1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

Conflict and Conflict Management.

Review(s) of: R. Murray Thomas, Blending Qualitative and Quantitative Research Methods in Theses and Dissertations, Corwin Press (an imprint of Sage), Thousand Oaks, California, 2003, ISBN 0761939326, 240 pages, paperback. Includes photo.

Blending Qualitative and Quantitative Research Methods in Theses and Dissertations [Book Review]

This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its four types of components of internal and external scripts (play, scene, role, and scriptlet) and seven principles, this theory addresses the question how CSCL practices are shaped by dynamically re-configured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over non-transactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points towards conceptual challenges and future research questions.

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Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning

Macro scripts structure collaborative learning and foster the emergence of knowledge-productive interactions such as argumentation, explanations and mutual regulation We propose a pedagogical model for the designing of scripts and illustrate this model using three scripts In brief, a script disturbs the natural convergence of a team and in doing so increases the intensity of interaction required between team members for the completion of their collaborative task The nature of the perturbation determines the types of interactions that are necessary for overcoming it: for instance, if a script provides students with conflicting evidence, more argumentation is required before students can reach an agreement Tools for authoring scripts manipulate abstract representations of the script components and the mechanisms that relate components to one another These mechanisms are encompassed in the transformation of data structures (social structure, resources structure and products structure) between script phases We describe how this pedagogical design model is translated into computational structures in three illustrated scripts

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The mechanics of CSCL macro scripts

This paper presents a new approach for creating and conducting structured asynchronous collaborative activities and incorporating them in the existing instructional setting for all subjects and levels. CeLS is a web-based system designed to create and reuse Activity Structures; runable formats reflecting various collaborative instructional strategies e.g., creating and analyzing a common database, reaching an agreement, peer-product evaluation, contest, creating a group product. The unique feature in CeLS's design is its ability to use learners' products from previous stages and to conduct complex, multi-stage, structured activities. CeLS provides a sample of content-free Activity Structures and a searchable domain of all the activities that were implemented with students. Teachers can explore these examples, adopt them for personal use and adapt their structure and content to suit their specific needs. If none of the existing pre-designed resources seems to suit the needs, they can create new structures using basic building blocks.

Adopt & adapt: structuring, sharing and reusing asynchronous collaborative pedagogy

We present an effort to provide teachers with a dedicated environment for designing location based games conducted via mobile phones. Treasure-HIT allows teachers to define a set of locations (usin ...

Mobile Treasure Hunt Games for Outdoor Learning

INTUITEL is a research project aiming to offer a personalized learning environment. The INTUITEL approach includes an Intelligent Tutoring System that gives students recommendations and feedback about what the best learning path is for them according to their profile, learning progress, context and environmental influences. INTUITEL combines efficient pedagogical-based recommendations with freedom of choice and it introduces this tutoring support in different Learning Management Systems. During the INTUITEL project various software and pedagogical testing procedures were defined to provide the development teams with feedback, both summative and formative. The current paper describes the initial user test, which was conducted at the University of Valladolid for the course “Network Design”. The experiment was focused on real learners’ reactions to INTUITEL recommendations received by an INTUITEL-enabled LMS. Nineteen students participated in a two phase testing procedure in order to analyze the learners’ behavior with INTUITEL, as well as obtaining information about how learners perceive the influence and usefulness of the tutoring system in online learning courses. Results show that students with INTUITEL follow learning paths that are more suitable for them. Besides, the general satisfaction level of participants is high. Most learners appreciate INTUITEL, would follow its recommendations and consider the messages shown by INTUITEL as useful and caring.

Integration of an intelligent tutoring system in a course of computer network design

This paper describes our current efforts that combine the potential and affordancesof two approaches and systems aiming to provide educators and researchers with the ability todesign and enact peda ...

An Integrated Approach for the Enactment of Collaborative Pedagogical ScriptsUsing Mobile Technologies

Nowadays, teachers and students utilize different ICT devices for conducting innovative and educational activities from anywhere at any time. The enactment of these activities relies on robust communication and computational infrastructures used for supporting technological devices enabling better accessibility to educational resources and pedagogical scaffolds, wherever and whenever necessary. In this paper, we present EDU.Tube: an interactive environment that relies on web and mobile solutions offered to teachers and students for authoring and incorporating educational interactions at specific moments along the time line of occasional YouTube video-clips. The teachers and students could later experience these authored artefacts while interacting from their stationary or mobile devices. We describe our efforts related to the design, deployment and evaluation of an educational activity supported by the EDU.Tube environment. Furthermore, we illustrate the specific teachers’ and students’ efforts practiced along the different phases of this educational activity. The evaluation of this activity and results are presented, followed by a discussion of these findings, as well as some recommendations for future research efforts further elaborating on EDU.Tube’s aspects in relation to learning analytics.

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Dan Kohen-Vacs

Papers

Adopt & adapt: structuring, sharing and reusing asynchronous collaborative pedagogy

Mobile Treasure Hunt Games for Outdoor Learning

Integration of an intelligent tutoring system in a course of computer network design

An Integrated Approach for the Enactment of Collaborative Pedagogical ScriptsUsing Mobile Technologies

Evaluation of enhanced educational experiences using interactive videos and web technologies: pedagogical and architectural considerations