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It has a number of implications for instructional designers, developers, and teachers.
*First, it revealed what technological features or functions were particularly important and useful to students in the context of writing, and how a CSCL system could be adapted for use for different subject areas, which have specific implications for instructional designers or developers to consider when designing CSCL tools.
*Second, this study also suggested the important role of a teacher in designing the scaffolds, scaffolding the collaborative learning process, and making CSCL a success. Third, it is important that a meaningful, real-world task is designed for CSCL in order to engage students in authentic learning activities of knowledge construction.<ref>{{cite book|url=http://www.tml.tkk.fi/Opinnot/T-110.556/2003/Materiaali/EditedLehtinenCSCL.pdf|contribution=COMPUTER-SUPPORTED COLLABORATIVE LEARNING: AN APPROACH TO POWERFUL LEARNING ENVIRONMENTS|author=Erno Lehtinen|editor=E. De Corte
*Third, cooperative work in the classroom, using as a tool based technology devices "one to one " where the teacher has a program of classroom management, allows not only the enhancement of teamwork where each member takes responsibilities involving the group, but also a personalized and individualized instruction, adapting to the rhythms of the students, and allowing to achieve the targets set in which has been proposed for them individualized Work Plan.
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