Content deleted Content added
Diego Moya (talk | contribs) |
Diego Moya (talk | contribs) →Strategies: Adding/improving reference(s) |
||
Line 40:
Technology-mediated discourse refers to debates, discussions, and other social learning techniques involving the examination of a theme using technology. For example, wikis are a way to encourage discussion among learners, but other common tools include mind maps, survey systems, and simple message boards. Like collaborative writing, technology-mediated discourse allows participants that may be separated by time and distance to engage in conversations and build knowledge together.<ref name="wikis" /><ref>Asterhan, C., & Schwarz, B. (2010). Online moderation of synchronous e-argumentation. International Journal of Computer-Supported Collaborative Learning, 5(3), 259-82. {{doi|10.1007/s11412-010-9088-2}}</ref>
Group exploration refers to the shared discovery of a place, activity, environment or topic among two or more people. Students do their exploring in an online environment, use technology to better understand a physical area, or reflect on their experiences together through the Internet. [[Virtual worlds]] like [[Second Life]] and [[Whyville]] as well as synchronous communication tools like [[Skype]] may be used for this kind of learning.<ref>Nelson, B., & Ketelhut, D. (2008). Exploring embedded guidance and self-efficacy in educational multi-user virtual environments. International Journal of Computer-Supported Collaborative Learning, 3(4), 413-27. {{doi|10.1007/s11412-008-9049-1}}</ref><ref>Ioannidou, A., Repenning, A., Webb, D., Keyser, D., Luhn, L., & Daetwyler, C. (2010). Mr. Vetro: A Collective Simulation for teaching health science. International Journal of Computer-Supported Collaborative Learning, 5(2), 141-66. {{doi|10.1007/s11412-010-9082-8}}</ref> Educators may use Orchestration Graphs to define activities and roles that students must adopt during learning, and analyzing afterwards the learning process.<ref>Haklev, S., Faucon, L. P., Hadzilacos, T., & Dillenbourg, P. (2017). [https://infoscience.epfl.ch/record/230014/files/ECTEL%20FROG%20Demo.pdf ''FROG: rapid prototyping of collaborative learning scenarios'']</ref>
Problem-based learning is a popular instructional activity that lends itself well to CSCL because of the social implications of problem solving. Complex problems call for rich group interplay that encourages collaboration and creates movement toward a clear goal.<ref name="lu">Lu, J., Lajoie, S., & Wiseman, J. (2010). Scaffolding problem-based learning with CSCL tools. International Journal of Computer-Supported Collaborative Learning, 5(3), 283-98. {{doi|10.1007/s11412-010-9092-6}}</ref><ref>Koschmann, T., Feltovich, P., Myers, A., & Barrows, H. (1992). Implications of CSCL for problem-based learning:Special issue on computer supported collaborative learning. Journal of the Learning Sciences, 21(3), 32-35. {{doi|10.1145/130893.130902}}</ref>
| |||