The Experts below are selected from a list of 52437 Experts worldwide ranked by ideXlab platform
Pieter Beers - One of the best experts on this subject based on the ideXlab platform.
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Designing electronic Collaborative Learning environments
Educational Technology Research and Development, 2004Co-Authors: Paul A. Kirschner, Jan-willem Strijbos, Karel Kreijns, Pieter BeersAbstract:Electronic Collaborative Learning environments for Learning and working are in vogue. Designers design them according to their own constructivist interpretations of what Collaborative Learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them andas is usually the case when apples and oranges are comparedfind no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such Collaborative Learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues. (http://www.springerlink.com/content/w204530g786m0m83/)
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designing electronic Collaborative Learning environments
Educational Technology Research and Development, 2004Co-Authors: Paul A. Kirschner, Jan-willem Strijbos, Karel Kreijns, Pieter BeersAbstract:Electronic Collaborative Learning environments for Learning and working are in vogue. Designers design them according to their own constructivist interpretations of what Collaborative Learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them and—as is usually the case when apples and oranges are compared—find no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such Collaborative Learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues.
Paul A. Kirschner - One of the best experts on this subject based on the ideXlab platform.
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Designing electronic Collaborative Learning environments
Educational Technology Research and Development, 2004Co-Authors: Paul A. Kirschner, Jan-willem Strijbos, Karel Kreijns, Pieter BeersAbstract:Electronic Collaborative Learning environments for Learning and working are in vogue. Designers design them according to their own constructivist interpretations of what Collaborative Learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them andas is usually the case when apples and oranges are comparedfind no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such Collaborative Learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues. (http://www.springerlink.com/content/w204530g786m0m83/)
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designing electronic Collaborative Learning environments
Educational Technology Research and Development, 2004Co-Authors: Paul A. Kirschner, Jan-willem Strijbos, Karel Kreijns, Pieter BeersAbstract:Electronic Collaborative Learning environments for Learning and working are in vogue. Designers design them according to their own constructivist interpretations of what Collaborative Learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them and—as is usually the case when apples and oranges are compared—find no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such Collaborative Learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues.
Jan-willem Strijbos - One of the best experts on this subject based on the ideXlab platform.
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Assessment of (Computer-Supported) Collaborative Learning
IEEE Transactions on Learning Technologies, 2020Co-Authors: Jan-willem StrijbosAbstract:Within the (Computer-Supported) Collaborative Learning (CS)CL research community, there has been an extensive dialogue on theories and perspectives on Learning from collaboration, approaches to scaffold (script) the Collaborative process, and most recently research methodology. In contrast, the issue of assessment of Collaborative Learning has received much less attention. This article discusses how assessment of Collaborative Learning has been addressed, provides a perspective on what could be assessed, and highlights limitations of current approaches. Since assessment of Collaborative Learning is a demanding experience for teachers and students alike, they require adequate computer-supported and intelligent tools for monitoring and assessment. A roadmap for the role and application of intelligent tools for assessment of (CS)CL is presented.
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Collaborative Learning in higher education: lecturers’ practices and beliefs
Research Papers in Education, 2014Co-Authors: Jan-willem Strijbos, Ellen Sjoer, Wilfried AdmiraalAbstract:Collaborative Learning can, if designed and implemented properly, contribute to student Learning outcomes and prepare them for teamwork. However, the design and implementation of Collaborative Learning in practice depend on beliefs of lecturers about teaching and Learning in general, and Collaborative Learning in particular. One hundred and fifteen lecturers in higher education completed a survey on Collaborative Learning practices and beliefs. Additionally, 10 lecturers participated in a semi-structured interview. Lecturers considered the design of Collaborative Learning to be complicated. Their beliefs about the contribution of Collaborative Learning to (a) Learning outcomes and (b) student motivation were more positive than beliefs about the effort that students are willing to dedicate to Collaborative Learning. Lecturers’ arguments for applying Collaborative Learning were consistently more student-oriented than lecturer-oriented. More student-oriented lecturers varied more in their Collaborative learn...
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Designing electronic Collaborative Learning environments
Educational Technology Research and Development, 2004Co-Authors: Paul A. Kirschner, Jan-willem Strijbos, Karel Kreijns, Pieter BeersAbstract:Electronic Collaborative Learning environments for Learning and working are in vogue. Designers design them according to their own constructivist interpretations of what Collaborative Learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them andas is usually the case when apples and oranges are comparedfind no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such Collaborative Learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues. (http://www.springerlink.com/content/w204530g786m0m83/)
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designing electronic Collaborative Learning environments
Educational Technology Research and Development, 2004Co-Authors: Paul A. Kirschner, Jan-willem Strijbos, Karel Kreijns, Pieter BeersAbstract:Electronic Collaborative Learning environments for Learning and working are in vogue. Designers design them according to their own constructivist interpretations of what Collaborative Learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them and—as is usually the case when apples and oranges are compared—find no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such Collaborative Learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues.
Karel Kreijns - One of the best experts on this subject based on the ideXlab platform.
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Designing electronic Collaborative Learning environments
Educational Technology Research and Development, 2004Co-Authors: Paul A. Kirschner, Jan-willem Strijbos, Karel Kreijns, Pieter BeersAbstract:Electronic Collaborative Learning environments for Learning and working are in vogue. Designers design them according to their own constructivist interpretations of what Collaborative Learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them andas is usually the case when apples and oranges are comparedfind no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such Collaborative Learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues. (http://www.springerlink.com/content/w204530g786m0m83/)
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designing electronic Collaborative Learning environments
Educational Technology Research and Development, 2004Co-Authors: Paul A. Kirschner, Jan-willem Strijbos, Karel Kreijns, Pieter BeersAbstract:Electronic Collaborative Learning environments for Learning and working are in vogue. Designers design them according to their own constructivist interpretations of what Collaborative Learning is and what it should achieve. Educators employ them with different educational approaches and in diverse situations to achieve different ends. Students use them, sometimes very enthusiastically, but often in a perfunctory way. Finally, researchers study them and—as is usually the case when apples and oranges are compared—find no conclusive evidence as to whether or not they work, where they do or do not work, when they do or do not work and, most importantly, why, they do or do not work. This contribution presents an affordance framework for such Collaborative Learning environments; an interaction design procedure for designing, developing, and implementing them; and an educational affordance approach to the use of tasks in those environments. It also presents the results of three projects dealing with these three issues.
B. Rubia-avi - One of the best experts on this subject based on the ideXlab platform.
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Linking Collaborative Learning Practice with IMS LD and Service-Oriented Technologies: an Approach Based on Collaborative Learning Flow Patterns
Sixth IEEE International Conference on Advanced Learning Technologies (ICALT'06), 2006Co-Authors: D. Hernandez-leo, E.d. Villasclaras-fernandez, J.i. Asensio-perez, Y.a. Dimitriadis, M.l. Bote-lorenzo, B. Rubia-aviAbstract:This paper proposes Collaborative Learning flow patterns (CLFPs), which represent best practices in Collaborative Learning structuring, as a central element of a kind of bi-directional linkage that facilitates that teachers can play the role of designers influencing in the behavior of CSCL (computer-supported Collaborative Learning) technological solutions. Additionally, this paper describes a technological approach for achieving such a scenario. That approach is based on the Collage authoring tool that provides CLFPs as IMS LD templates and the Gridcole system, capable of interpreting the resulting CLFP-based LDs and integrating the service-oriented tools needed to support the (Collaborative) Learning activities as prescribed in those LDs
