Titlebook: Designing for Change in Networked Learning Environments; Barbara Wasson,Sten Ludvigsen,Ulrich Hoppe Book 2003 Springer Science+Business Me

frivolous

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.

textile

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.

hidebound

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.

alleviate

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.

做方舟

Blatant

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.

LAVE

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.

連系

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.

Innovative

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.

有毛就脫毛

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.