By Timothy Koschmann, Rogers P. Hall, Naomi Miyake
Surveying contemporary advances in machine Supported Collaborative studying, this ebook files the expansion of the sector and considers the clients for destiny improvement. It offers empirical learn, technical recommendations, and the theories underlying CSCL layout. 4 case stories research expertise move related to CSILE. objective chapters are via commentaries and writer responses. participants comprise anthropologists, communications experts, machine scientists, educators, psychologists, and philosophers. Annotation c. ebook information, Inc., Portland, OR (booknews.com)
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Additional resources for CSCL 2: Carrying Forward the Conversation
You had good English in your note. 1 learned a lot that will help me in Biology. 3. Decent spelling could be better. Chris Low levels of collaboration may have been partially dueto a lack of understanding among students regarding the nature and purpose of CSILE. Students seemed toperceive the program as an environmentfor project-based work in which theirmain objective wasto seek out and replicate information from texts. From that perspective, collaborationwould be a secondary,less critical activity,because no one except the teacher was considered a domain expert or a reliable source of information.
1992). This CSILE software package consists of two applications that operate across local-area and wide-area computer networks (Fig. 3): the server, which manages the classroom database, and the client, which communicates with the server from other computers on the network. The client application, which is more commonly called CSILE, is the one that students MacCSlLE Client 1 Client 2 Client 3 MacCSlLE MacCSlLE MacCSl Client 4 FIG. 3. A conceptual representation of CSlLE information flow. At the beginning of the year, the database is empty.
1. A FOCUS ON UNDERSTANDING 27 4. What does the hiv virus do toyou? 5. What is the treatment for AIDS? 6. What are the precautions for AIDS? 7. If someone who hasAIDS looks different what do theylook like? 8. Why is AIDS not a laughing matter? Notes containing lists of questions were notpivotal ones in the database. Students rarely made direct reference to their questions in the notes that followed. In fact, only once did a student refer back to earlier queries and acknowledge which questions had been addressed and which ones had not.
CSCL 2: Carrying Forward the Conversation by Timothy Koschmann, Rogers P. Hall, Naomi Miyake