Barriers And Biases In Computer Mediated Knowledge Communication

Author: Rainer Bromme
Publisher: Springer Science & Business Media
ISBN: 0387243194
Size: 52.48 MB
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What are the barriers in computer-mediated communication for cooperative learning and work? Based on empirical research, the chapters of this book offer different perspectives on the nature and causes of such barriers for students and researchers in the field.

Arguing To Learn

Author: Jerry Andriessen
Publisher: Springer Science & Business Media
ISBN: 9401707812
Size: 70.33 MB
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This book focuses on how new pedagogical scenarios, task environments and communication tools within Computer-Supported Collaborative Learning (CSCL) environments can favour collaborative and productive confrontations of ideas, evidence, arguments and explanations, or arguing to learn. The first to assemble the work of internationally renowned scholars, this book will be of interest to researchers in education, psychology, computer science, communication and linguistic studies

Scripting Computer Supported Collaborative Learning

Author: Frank Fischer
Publisher: Springer Science & Business Media
ISBN: 038736949X
Size: 32.95 MB
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Theoretically, the term "script" appears to be rather ill-defined. This book clarifies the use of the term "script" in education. It approaches the term from at least three perspectives: cognitive psychology perspective, computer science perspective, and an educational perspective. The book provides learners with scripts that support them both in communication/coordination and in higher-order learning.

Designing For Change In Networked Learning Environments

Author: B. Wasson
Publisher: Springer Science & Business Media
ISBN: 9401701954
Size: 68.93 MB
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This volume is of interest to researchers and students, designers, educators, and industrial trainers in such disciplines as education, cognitive, social and educational psychology, didactics, computer science, linguistics and semiotics, speech communication, anthropology, sociology and design. It includes discussions on knowledge building, designing and analyzing group interaction, design of collaborative multimedia and 3D environments, computational modeling and analysis, and software agents.

What We Know About Cscl

Author: Jan-Willem Strijbos
Publisher: Springer Science & Business Media
ISBN: 1402077793
Size: 57.60 MB
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This book is the first that presents an overview of the main topics involved in the study and implementation of Computer-Supported Collaborative Learning (CSCL) from a learning viewpoint. It is also one of the few - or the only one - that does this from a research and practical instructional design perspective. Too many books begin with the medium and/or the environments used for CSCL, as if you would write a book on building a house by focusing almost primarily on hammers, saws and screwdrivers. The main topics are clustered in four sections that are derived from reverse ordering the CSCL acronym, because CSCL is all about learning through collaboration that is supported by computers. Although CSCL is increasingly advocated in higher education, specific CSCL implementations - i.e. something more than providing technology without a well developed educational rationale - are uncommon in higher education. The topics covered in this book, each including a review and several examples of current best practices in higher education, can stimulate 'informed' implementation of CSCL in higher education.

Cscl 2

Author: Timothy Koschmann
Publisher: Routledge
ISBN: 1135661235
Size: 20.61 MB
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CSCL 2: Carrying Forward the Conversation is a thorough and up-to-date survey of recent developments in Computer Supported Collaborative Learning, one of the fastest growing areas of research in the learning sciences. A follow-up to CSCL: Theory and Practice of an Emerging Paradigm (1996), this volume both documents how the field has grown and fosters a meaningful discussion of how the research program might be advanced in substantive ways. Recognizing the long-standing traditions of CSCL work in Europe and Japan, the editors sought to broaden and expand the conversation both geographically and topically. The 45 participating authors represent a range of disciplinary backgrounds, including anthropology, communication studies, computer science, education, psychology, and philosophy, and offer international perspectives on the field. For each chapter, the goal was not only to show how it connects to past and future work in CSCL, but also how it contributes to the interests of other research communities. Toward this end, the volume features a "conversational structure" consisting of target chapters, invited commentaries, and author responses. The commentaries on each chapter were solicited from a diverse collection of writers, including prominent scholars in anthropology of education, social studies of science, CSCW, argumentation, activity theory, language and social interaction, ecological psychology, and other areas. The volume is divided into three sections: *Part I explores four case studies of technology transfer involving CSILE, one of the most prominent CSCL projects. *Part II focuses on empirical studies of learning in collaborative settings. *Part III describes novel CSCL technologies and the theories underlying their design. Historically, there has been a certain amount of controversy as to what the second "C" in CSCL should represent. The conventional meaning is "collaborative" but there are many C-words that can be seen as relevant. With the publication of this volume, "conversational" might be added to the list and, in this spirit, the book might be viewed as an invitation to join a conversation in progress and to carry it forward.

Technology Enhanced Learning

Author: Nicolas Balacheff
Publisher: Springer Science & Business Media
ISBN: 1402098278
Size: 75.55 MB
Format: PDF
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Technology-enhanced learning is a timely topic, the importance of which is recognized by educational researchers, practitioners, software designers, and policy makers. This volume presents and discusses current trends and issues in technology-enhanced learning from a European research and development perspective. This multifaceted and multidisciplinary topic is considered from four different viewpoints, each of which constitutes a separate section in the book. The sections include general as well as domain-specific principles of learning that have been found to play a significant role in technology-enhanced environments, ways to shape the environment to optimize learners’ interactions and learning, and specific technologies used by the environment to empower learners. An additional section discusses the work presented in the preceding sections from a computer science perspective and an implementation perspective. This book comes out of the work in Kaleidoscope: a European Network of Excellence in which over 1,000 people from more than 90 institutes across Europe participate. Kaleidoscope brings together researchers from diverse disciplines and cultures, through their collaboration and sharing of scientific outcomes, they are helping move the field of technology-enhanced learning forward.

Advances In Intelligent Tutoring Systems

Author: Roger Nkambou
Publisher: Springer
ISBN: 3642143636
Size: 57.97 MB
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May the Forcing Functions be with You: The Stimulating World of AIED and ITS Research It is my pleasure to write the foreword for Advances in Intelligent Tutoring S- tems. This collection, with contributions from leading researchers in the field of artificial intelligence in education (AIED), constitutes an overview of the many challenging research problems that must be solved in order to build a truly intel- gent tutoring system (ITS). The book not only describes some of the approaches and techniques that have been explored to meet these challenges, but also some of the systems that have actually been built and deployed in this effort. As discussed in the Introduction (Chapter 1), the terms “AIED” and “ITS” are often used int- changeably, and there is a large overlap in the researchers devoted to exploring this common field. In this foreword, I will use the term “AIED” to refer to the - search area, and the term “ITS” to refer to the particular kind of system that AIED researchers build. It has often been said that AIED is “AI-complete” in that to produce a tutoring system as sophisticated and effective as a human tutor requires solving the entire gamut of artificial intelligence research (AI) problems.