By Pierre Dillenbourg, Sanna Järvelä, Frank Fischer (auth.), Dr. Nicolas Balacheff, Dr. Sten Ludvigsen, Dr. Ton de Jong, Dr. Ard Lazonder, Dr. Sally Barnes (eds.)
Technology-enhanced studying is a well timed subject, the significance of that's famous via academic researchers, practitioners, software program designers, and coverage makers. This quantity offers and discusses present developments and matters in technology-enhanced studying from a eu examine and improvement point of view. This multifaceted and multidisciplinary subject is taken into account from 4 diversified viewpoints, each one of which constitutes a separate part within the publication. The sections contain normal in addition to domain-specific ideas of studying which have been chanced on to play an important position in technology-enhanced environments, how you can form the surroundings to optimize newbies’ interactions and studying, and particular applied sciences utilized by the surroundings to empower newcomers. an extra part discusses the paintings offered within the previous sections from a working laptop or computer technological know-how point of view and an implementation perspective.
This publication comes out of the paintings in Kaleidoscope: a eu community of Excellence within which over 1,000 humans from greater than ninety institutes throughout Europe take part. Kaleidoscope brings jointly researchers from assorted disciplines and cultures, via their collaboration and sharing of clinical results, they're aiding stream the sphere of technology-enhanced studying forward.
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Extra info for Technology-Enhanced Learning: Principles and Products
It has become a central issue not only in sociocultural studies but also in the experimental research on CSCL. Investigating these various forms of orchestration raises several methodological challenges for CSCL research which cannot be elaborated fully here. Among the most important methodological challenges are the following: 1. How to ensure knowledge accumulation in CSCL orchestration research when concepts and methods become increasingly heterogeneous? g. Arnseth & Ludvigsen, 2006). Given the call for including rather more heterogeneous concepts from different social planes and potentially from different scientific disciplines, the threat of fostering the problem of low knowledge accumulation is high.
Tools can be regarded as a way of constructing and expressing what is learnt from the inquiry process using this representation (tools as means). Systems or phenomena can be presented using these external 2 Developments in Inquiry Learning 27 representations. , 2002; Grosslight, Unger, Jay, & Smith, 1991; Harrison & Treagust, 2000; Zacharia, 2005). In this case, understanding is linked to the tools and the representations these tools employ. The final products of these tools can be considered as representational constructs that reflect learners’ understanding and skills (Papaevripidou, Constantinou, & Zacharia, 2007).
Collaborative artefacts and interactive furniture (pp. 129–145). Dordrecht, The Netherlands: Springer. Kirschner, P. , & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based experiential and inquiry-based teaching. Educational Psychologist, 41, 75–86. , & Hesse, F. W. (2006). Collaboration scripts – a conceptual analysis. Educational Psychology Review, 18, 159–185. , & Slotta, J. D. (2007). Internal and external scripts in computer-supported collaborative inquiry learning.