000 04405nam a22004695i 4500
001 978-0-387-71136-2
003 DE-He213
005 20250710084012.0
007 cr nn 008mamaa
008 100301s2007 xxu| s |||| 0|eng d
020 _a9780387711362
_a99780387711362
024 7 _a10.1007/978-0-387-71136-2
_2doi
082 0 4 _a371.3
_223
100 1 _aHoppe, H. Ulrich.
_eeditor.
245 1 4 _aThe Role of Technology in CSCL
_h[recurso electrónico] :
_bStudies in Technology Enhanced Collaborative Learning /
_cedited by H. Ulrich Hoppe, Hiroaki Ogata, Amy Soller.
264 1 _aBoston, MA :
_bSpringer US,
_c2007.
300 _aXI, 194 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aComputer-Supported Collaborative Learning ;
_v9
505 0 _aDesign, Modeling, and Analysis of Collaborative Learning -- Educational information technologies and collaborative learning -- Design, modeling, and analysis of collaborative learning -- Points of cooperation: Integrating cooperative learning into web-based courses -- A computational tool for lifelong learning: Experiencing breakdowns and understanding situations -- Modeling the process of collaborative learning -- An approach for coaching collaboration based on difference recognition and participation tracking -- Collaborative Tools in Educational Practice -- Collaborative tools in educational practice -- A Paiva, R. Prada Supporting collaborative activities in computer-integrated classrooms - the NIMIS Approach -- Designing a CSCL environment for experimental learning in a distance learning context -- Pupil communication during electronic collaborative projects:Integrating communication tools with communication scenarios -- Supporting awareness in distributed collaborative learning environments.
520 _aThis book relates "new" information and communication technologies (ICT) to their specific teaching and learning functions, in particular how ICT is appropriated for and/or by educational or learning communities. We categorize consumer-oriented educational multimedia as established technologies, not of primary importance for innovative approaches to collaborative learning. Internet connections in schools and academic institutions are no longer new, though the learning culture originating from this technology may still lack a sufficiently rich definition. The technological "hot spots" of interest in this book are in turn: groupware or multi-user technologies such as group archives or synchronous co-construction environments, embedded interactive technologies in the spirit of ubiquitous computing, and modeling tools based on rich representations. Important features of these new technologies are: the move from individually oriented software tools to multi-user tools providing group awareness as well as facilities for the co-construction of knowledge; a definition of software use beyond a single piece of software towards multiple applications or tools which are not only technically interoperable but also task and role compliant in a social situation (social interoperability); high interactivity and creative potential with high productive activity and initiative on the part of the user (as opposed to the receptive scheme of usage of many educational multimedia applications); new kinds of peripherals in the spirit "of ubiquitous computing and augmented reality", which allow for redefining the borderline between physical action on the one hand and virtual or symbolic on the other.
650 0 _aEDUCATION.
650 0 _aCOMPUTER SCIENCE.
650 1 4 _aEDUCATION.
650 2 4 _aLEARNING & INSTRUCTION.
650 2 4 _aEDUCATIONAL TECHNOLOGY.
650 2 4 _aCOMPUTERS AND EDUCATION.
650 2 4 _aUSER INTERFACES AND HUMAN COMPUTER INTERACTION.
700 1 _aOgata, Hiroaki.
_eeditor.
700 1 _aSoller, Amy.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9780387711355
830 0 _aComputer-Supported Collaborative Learning ;
_v9
856 4 0 _uhttp://dx.doi.org/10.1007/978-0-387-71136-2
_zVer el texto completo en las instalaciones del CICY
912 _aZDB-2-SHU
942 _2ddc
_cER
999 _c58208
_d58208