COLLABORATIVE LEAMING (CSCL)
STRATEGY TO TEACH A CONCEPT, A METHOD, A PROBLEM, AND SO FORTH.
FOLLOWING GUIDELINES FROM A SCRIPT (BASED ON A CSCL STRATEGY), THEY MUST
ULTIMATELY ASSESS THEIR STUDENTS PERFORMANCE DURING THEIR ENGAGEMENT IN
VARIOUS LEAMING ACTIVITIES; HOWEVER, CONTENT AND PROCESS ASSESSMENTS
DIFFER FROM SCRIPT TO SCRIPT. THUS, A TEACHER FACES
A SERIOUS PROBLEM DURING CONTENT AND PROCESS ASSESSMENT. HERE, WE
PRESENT A HOLISTIC FRAMEWORK FOR PERFORMANCE ASSESSMENT AND SPECIFY
INDEXES FOR IT. WE AIM TO FACILITATE THE TEACHER/EVALUATOR S WORK BY
EQUIPPING HIRN OR HER WITH EASY-TO-APPLY TOOLS AND TECHNIQUES FOR
IN-DEPTH ANALYSIS OF INTERACTIONS. FI-
IMAGE 11
NALLY, WE DESCRIBE OUR APPLICATION OFTHE PROPOSED FRAMEWORK IN AN
EXPLORATORY CASE STUDY OF A PROBLEM
SOLVING ACTIVITY IN WHICH A COMPLEX COLLABORATIVE STRATEGY IS APPLIED.
CHAPTER 15 IMPLEMENTING COMPUTER-INTERPRETABLE CSCL SCRIPTS WITH
EMBEDDED ASSESSMENT: A PATTERN BASED DESIGN APPROACH 261
ELOY DAVID VILLASCLARAS-FERNANDEZ, UNIVERSITY OFVALLADOLID, SPAIN JUAN
19NACIO ASENSIO-PEREZ, UNIVERSITY OF VALLADOLID, SPAIN DAVINIA
HERNANDEZ-LEO, UNIVERSITY POMPEU FABRA, SPAIN YANNIS DIMITRIADIS,
UNIVERSITY OF VALLADOLID, SPAIN
LUIS DE LA FUENTE- VALENTIN, CARLOS 111 UNIVERSITY OF MADRID, SPAIN
ALEJANDRA MARTINEZ-MONES, UNIVERSITY OF VALLADOLID, SPAIN
THIS CHAPTER PRESENTS A PROPOSAL FOR A PATTERN-BASED APPROACH FOR
COMPUTER SUPPORTED COLLABORATIVE LEARNING (CSCL) SCRIPTS THAT AIMS TO
INTEGRATE LEARNING AND ASSESSMENT ACTIVITIES. AFTER A GENERAL
PRESENTATION OF THE APPROACH, THE CHAPTER WILL FOCUS ON A CASE STUDY WH
ICH COVERS THE WHOLE IIFE-CYC1E OF A CSCL SCRIPT WITH EMBEDDED
ASSESSMENT ACTIVITIES. THE CASE, WH ICH TOOK PLACE IN THE CONTEXT OF A
COMPUTER-MEDIATED LEARNING ENVIRONMENT, INC1UDES THE DESIGN,
INSTANTIATION, ENACTMENT AND EVALUATION OFTHE SCRIPT. FOCUSING ON THE
RELEVANCE OFTHE ASSESSMENT ACTIVITIES WHICH ARE INTEGRATED IN THE
SCRIPT, THE CASE STUDY ILLUSTRATES THE COMPLEXITY OFFORMALIZING
COMPUTER-INTERPRETABLE CSCL SCRIPTS WITH EMBEDDED ASSESSMENT. THE USAGE
OF DESIGN PATTERNS IS PROPOSED AS A MEANS OF PROVIDING SUPPORT AND HID-
ING THE COMPLEXITY OF CREATING AND ENACTING SUCH SCRIPTS. THE CASE STUDY
SHOWS THE FEASIBILITY OF THIS APPROACH, AND PROVIDES INFORMATION ABOUT
THE REQUIREMENTS OF CSCL SCRIPT AUTHORING TOOLS TO EMPLOY ASSESSMENT AND
LEARNING DESIGN PATTERNS TO SUPPORT NON-EXPERT DESIGNERS IN THOSE TASKS.
CHAPTER 16 THE SUPPORT OFVIRTUAL3D WORLDS FOR ENHANCING COLLABORATION IN
LEARNING SETTINGS 278 CHRISTIAN GTL, GRAZ UNIVERSITY OFTEEHNOLOGY,
AUSTRIA & CURTIN UNIVERSITY OFTEEHNOLOGY, AUSTRALIA
COLLABORATIVE LEARNING ACTIVITIES APPLY DIFFERENT APPROACHES IN-C1ASS OR
OUT-OF-C1ASS, WHICH RANGE FROM C1ASSROOM DISCUSSIONS TO GROUP-BASED
ASSIGNMENTS AND CAN INVOLVE STUDENTS MORE ACTIVELY AS WEIL AS STIMULATE
SOCIAL AND INTERPERSONAL SKILLS. INFORMATION AND COMMUNICATION
TECHNOLOGY CAN SUPPORT COLLABORATION, HOWEVER, A GREAT NUMBER OF
PRE-EXISTING TECHNOLOGIES AND IMPLEMENTATIONS HAVE LIMITATIONS
IN TERMS OFTHE INTERPERSONAL COMMUNICATION PERSPECTIVE, LIMITED SHARED
ACTIVITY AWARENESS, AND A LACK OF A SENSE OF CO-IOCATION. VIRTUAL 3D
WORLDS OFFER AN OPPORTUNITY TO EITHER MITIGATE OR EVEN OVERCOME THESE
ISSUES. THIS BOOK CHAPTER FOCUSES ON HOW VIRTUAL 3D WORLDS CAN FOSTER
THE COLLABORATION BOTH BETWEEN INSTRUCTORS AND STUDENTS AND BETWEEN
STUDENT PEERS IN DIVERSE LEARNING SETTINGS. LITERATURE REVIEW FINDINGS
ARE COMPLEMENTED BY THE RESULTS OF PRACTICAL EXPERIENCES ON TWO CASE
STUDIES OF COLLABORATIVE
LEARNING IN VIRTUAL3D WORLDS: ONE ON SMALL GROUP LEARNING AND ONE ON
PHYSICS EDUCATION. OVERALL FINDINGS SUGGEST THAT SUCH LEARNING
ENVIRONMENT S ADVANTAGES ARE A PROMISING ALTERNATIVE TO MEET MORE EASI1Y
AND SPONTANEOUSLY; AND THAT AN INTEGRATED PLATFORM WITH A SET OF TOOLS
AND A VARIETY OF COMMUNICATION CHANNELS PROVIDES REAL WORLD PHENOMENA AS
WEIL AS DIFFERENT ONES. ON THE NEGATIVE SIDE, THERE ARE
IMAGE 12
USABILITY ISSUES IN RELATION TO THE TECHNICALLIMITATIONS OF 3D WORLD
PLATFORMS AND APPLICATIONS, WHICH
REDUCE THE POTENTIAL FOR LEAMING IN SUCH COLLABORATIVE VIRTUAL
ENVIRONMENTS.
CHAPTER 17 FROM ACTIVE READING TO ACTIVE DIALOGUE: AN INVESTIGATION OF
ANNOTATION-ENHANCED ONLINE DISCUSSION FORUMS 300
CINDY XIN, SIMON FRASER UNIVERSITY, CANADA GEOFFREY GLASS, SIMON FRASER
UNIVERSITY, CANADA ANDREW FEENBERG, SIMON FRASER UNIVERSITY, CANADA EVA
BURES, BISHOPS UNIVERSITY, CANADA
PHI! ABRAMI, CONEORDIA UNIVERSITY, CANADA
OUR RESEARCH AIMS TO IMPROVE .ONLINE DISCUSSION FORUMS. WE IDENTIFY
TYPICAL PROBLEMS IN ONLINE DISCUSSION THAT CREATE DIFFICULTIES FOR
LEAMERS AND DESCRIBE A PEDAGOGICAL APPROACH EMPHASIZING THE IMPORTANCE
OF MODERATING IN DEALING WITH THESE PROBLEMS. THE USUAL DESIGN OF
DISCUSSION FORUMS IN LEAMING MANAGEMENT SYSTEMS IS NOT HELPFUL BUT CAN
BE IMPROVED BY SPECIFIC ADD-ONS. WE DESCRIBE A SOFTWARE
ADD-ON TO THE MOODLE DISCUSSION FORUM EALLED MARGINALIA THAT WAS
DESIGNED TO IMPLEMENT OUR PREFERRED PEDAGOGY. WE FOCUS ON ANNOTATION,
AIDING THE RETRIEVAL OF ARCHIVED MATERIAL, HELPING PARTICIPANTS BUILD
UPON ONE ANOTHER S IDEAS, AND ENCOURAGING PARTICIPANTS TO WRITE
WEAVING MESSAGES THAT CONNECT IDEAS AND SUMMARIZE THE DISCOURSE.
PRELIMINARY STUDIES OF THIS SOFTWARE FOUND A NUMBER OF USES, SOME OF
THEM UNEXPECTED. THE ARTICLE CONCLUDES WITH AN ANALYSIS OFTWO TRIAL
CLASSES EMPLOYING MARGINALIA.
CHAPTER 18 MODELING, ENACTING, SHARING AND REUSING ONLINE COLLABORATIVE
PEDAGOGY WITH CELS 319 MIKY RONEN, HOLON INSTITUTE OFTEEHNOLOGY (HIT),
ISRAEL DAN KOHEN-VAES, HOLON INSTITUTE OFTEEHNOLOGY (HIT), ISRAEL
THIS CHAPTER PRESENTS THE POTENTIAL AND CHALLENGES OF A NEW APPROACH FOR
THE DESIGN OF A PLATFORM AIMED TO FOSTER AND SUPPORT THE USE OF
COLLABORATIVE TECHNIQUES IN ACTUAL EDUCATIONAL SETTINGS. CELS IS A
WEBBASED ENVIRONMENT AIMED TO PROVIDE TEACHERS OF ALL SUBJECT DOMAINS
AND LEVELS WITH A FLEXIBLE TOOL FOR CREATING, ENACTING AND SHARING CSCL
ACTIVITIES. CELS SPECIAL FEATURE IS THE CONTROLLABLE DATA FLOW: THE
ABILITY TO SELECTIVELY REUSE LEAMERS ARTIFACTS FROM PREVIOUS STAGES
ACCORDING TO VARIOUS SOCIAL SETTINGS IN ORDER TO SUPPORT DESIGN AND
ENACTMENT OF RICH MULTI-STAGE SCRIPTS. CELS OFFERS CONTENT FREE
TEMPLATES AND A SEARCHABLE REPOSITORY OF SAMPIE ACTIVITIES PREVIOUSLY
IMPLEMENTED WITH STUDENTS. TEACHERS CAN EXPLORE THESE RESOURCES AND
ADAPT THEM TO SUIT THEIR NEEDS, OR CREATE NEW SCRIPTS FROM BASIC
BUILDING
BLOCKS. DURING THE LAST FOUR YEARS THE SYSTEM WAS PILOTED BY TEACHERS
FROM 13 COLLEGES AND UNIVERSITIES AND BY SCHOOL TEACHERS.
COMPILATION OF REFERENCES 340
ABOUT THE CONTRIBUTORS 383
INDEX 392
|
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| spelling | Techniques for fostering collaboration in online learning communities theoretical and practical perspectives Francesca Pozzi and Donatella Persico, editors Hershey [u.a.] Information Science Reference 2011 XXV, 397 S. Ill. txt rdacontent n rdamedia nc rdacarrier "This book provides a focused assessment of the peculiarities of online collaborative learning processes by looking at the strategies, methods, and techniques used to support and enhance debate and exchange among peers"--Provided by publisher. Includes bibliographical references and index Internet in education Web-based instruction Interactive multimedia Distance education Computer-assisted instruction Professional learning communities Instructional systems Design E-Learning (DE-588)4727098-6 gnd rswk-swf Kooperatives Lernen (DE-588)4165245-9 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content E-Learning (DE-588)4727098-6 s Kooperatives Lernen (DE-588)4165245-9 s DE-604 Pozzi, Francesca Sonstige oth V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020697691&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Techniques for fostering collaboration in online learning communities theoretical and practical perspectives Internet in education Web-based instruction Interactive multimedia Distance education Computer-assisted instruction Professional learning communities Instructional systems Design E-Learning (DE-588)4727098-6 gnd Kooperatives Lernen (DE-588)4165245-9 gnd |
| subject_GND | (DE-588)4727098-6 (DE-588)4165245-9 (DE-588)4143413-4 |
| title | Techniques for fostering collaboration in online learning communities theoretical and practical perspectives |
| title_auth | Techniques for fostering collaboration in online learning communities theoretical and practical perspectives |
| title_exact_search | Techniques for fostering collaboration in online learning communities theoretical and practical perspectives |
| title_full | Techniques for fostering collaboration in online learning communities theoretical and practical perspectives Francesca Pozzi and Donatella Persico, editors |
| title_fullStr | Techniques for fostering collaboration in online learning communities theoretical and practical perspectives Francesca Pozzi and Donatella Persico, editors |
| title_full_unstemmed | Techniques for fostering collaboration in online learning communities theoretical and practical perspectives Francesca Pozzi and Donatella Persico, editors |
| title_short | Techniques for fostering collaboration in online learning communities |
| title_sort | techniques for fostering collaboration in online learning communities theoretical and practical perspectives |
| title_sub | theoretical and practical perspectives |
| topic | Internet in education Web-based instruction Interactive multimedia Distance education Computer-assisted instruction Professional learning communities Instructional systems Design E-Learning (DE-588)4727098-6 gnd Kooperatives Lernen (DE-588)4165245-9 gnd |
| topic_facet | Internet in education Web-based instruction Interactive multimedia Distance education Computer-assisted instruction Professional learning communities Instructional systems Design E-Learning Kooperatives Lernen Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020697691&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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