標(biāo)題: Titlebook: Designing for Change in Networked Learning Environments; Barbara Wasson,Sten Ludvigsen,Ulrich Hoppe Book 2003 Springer Science+Business Me [打印本頁] 作者: supplementary 時間: 2025-3-21 18:56
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書目名稱Designing for Change in Networked Learning Environments讀者反饋
書目名稱Designing for Change in Networked Learning Environments讀者反饋學(xué)科排名
作者: Inkling 時間: 2025-3-21 21:26
Designing for Change in Networked Learning Environments作者: spinal-stenosis 時間: 2025-3-22 00:41 作者: zonules 時間: 2025-3-22 06:17
Book 2003The contributions in this volume include discussions on knowledge building, designing and analysing group interaction, design of collaborative multimedia and 3D environments, computational modelling and analysis, software agents, and much more..作者: DRAFT 時間: 2025-3-22 11:37 作者: 一起 時間: 2025-3-22 16:16
Michael Olsson,Dirk Piekenbrockw software agents support the diverse types of awareness required and allows the social construction of knowledge, based on a theory of knowledge management, proposing the design issues for lifelong learning environments on the Internet.作者: 一起 時間: 2025-3-22 21:02
Representational Tools and the Transformation of Learningl language that “thinking is specific” and “not like a sausage machine which reduces all materials indifferently to one marketable commodity.” (p. 39)..One of the most significant mechanisms through which learning is transformed is technology. Artefacts represent one of the forms of externalisation 作者: 衣服 時間: 2025-3-23 00:29 作者: 特征 時間: 2025-3-23 03:45 作者: 儲備 時間: 2025-3-23 06:08
Promoting Interaction in Large Classes with Computer-Mediated Feedbackckground and pilot studies. CFS addresses these challenges by enabling students to post annotations (.., .) directly on lecture slides. The instructor sees the annotations in real time. Evidence from a large lecture study shows that CFS enhances interaction by addressing challenges to interaction.作者: GRACE 時間: 2025-3-23 12:02 作者: 大量 時間: 2025-3-23 15:55
Michael Olsson,Dirk Piekenbrock as a medium for interactive debate. Although there was no significant difference between the quality of students’ texts before and after debating across the conditions, a new interaction analysis method (“Rainbow”) revealed differences in students’ expression and elaboration of arguments.作者: 屈尊 時間: 2025-3-23 19:20 作者: AGONY 時間: 2025-3-23 23:55 作者: transdermal 時間: 2025-3-24 05:13 作者: GULP 時間: 2025-3-24 08:03 作者: Adenocarcinoma 時間: 2025-3-24 12:13 作者: micturition 時間: 2025-3-24 16:01 作者: output 時間: 2025-3-24 19:07
Grounding in Electronic Discussions: Standard (Threaded) Versus Anchored Discussionn board and one that used an annotation or ‘a(chǎn)nchored discussion’ system. The used research instruments were: dialogue analysis, questionnaires and focus group interviews. Results will be analyzed and discussed in the light of the difference between the 2 conditions.作者: Figate 時間: 2025-3-25 03:03
Book 2003across various disciplines including education, cognitive, social and educational psychology, didactics, computer science, linguistics and semiotics, speech communication, anthropology, sociology and design. ..Computer Support for Collaborative Learning (CSCL) is a genuinely interdisciplinary field 作者: CHOP 時間: 2025-3-25 06:57 作者: conquer 時間: 2025-3-25 10:15 作者: 哭得清醒了 時間: 2025-3-25 13:41
Michael Olsson,Dirk Piekenbrockesult in more qualitative historical reasoning, in the chat as well as in the text. However, the results of this study did not show a significant difference in the amount and type of historical reasoning between the two conditions. A possible explanation can be found in the way the students make use of the tool while executing the task.作者: Arb853 時間: 2025-3-25 15:48
Michael Olsson,Dirk Piekenbrockf collaborative exercises. Results of two trials indicate that our approach works to some extent, and help to identify some needs for further improvement. The implications of our approach and our experiences for the design of the next generation of support for collaborative exercises are discussed.作者: 范例 時間: 2025-3-25 21:14 作者: entail 時間: 2025-3-26 01:22
A Quartet in Eudy is to develop methodology, enrich theory and explore the ways in which praxis (theory-informed tutoring and learning on the programme) and theory interact as we try to understand the complex processes of tutoring and learning. The paper reports some of the current findings of this work and discusses future prospects.作者: Mundane 時間: 2025-3-26 04:48 作者: ARCHE 時間: 2025-3-26 11:33 作者: Wallow 時間: 2025-3-26 16:27 作者: 熟練 時間: 2025-3-26 20:01 作者: frivolous 時間: 2025-3-26 23:27
https://doi.org/10.1007/978-3-322-83650-2ssive inquiry model — in its conceptual form — is too rationalistic for student knowledge building. We found that student knowledge building is task-specific and local oriented, rather than aimed at conceptual artefacts.作者: textile 時間: 2025-3-27 01:11
https://doi.org/10.1007/978-3-322-83650-2sed on the “.” criteria; and second, a visualization that allows merging in a single view the time order and the thread order of the messages. Finally, we present a tool based on these mechanisms and describe some preliminary results of its use.作者: hidebound 時間: 2025-3-27 08:25
Michael Olsson,Dirk Piekenbrockication styles as compared with the use of different CPEs. (2) Identifying students’ nascent abilities for using CPEs to show functionality in science. (3) Further understanding CPEs’ design characteristics as to which may promote or hamper learning with models in science.作者: alleviate 時間: 2025-3-27 12:51
https://doi.org/10.1007/978-3-322-83650-2nt of students’ tele-collaboration are reported. It is concluded that the concept presented here provides not only new education alternatives, but also some research possibilities in areas such as sociology, education, and engineering.作者: 做方舟 時間: 2025-3-27 13:53 作者: Blatant 時間: 2025-3-27 19:10
Developmental Trajectory in Knowledge Building: An Investigationme, working collaboratively in groups to work on a number of topics using an electronic platform, the Knowledge Forum?. Results indicate that there is a hierarchy of accessibility for the 12 knowledge building principles and that clustering can be observed in the development of these knowledge building characteristics.作者: LAVE 時間: 2025-3-27 23:21
Categorisation in Knowledge Buildingssive inquiry model — in its conceptual form — is too rationalistic for student knowledge building. We found that student knowledge building is task-specific and local oriented, rather than aimed at conceptual artefacts.作者: 連系 時間: 2025-3-28 03:26
Supporting Emergence of Threaded Learning Conversations Through Augmenting Interactional and Sequentsed on the “.” criteria; and second, a visualization that allows merging in a single view the time order and the thread order of the messages. Finally, we present a tool based on these mechanisms and describe some preliminary results of its use.作者: Innovative 時間: 2025-3-28 09:52
Students’ Collaborative use of Computer-Based Programming Tools in Science:ication styles as compared with the use of different CPEs. (2) Identifying students’ nascent abilities for using CPEs to show functionality in science. (3) Further understanding CPEs’ design characteristics as to which may promote or hamper learning with models in science.作者: 有毛就脫毛 時間: 2025-3-28 10:28
New Breed of Computer Supported Student Contests:nt of students’ tele-collaboration are reported. It is concluded that the concept presented here provides not only new education alternatives, but also some research possibilities in areas such as sociology, education, and engineering.作者: opalescence 時間: 2025-3-28 16:03 作者: 起皺紋 時間: 2025-3-28 21:43 作者: correspondent 時間: 2025-3-29 01:43 作者: 認(rèn)識 時間: 2025-3-29 04:23 作者: 機械 時間: 2025-3-29 09:57 作者: 無能力之人 時間: 2025-3-29 14:56 作者: 誘使 時間: 2025-3-29 17:45 作者: 窗簾等 時間: 2025-3-29 23:43
https://doi.org/10.1007/978-3-322-89527-1ability to accumulate experiences over generations, and to communicate them in time and space, are two of the features that are so distinctive for the human species. A corollary of such a perspective on learning, and one that contrasts with most theoretical traditions, is that learning, and cognitio作者: Inclement 時間: 2025-3-30 00:07
https://doi.org/10.1007/978-3-322-89527-1rlying philosophy of these systems is that CSCL systems should raise the levels of learners’ motivation and participation in a learning situation. We believe that enhancing interactions among learners in a physical world is an effective way for supporting their learning. Recent development of sensin作者: 摘要 時間: 2025-3-30 04:21
Michael Olsson,Dirk Piekenbrocknderstanding of the space of debate. A secondary school experiment compared broadening/deepening of understanding of the space of a debate on genetically modified organisms, using either a CHAT tool, or else an argument-diagram tool (DREW: Dialogical Reasoning Educational Web tool) that was designed作者: 咽下 時間: 2025-3-30 11:57 作者: optic-nerve 時間: 2025-3-30 12:36 作者: blister 時間: 2025-3-30 19:22
https://doi.org/10.1007/978-3-322-83650-2 investigate how this is accomplished in a distributed meeting conducted via a chat interface. Doing so poses an interactional problem for participants and the sorts of solutions that they work out is our object of study here. We observe that a shared understanding becomes problematic through what w作者: 尖叫 時間: 2025-3-30 23:20 作者: palliate 時間: 2025-3-31 04:18
Michael Olsson,Dirk Piekenbrockrming discourse. Scardamalia (2002) described 12 characteristics that can be identified in knowledge building discourses, which can be used to evaluate how far a group engaging in collaborative work is actually engaging in knowledge building. This paper reports on the level of performance in relatio作者: MORPH 時間: 2025-3-31 05:02 作者: CANDY 時間: 2025-3-31 10:17 作者: 果核 時間: 2025-3-31 15:26 作者: interrupt 時間: 2025-3-31 18:52
Michael Olsson,Dirk Piekenbrockng. The CSCL environment we use, enables students to collaborate on a historical inquiry task and in writing an argumentative text. In order to support historical reasoning we compared two representational tools: a graphical representation (argumentative diagram) and a linear representation (argumen作者: Coterminous 時間: 2025-4-1 01:31 作者: 愛社交 時間: 2025-4-1 02:47 作者: 不開心 時間: 2025-4-1 08:53
