Designing for Change in Networked Learning Environments - pocketboek

EAN (ISBN-13): 9789048163212
ISBN (ISBN-10): 9048163218
Gebonden uitgave
pocket book
Verschijningsjaar: 2011
Uitgever: Springer
556 Bladzijden
Gewicht: 0,875 kg
Taal: eng/Englisch

Boek bevindt zich in het datenbestand sinds 2011-09-12T19:32:28+02:00 (Amsterdam)
Detailpagina laatst gewijzigd op 2023-05-28T00:28:24+02:00 (Amsterdam)
ISBN/EAN: 9789048163212

ISBN - alternatieve schrijfwijzen:
90-481-6321-8, 978-90-481-6321-2
alternatieve schrijfwijzen en verwante zoekwoorden:
Auteur van het boek: hoppe, wasson, ludvigsen, barbara ulrich, cognitive sociology
Titel van het boek: designing for change, change design, environments

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Gegevens van de uitgever

Auteur: B. Wasson; Sten Ludvigsen; Ulrich Hoppe
Titel: Computer-Supported Collaborative Learning Series; Designing for Change in Networked Learning Environments
Uitgeverij: Springer; Springer Netherland
536 Bladzijden
Verschijningsjaar: 2011-01-29
Dordrecht; NL
Gedrukt / Gemaakt in
Taal: Engels
213,99 € (DE)
219,99 € (AT)
236,00 CHF (CH)
POD
XX, 536 p.

BC; Hardcover, Softcover / Pädagogik/Schulpädagogik, Didaktik, Methodik; Lehrmittel, Lerntechnologien, E-Learning; Verstehen; Internet; Scaffolding; collaborative learning; communication; computer science; computer-supported collaborative learning; educational psychology; learning; linguistics; modeling; multimedia; programming; sensing; software agent; visualization; learning and instruction; Digital Education and Educational Technology; Education; Artificial Intelligence; Instructional Psychology; Pädagogik; Künstliche Intelligenz; Pädagogische Psychologie; BB; EA

1.1 Representational tools and the transformation of learning.- 1.2 How sensing and mobile technologies can enhance collaborative learning in classrooms and museums.- 2.1 Comparing graphical and textual preparation tools for collaborative argumentation-based learning.- 2.2 Computer-supported collaborative learning in the space of debate.- 2.3 Assessing and scaffolding knowledge building: Pedagogical knowledge building principles and electronic portfolios.- 2.4 Primeclimb: Designing to facilitate mediated collaborative inquiry.- 2.5 Problematizing the problem: A single case analysis in a dPBL meeting.- 2.6 A quartet in E: Investigating collaborative learning and tutoring as knowledge creation processes.- 2.7 Developmental trajectory in knowledge building: An investigation.- 2.8 Categorisation in knowledge building: Task specific argumentation in a co-located CSCL environment.- 2.9 Grounding in electronic discussion: Standard (threaded) versus anchored discussion.- 2.10 Supporting emergence of threaded learning conversations through augmenting interactional and sequential coherence.- 3.1 Supporting historical reasoning in CSCL.- 3.2 Collaborative modelling of rational numbers.- 3.3 Students’ collaborative use of computer-based programming tools in science: A descriptive study.- 4.1 Promoting interaction in large classes with computer-mediated feedback.- 4.2 Some experiences with collaborative exercises.- 4.3 New breed of computer supported student contests: Learning by and for tele-collaboration.- 5.1 Towards lifelong learning environments: Agents supporting the collaborative construction of knowledge in virtual communities.- 5.2 Designing pedagogical agents for Cscl.- 5.3 Integrating software agents with.- 6.1 Validating a representational notation for collaborativeproblem solving.- 6.2 Deictic roles of external representation in face-to-face and online collaboration.- 7.1 Supporting awareness to facilitate collaborative learning in an online learning environment.- 7.2 Framework for scaffolding the development of problem representations by collaborative design.- 7.3 Instructional support for computer-mediated collaboration: Results from process analyses.- 7.4 Group skill usage: the accuracy and impact of self-assessment and feedback.- 7.5 Influence of feedback on distributed problem based learning.- 8.1 From face-to-face to virtual space.- 8.2 Practices of collaborative authoring with video episodes.- 8.3 CoVase: Collaborative visualization for constructivist learning.- 8.4 Sdr: networking.- 8.5 Digital-EE II: RV-augmented interface design for networked collaborative environmental learning.- 8.6 Role of icons and chat boxes in computer supported collaborative learning.- 9.1 Full-contact poetry: Creating space for poetic collaboration.- 9.2 Solving Meno’s paradox: Task sematics and narratives in multimediated educational environments.- 9.3 Situating historical events through mixed reality.- 9.4 Epro2: Design of a system and a curriculum to support group learning for school children.- 10.1 Individual behaviors and social structure in the development of communication networks of self-organizing online discussion groups.- 10.2 Measuring the perceived quality of social space in distributed learning groups.- 10.3 Developing tools for analyzing Cscl process.- 10.4 How social network analysis can help to measure cohesion in collaborative distance learning.- 11.1 Extending the scope of the current discussion on metadata towards situated models.- 11.2 A critical analysis of Ims learning design.- 11.3 Analysis methods for collaborativemodels and activities.- 11.4 Towards an Xml-based representation of collaborative action.- 12.1 The organisation of interaction in ditributed collaborative learning.- 12.2 Sharing perspectives in virtual interaction: Review of methods of analysis.- 12.3 Designing networked environments to support dialogical learning.- 12.4 A study on heterogeneity during real-time collaborative problem solving.- 12.5 Stimulating questioning behaviour: a study on learning and understanding in video-based design teams.- 12.6 Nonverbal signs in virtual environments.- 12.7 Is synchronous computer mediated collaborative problem-solving ‘justified’ only when by distance? ‘Teacher’s points of view and interventions with co-located groups, during everyday class activities.- 12.8 A participant experience method for illustrating individuals’ experiences in the course of an evolving virtual learning community.- 12.9 Designing for divergence.- 13.1 From lecture recording towards personalized collaborative learning.- 13.2 The activeclass project: Experiments in encouraging classroom participation.- 13.3 Supporting face-to-face learning with handheld devices.- 14.1 Scientific principles in Pasteur’s quadrant: Integrating goals of understanding and use in learning environments research.- 14.2 Moving toward a theory of CSCL.- 14.3 A new conceptual framework for CSCL.- 14.4 Meaning and interpretation in collaboration.
Includes supplementary material: sn.pub/extras