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Collaboration theory proposes that technology in support of CSCL should provide new types of media that foster the building of collaborative knowing; facilitate the comparison of knowledge built by different types and sizes of groups; and help collaborative groups with the act of negotiating the knowledge they are building. Further, these technologies and designs should strive to remove the teacher as the bottleneck in the communication process. In other words, the teacher should not have to act as the conduit for communication between students or as the avenue by which information is dispensed. Finally, collaboration theory-influenced technologies will strive to increase the quantity and quality of learning moments via computer-simulated situations.<ref name="collab" />
Stahl extended his proposals about collaboration theory during the next decade with his research on [[group cognition]] [http://GerryStahl.net/elibrary]. In his book on "Group Cognition",<ref name="GC">Stahl, G. (2006). Group Cognition: Computer support for building collaborative knowledge. Cambridge:MA. MIT Press.</ref>
==Strategies==
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[[Project-based learning]] is similar to problem-based learning in that it creates impetus to establish team roles and set goals. The need for collaboration is also essential for any project and encourages team members to build experience and knowledge together. Although there are many advantages to using software that has been specifically developed to support collaborative learning or project-based learning in a particular ___domain, any file sharing or communication tools can be used to facilitate CSCL in problem- or project-based environments.<ref>Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3/4), 369.</ref>
When [[Web 2.0]] applications (wikies, blogs, RSS feed, collaborative writing, video sharing, social networks, etc.) are used for computer-supported collaborative learning specific strategies should be used for their implementation, especially regarding (1) adoption by teachers and students; (2) usability and quality in use issues; (3) technology maintenance; (4) pedagogy and instructional design; (5) social interaction between students; (6) privacy issues; and (7) information/system security.
==Teacher roles==
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=== History ===
[[Dyslexia]] primarily involves difficulties with reading, spelling and sentence structure, transposition, memory, organization and time management, and lack of confidence.<ref name="Woodfine 2006">Woodfine, et. al. (2006). Text-based synchronous e-learning and dyslexia: Not necessarily the perfect match!. Science Direct, 703-717.</ref> Dyslexia has in the past two decades become increasingly present in research and legislation. The United Kingdom passed the [[Disability Discrimination Act 1995]] in which institutions were required to “reasonably adjust” instruction for students with disabilities, particularly physical and sensory disabilities; in 2002, the [[Special Educational Needs and Disability Act 2001|Special Education Needs and Disabilities Act]] adjusted the legislation to include learning disabilities.
The [[Americans with Disabilities Act of 1990]] (ADA) established that all students with disabilities must be included in all state and districtwide assessments of student progress. The ADA also guarantees equal accommodation for the disabled in, “employment, public accommodations, state and local government services, transportation, and telecommunications.”<ref
In recent years, tools such as WebHelpDyslexia and other capabilities of web applications have increased the availability of tools to provide coping skills for students with dyslexia.<ref>Avelar, L. O., Rezende, G. C., & Friere, A. P. (2015). WebHelpDyslexia: a browser extension to adapt web content for people with dyslexia. Procedia Computer Science, 67, 150-159.</ref>
=== Research on Dyslexia in E-Learning Environments ===
In 2006, Woodfine argued that dyslexia can impact the ability of a student to participate in synchronous e-learning environments, especially if activities being completed are text-based. During experimental qualitative research, Woodfine found that data suggested “learners with dyslexia might suffer from embarrassment, shame and even guilt about their ability to interact with other learners when in a synchronous environment.”<ref
In a study by Fichten et al., it was found that assistive technology can be beneficial in aiding students with the progression of their reading and writing skills. Tools such as spell check or text-to-speech can be helpful to learners with dyslexia by allowing them to focus more on self-expression and less on errors.<ref name="Alsobhi, A. 2015">Alsobhi, A., Khan, N., & Rahanu, H. (2015). Personalised learning materials based on dyslexia types: ontological approach.Procedia Computer Science, 60, 113-121.</ref>
=== Design implications ===
Alsobhi, et. al., examined assistive technologies for dyslexic students and concluded that the most fundamental considerations to be had when serving students of this population are: “the learning styles that people with dyslexia exhibit, and how [[assistive technology]] can be adapted to align with these learning behaviors.”<ref
The [http://www.sciencedirect.com/science/article/pii/S1877050915012673 Dyslexia Adaptive E-Learning] (DAEL) is a suggested a framework that proposes four dimensions that cover 26 attributes. The proposed framework asks educators to make decisions based on perceived ease of use, perceived usefulness, and system adaptability:
*perceived ease of use: This refers to the degree to which a student believes that using the technology is free of effort.<ref name="ReferenceA">Alsobhi, A., Khan, N., & Rahanu, H. (2015). DAEL framework: a new adaptive e-learnng framework for students with dyslexia. Procedia Computer Science, 51, 1947-1956.</ref> One technique to increase the perceived ease of use includes utilizing technology in which self-descriptiveness is present. This, coupled with clarity and logical flow of functions, makes the learning process easier and the interaction between the user and machine more convenient.<ref
*perceived usefulness: Defined as how a student’s performance, or learning performance, can be enhanced by a system. Studies show the impact of perceived ease of use and perceived usefulness and their role in a users’ decision on whether to use a system again. Scaffolding as well as accommodations to the student’s learning style will help overcome limitations of system operations, as will feedback geared toward system improvements.<ref
*system adaptability: Refers to the user experiences and the way in which students are given control over a system to increase confidence and comfort in their learning. In addition to implications for the system, the flow of content shouldb be logical and the tone (attitude) of content should be encouraging.<ref
=== 508 Compliance & the implications for Educators ===
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== Web 3.0 and Computer-Supported Collaborative Learning (CSCL) ==
The [[World Wide Web]] began as information sharing on [[Static web page|static webpages]] accessible on a computer through the use of a [[web browser]]. As more interactive capabilities were added, it evolved into [[Web 2.0]], which allowed for [[user-generated content]] and participation (e.g. [[Social networking service|social networking]]). This opened up many new possibilities for computer-supported collaborative learning (CSCL) using the Internet. The internet is now entering a new phase, [[Web 3.0]] or the [[Semantic Web]], which is characterized by the greater [[interconnectivity]] of [[machine-readable data|machine-readable]] data from many different sources. New intelligent technology applications will be able to manage, organize and create meaning from this data
The interconnectivity of machine-readable data with semantic tags means that searches will be greatly enhanced. Search results will be more relevant, recommendations of resources will be made based on search terms and results will include [[multimedia]] content.<ref name=":0" /><ref>{{Cite journal|last=Allison|first=Mark|last2=Kendrick|first2=Lynn Marie|date=2015-12-01|title=Toward Education 3.0: Pedagogical Affordances and Implications of Social Software and the Semantic Web|url=http://onlinelibrary.wiley.com/doi/10.1002/tl.20167/abstract|journal=New Directions for Teaching and Learning|language=en|volume=2015|issue=144|pages=109–119|doi=10.1002/tl.20167|issn=1536-0768}}</ref><ref name=":2">{{Cite journal|last=Morris|first=Robin D.|date=2011-01-01|title=Web 3.0: Implications for Online Learning|url=https://link.springer.com/article/10.1007/s11528-011-0469-9|journal=TechTrends|language=en|volume=55|issue=1|pages=42–46|doi=10.1007/s11528-011-0469-9|issn=8756-3894}}</ref><ref>{{Cite journal|last=Halimi|first=Khaled|last2=Seridi-Bouchelaghem|first2=Hassina|date=2015-01-01|title=Semantic web based learning styles identification for social learning environments personalization|url=http://www.medra.org/servlet/aliasResolver?alias=iospress&doi=10.3233/WEB-150307|journal=Web Intelligence|language=en|volume=13|issue=1|pages=3–29|doi=10.3233/web-150307|issn=2405-6456}}</ref>
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New Web 3.0 capabilities for learners include enhanced tools for managing learning, allowing them to [[Self-regulated learning|self-regulate]] and [[Co-regulation|co-regulate]] learning without the assistance of an instructor.<ref name=":2" /> Through the use of Web 3.0, groups and communities can be formed according to specific criteria without human input. These communities and groups can provide support to new learners and give experts an opportunity to share their knowledge.<ref name=":2" />
Teachers can benefit from these same capabilities to manage their teaching.<ref name=":5">{{Cite journal|last=Jafari|first=Ali|date=2002|title=Conceptualizing Intelligent Agents for Learning and Teaching|url=https://www.educause.edu/ir/library/pdf/eqm0235.pdf|journal=Educause Quarterly|volume=25 (3)|pages=
=== Examples of new Web 3.0 tools to enhance CSCL ===
==== Virtual Assistants and
Making data machine-readable is leading to the development of [[Virtual assistant (artificial intelligence)|virtual assistants]] and [[
==== Virtual Learning Communities
Virtual learning communities are [[
==== Non-immersive and Immersive 3D Virtual Environments ====
Through the use of [[3D game graphics|3D gaming]], users can simulate lives of others while providing their knowledge throughout the 3D environment as an [[avatar]]. These 3D environments also foster [[simulation]] and scenario building<ref name=":2" /> for places where users would otherwise not have access. The 3D environments facilitate online knowledge building communities.<ref name=":3">{{Cite journal|title=Web 3.0 in education {{!}} Editură acreditată CNCSIS, Editura Universitară|url=http://www.editurauniversitara.ro/carte/education/web_30_in_education/10419|doi=10.5682/2066-026x-12-073}}</ref> Non-immersive environments are environments in which not all five senses are used but still allows users to interact in virtual worlds.<ref name=":4">{{Cite journal|last=Jackson|first=Randolph L.|last2=Fagan|first2=Eileen|date=2000|title=Collaboration and Learning Within Immersive Virtual Reality|url=http://doi.acm.org/10.1145/351006.351018|journal=Proceedings of the Third International Conference on Collaborative Virtual Environments|series=CVE '00|___location=New York, NY, USA|publisher=ACM|pages=83–92|doi=10.1145/351006.351018|isbn=1581133030}}</ref> [[Virtual reality headset|Virtual Reality (VR) headsets]]
==See also==
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