BibSonomy publications for /tag/csclSat Oct 15 00:02:05 CEST 2011International Journal of Computer-Supported Collaborative Learning10.1007/s11412-009-9076-6371-402Wikis to support the “collaborative” part of collaborative learning42009collaborative cscl learning wiki Fri Sep 16 11:10:47 CEST 2011FrankfurtCSCL-Kompendium 2.02.22{Web 2.0 als Basistechnologien für CSCL-Umgebungen (Preprint)}N.N.blog cscl media microblogging myown socialBookmarking socialNetwork socialSoftware web2.0 wiki Nach der Dotcom-Blase und der damit verbundenen ersten abflauenden Euphorie gegenüber den Potentialen des World Wide Webs wurde im Jahr 2004 ein neuer Begriff postuliert: Web 2.0. Dieser beschreibt aber keinen technologischen Versionssprung, sondern den Umgang der Nutzer/innen durch deren aktive Beteiligung. Es entstehen immer mehr Dienste und Applikationen, die eine Einbeziehung der Nutzer/innen ermöglichen und forcieren und es so immer einfacher machen, im World Wide Web zu publizieren. In diesem Beitrag wird eine erste grobe Übersicht über die wichtigsten Applikationen gegeben, sowie deren typischen Merkmale herausgearbeitet. Ziel ist es Grundlagen für nachfolgende Kapitel zu geben, welche die speziellen Ausprägungen der Anwendungen in CSCL-Umgebungen darlegen.Wed Jul 27 12:27:42 CEST 2011BCI'09181-186Implementing Collaborative e-Learning Techniques in Collaborative Virtual Environments: The Case of Second Life.2009Collaborative Environments Techniques Virtual cscl e-Learning in life second Fri Apr 29 11:12:08 CEST 2011Münster New York München BerlinSelbststeuerung und Partizipation beim computergestützten kollaborativen Lernen: Eine Analyse im Kontext hochschulischer Lernprozesse2006analyse cscl dissertation hochschule kollaboration lernen lernprozesse partizipation selbst_lernen selbststeuerung Wed Feb 09 18:20:00 CET 2011International Journal of Mobile and Blended Learning136-48A Model of Collaborative Learning Scripts Instantiated with Mobile Technologies12009CSCL Learning Mobile Model Pedagogical Scripts haifa-mlearning mlearning Scripts are pedagogical methods for triggering productive interactions during computer-supported collaborative learning. SWISH is a pedagogical design model for constructing scripts: it articulates the nature of expected interactions to the nature of task division enforced by the script. This model is applied to mobile learning: different task divisions are supported by a distributed simulation environment, in which the client runs on mobile phones or PDAs. This contribution maps the computational architecture of the learning environment to a model of collaborative learningFri Feb 04 12:44:11 CET 2011Taipei, TaiwanThe 10th Computer Supported Collaborative Learning (CSCL) conference (2005)450 - 459Designing for cross-cultural web-based knowledge building2006activity collaboration constructionism cscl design experiment gmr haifa-edtech ijceell06 ijtme2006 iterative my myown mythesis noe-kaleidoscope sequences-ictmt7 theory thesis toontalk web-based weblabs webreports This paper describes the iterative design of a web-based collaborative workspace used in educational practice, called WebReports. The system’s unique feature is that it allows participants to discuss mathematical and scientific concepts using programmed animated and interactive models of their ideas. Rather than focusing on the specific features of the collaboration tool, we analyze it as part of a constructionist activity system. We describe the context in which the system was developed and used and compare our approach to previous research in the field. Further, we then present two scenarios which demonstrate the system in action. Following that, we attempt to map our cases to an activity theory framework. We highlight several issues in the process of the systems’ development, where the contradictions between the WebReports system and other elements in the activity system shaped its design, and comment on several issues which go beyond the activity theory framework.Mon Nov 29 17:54:54 CET 2010Journal of the Learning Sciences17-44Designs for Collective Cognitive Responsibility in Knowledge Building Communities182009Building Knowledge collaborative cscl digitalcities forum groups learning This article reports a design experiment conducted over three successive school years, with the teacher's goal of having his Grade 4 students assume increasing levels of collective responsibility for advancing their knowledge of optics. Classroom practices conducive to sustained knowledge building were co-constructed by the teacher and students, with Knowledge Forum software supporting the production and refinement of the community's knowledge. Social network analysis and qualitative analyses were used to assess online participatory patterns and knowledge advances, focusing on indicators of collective cognitive responsibility. Data indicate increasingly effective procedures, mirrored in students' knowledge advances, corresponding to the following organizations: (a) Year 1—fixed small-groups; (b) Year 2—interacting small-groups with substantial cross-group knowledge sharing; and (c) Year 3—opportunistic collaboration, with small teams forming and disbanding under the volition of community members, based on emergent goals. The third-year model maps most directly onto organic and distributed social structures in real-world knowledge-creating organizations and resulted in the highest level of collective cognitive responsibility, knowledge advancement, and dynamic diffusion of information. Pedagogical and technological innovations to enculturate youth into a knowledge-creating culture, with classroom practices to encourage distributed and opportunistic collaboration, are discussed.Tue Nov 02 17:22:54 CET 2010Mahwah, NJComputers, cognition, and workCSCL: theory and practice of an emerging paradigm19961996 _library _todo cscl elearning practice theory Thu Aug 05 07:42:00 CEST 2010Copenhagen, DenmarkProceedings of ATIT 2004, The First International Workshop on Activity Theory Based Practical Methods for IT Design33-48Appropriating Patterns for the Activity Theory Toolkit2004AT CSCL CSCW HCI activity computer-supported cooperative design language model pattern patterns theory work This paper investigates a method for modelling computersupported cooperative work, to provide a common language for users and developers collaborating in design. The research is grounded in an empirical study of the inhouse development of groupware and the work practice of system developers. Through an appropriation of Christopher Alexander’s architectural pattern language, it is proposed that patterns have the potential to be a practicable tool that both embodies the principles and methodology of activity theory, and fits the requirements of this design process.Wed Aug 04 11:13:00 CEST 2010Techniques for Fostering Collaboration in Online Learning Communities: Theoretical and PracticalThe role of CSCL pedagogical patterns as mediating artefacts for repurposing Open Educational Resources2010CSCL OER design designpatterns education learning patterns pedagogical pedagogicalpatterns Designing effective CSCL learning processes is a complex task that can be eventually supported by existing good practices formulated as pedagogical patterns. In this sense, patterns such as the Collaborative Learning Flow Patterns (CLFP) have been successfully implemented in the Collage authoring tool within a pattern-supported design process of new CSCL scripts. From a cultural historical activity theory (CHAT) perspective these patterns served as mediating artefacts (MA) that helped practitioners to make informed decisions and choices, being much closer to the practitioners’ mindsets than complex learning design models, such as IMS-LD. However, a new challenge arises when the main starting design element corresponds to Open Educational Resources (OER), i.e. free resources of high quality that are typically employed for individual learning. Recent research reported in this chapter has aimed to analyze the eventual contribution of CSCL patterns such as CLFP in the repurposing process of existing OER for collaborative learning. Preliminary evidence coming from a set of workshops with educational technology experts shows that a small set of patterns drawn from a CSCL pattern language together with other MA, such as visual representations of Learning Designs, may be inspirational and effective in repurposing existing OER. Further research is currently under development that builds on the current successful workshop format and involves practitioners in face-to-face and virtual workshops. This new set of experiences aim to analyze the effectiveness of the pedagogical patterns and other complementary MA, in a large set of practitioners that may exploit the great potential of OER in the framework of the Open Learning Network (OLnet) project funded by The William and Flora Hewlett Foundation.Wed Aug 04 08:42:06 CEST 2010Computers in Human BehaviorIncluding the Special Issue: Design Patterns for Augmenting E-Learning Experiences51028 - 1039Incorporating assessment in a pattern-based design process for CSCL scripts252009CSCL script Scripting has already been shown to be a way of increasing the chances of effective collaborative learning, and especially when computer support is available. Formal specifications, such as IMS-LD, and software authoring tools have provided instructional designers and educational practitioners with mechanisms for the creation and automation of flexible collaborative learning scripts ready to run in real scenarios. Within the context of Computer Supported Collaborative Learning (CSCL) script design, the application of design patterns has been proposed as the basis for a design process that promotes the reuse of good practices, implemented in an IMS-LD authoring tool, Collage. However, it is well known that assessment is a key aspect in real learning scenarios, and therefore it should be included in CSCL scripts. In this sense, this paper reports data and findings derived from two case studies performed to explore how assessment design can be included in the aforementioned pattern-based process. Results provide preliminary evidence that additional support is necessary for assessment design within this process for non-expert users. In order to tackle this limitation, the use of assessment patterns is analyzed. Evidence gathered in the case studies supports the need, adequacy and feasibility of a more systematic assessment-aware design process for CSCL scripts.Tue Jul 27 10:34:33 CEST 2010Journal of the Learning Sciences3265-283Computer support for knowledge-building communities31994cscl cscl-2005 ijceell06 ijtme2006 mythesis polonsky sequences-esm sequences-ictmt7 In this article we focus on educational ideas and enabling technology for knowledge-building discourse. the conceptual bases of computer-supported intentional learning environments (CSILE) come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities. These bases combine to support the following propositions: Schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal, and the role of educational technology should be to replace classroom discourse patterns with those having more immediate and natural extensions to knowledge-building communities outside school walls. CSILE is described as a means for reframing classroom discourse to support knowledge building in ways extensible to out-of-school knowledge-advancing enterprises. Some of the most fundamental problems are logistic, and it is in solving these logistic problems that we see the greatest potential for educational technology.Fri Feb 19 14:28:37 CET 2010Journal of Theoretical and Applied Electronic Research236-44Learning to Collaborate and Collaborating to Learn: An Experiental Approach to Teaching Collaborative Systems12006cscl experiential learning Sun Jan 10 18:38:21 CET 2010Mahwah, NJComputer Supported Collaborative Learning 2005: The Next 10 Years!732-736Story-Lines: A Case Study of Online Learning Using Narrative Analysis2005CSCL TEL learning Mon Oct 26 20:38:13 CET 2009Proceedings of Tenth International Conference on AI in Education592--594{Building a bridge between intelligent tutoring and collaborative dialogue systems}2001AI AIED ITS analysis collaborative convsation cscl design discourse education language learning postviva social Our research objective is to develop computer tutors that collaborate with students on tasks in simulated environments. Towards this end, we seek to integrate two separate but related research threads: intelligent tutoring systems (ITS) and collaborative dialogue systems (CDS). Research on ITS [10] focuses on computer tutors that adapt to individual students based on the target knowledge the student is expected to learn and the presumed state of the student’s current knowledge. Research on CDS (e.g., [5]), with an equally long history, focuses on computational models of human dialogue for collaborative tasks. Unfortunately, there has been a surprising lack of cross-fertilization between these two research areas. Work on tutorial dialogue for ITS has not leveraged general models of collaborative dialogue. Similarly, research on collaborative dialogues has focused on modeling conversations between peers or between an expert and novice, but has rarely addressed tutorial issues.Sat Oct 24 10:37:55 CEST 2009Handbuch der Berufsbildung.432-450eLearning in der Berufsbildung2006Berufsbildung Blended CSCL E-Moderation E-Tutoring E-learning Implementation Learning Lernumgebung Potentiale Teleteaching Teletutoring Thu Oct 22 12:25:35 CEST 2009New York, NY, USAPETRA '08: Proceedings of the 1st international conference on PErvasive Technologies Related to Assistive Environments1-5Collaborative e-learning environments enhanced by wiki technologies2008cscl forum wiki Fri Sep 25 10:36:23 CEST 2009Berlin/HeidelbergLearning in the Synergy of Multiple Disciplines, Proceedings of the EC-TEL 2009OctoberLecture Notes in Computer ScienceContext-aware Combination of Adapted User Profiles for Interchange of Knowledge Between Peers57942009cscl ectel2009 posters user-profile This paper presents a system that connects students with complementary profiles, so they can interchange knowledge and help each other. The profile of the students is built by a modified intelligent tutoring system. Every time the user profile is updated, a gateway updates the profile stored in the user's personal terminal using a web-service based communication mechanism. The terminals (e.g. mobile phones) are able to find and communicate between themselves using Bluetooth. When they find two complementary user profiles, they help the users getting into contact, thus providing the benefits of social network tools but at short-range and with physical context awareness. Two students are complementary when one knows what the other wants to learn and viceversa, so they can be of mutual help.Tue Sep 01 10:42:52 CEST 2009Paris, FranceModeling and Using Context, 5th International and Interdisciplinary Conference, CONTEXT 20053554CONTEXT 2005, Paris, France, July 5-8, 2005292 - 303Proceedings. Lecture Notes in Computer ScienceOntology Facilitated Community Navigation - Who Is Interesting for What I Am Interested in?20052005 CSCL SNA formation group Networks have been a common way to show pathways for supporting communities. Usually the local focus of the actors in these networks does not allow them to perceive the broader context of their current interest. In this paper the authors propose an ontology-based approach to link people who have no explicit relation in the network despite potential common interests. With respect to the results we extend the concept of integrating ontologies into social networks to shared information spaces.Tue Sep 01 10:42:52 CEST 2009Los Alamitos, CAAdvanced Learning Technologies ICALT 2006164-168An approach to organize re-usability of learning designs and collaboration scripts of various granularity20062006 CSCL IMS_LD scripting Learning Processes in technology enhanced learning have been defined more rigorously in the last years to make them supportable and executable in learning environments. This is reflected in the field of educational modelling and learning design as well as in the field of collaboration scripts.<br /> Both strands share the property that they operate with learning processes utilized at very different granularity. Because of the high effort in developing such learning designs from scratch, approaches for integrating the different granularities and re-using parts of existing scenarios emerged.<br /> In this contribution we will present our conclusions how a landscape of learning process components can be organized to help the practitioner in utilizing the existing design experience for his own purposes. We will elaborate this problem both from a pedagogically and a computationally influences perspective and propose an approach to integrate them in a unified method for organizing the re-use of learning design components.csclCommunity for tag(s) cscl