Download e-book for kindle: CSCL 2: Carrying Forward the Conversation by Timothy Koschmann, Rogers P. Hall, Naomi Miyake

By Timothy Koschmann, Rogers P. Hall, Naomi Miyake

Surveying fresh advances in computing device Supported Collaborative studying, this e-book records the expansion of the sector and considers the clients for destiny improvement. It offers empirical study, technical suggestions, and the theories underlying CSCL layout. 4 case reports research know-how move concerning CSILE. aim chapters are via commentaries and writer responses. members comprise anthropologists, communications experts, computing device scientists, educators, psychologists, and philosophers. Annotation c. booklet information, Inc., Portland, OR (

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Additional resources for CSCL 2: Carrying Forward the Conversation

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A CSILE discussion thus served as a chronologically ordered record of a group’s thinking about a Human Biology question. Discussions were advantageous because they brought together thetext of all participants in the same window and focused students on the same problem of understanding. The high visibility of different people’s texts, combined with a shared interestin resolving a particular problem, increased the likelihood that individuals would read, and respond to, each other’s work. This arrangement also allowed an entire discussion to be accessed in a single database retrieval no matter how large the conversation grew.

Teacher: 1 see my role as chiefly one of monitoring students and of assisting thosein difficulty. The publishing feature onCSlLE is a useful means for meeting withstudents to discuss their contributions. I insist that all notes, which are to be used for evaluation, must be published. To be granted the status of published, a note must be a significant contribution to the database and it must be grammatically correct. As 1 meet with students to discuss their notes, 1 try to guide themto explore more deeply into the problem they are working on.

Studies of student behavior have identified several strategies that are inefficient from an educational standpoint but are effective techniques for rapid task-completion. Two of these strategies are called Knowledge-Telling and Copy-Delete: 1. Knowledge-telling is the practiceof reiterating what one already knows about a particulartopic. It is a convenientstrategytouse with project-based work because it does not require planning, organization, or the analysis of new information (Scardamalia& Bereiter, 1991b, 1993).

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