By Anthony Kaye (auth.), Anthony R. Kaye (eds.)
The inspiration for the Workshop on which this e-book relies arose from discussions which we had after we either attended an previous - and extra commonly established - NATO complicated learn Workshop on computing device Supported Collaborative studying, directed through Claire O'Malley in Maratea, Italy, in 1989. We either felt that it might be attention-grabbing to organise a moment Workshop during this region, yet in particular taken with using pcs and networking (telematics) as conversation instruments for collaborative studying open air the formal tuition environment. We have been really drawn to analyzing the ways that computing device conferencing can be utilized for collaboration and staff studying within the contexts of distance schooling, grownup studying, specialist education, and organisational networking. And we needed to make sure that we integrated, within the scope of the Workshop, occasions during which studying is a major, specific aim (e.g. an internet education programme) in addition to occasions the place studying happens as a secondary, even incidental, final result of a collaborative job whose specific objective will be diversified (e.g. the actions of networked product groups or job groups). one other objective used to be to attempt to assemble for a couple of days individuals with 3 varied views at the use of laptop conferencing: clients, researchers, and software program designers. We was hoping that, if shall we gather a gaggle of individuals from those 3 diverse constituencies, we would, jointly, be capable of make a small contribution to actual growth within the field.
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The belief for the Workshop on which this ebook is predicated arose from discussions which we had once we either attended an previous - and extra largely established - NATO complicated learn Workshop on laptop Supported Collaborative studying, directed by means of Claire O'Malley in Maratea, Italy, in 1989. We either felt that it might be attention-grabbing to organise a moment Workshop during this quarter, yet particularly concerned about using desktops and networking (telematics) as communique instruments for collaborative studying outdoor the formal college atmosphere.
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Additional resources for Collaborative Learning Through Computer Conferencing: The Najaden Papers
To use e-mail for leaving notifications or important messages to the whole group by using a distribution list instead of using the conferencing system. In fact, learners estimated that e-mail was a better medium for increasing interaction with their peers than computer conferencing! Results from the analysis of messages reflect this scarce use of the medium. One of the course conferences on spreadsheets only had 41 messages during the whole period, with just 3 interventions from the tutor. When analysing these messages, the largest percentage in each course corresponded to 'responses to activities' and 'questions' posed by learners, but there were few messages on peer interaction or expression of personal opinions that could elicit collaborative learning processes.
Fellow students may contribute, and in some cases, such guidance discussions may develop into a seminar form. The seminar form evolves from the guidance form and may be scheduled during certain periods of the course semester. It is primarily driven by eager students and engaged staff members. The seminar may depart from questions regarding interpretations of assignments. However, a further institutionalised development of the seminar form in the Electronic College does not seem as a Waiting for Electropolis 43 realistic goal at the present stage.
And yet, distance education has been based upon instructional design and an industrialised approach where the social perspective has been peripheral. The merging of distance education and the features of computer conferencing is about to change this . Until the 1980's, distance education systems relied on a large scale model involving traditional correspondence courses. The institution-centred correspondence systems supported primarily individual learning, and the distance student could normally follow an independently tailored learning pace.