Networked Collaborative Learning

Networked Collaborative Learning
Author: Guglielmo Trentin
Publsiher: Elsevier
Total Pages: 184
Release: 2010-01-20
ISBN 10: 1780631642
ISBN 13: 9781780631646
Language: EN, FR, DE, ES & NL

Networked Collaborative Learning Book Review:

The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCL's sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, a multidimensional model for the sustainability of NCL is proposed. The model is characterized by four dimensions: pedagogical approaches, e-teacher professional development, instructional design models and valuation/assessment approaches. Each of these dimensions is examined on the basis of the author’s direct experience gained through applying NCL to his university teaching. Delineates a framework for NCL sustainability Provides an instructional design model for NC Describes an original approach to the evaluation of collaborative learning processes

Advances in Research on Networked Learning

Advances in Research on Networked Learning
Author: Peter M. Goodyear,Sheena Banks,Vivien Hodgson,David McConnell
Publsiher: Springer Science & Business Media
Total Pages: 248
Release: 2006-04-11
ISBN 10: 1402079095
ISBN 13: 9781402079092
Language: EN, FR, DE, ES & NL

Advances in Research on Networked Learning Book Review:

Networked learning is learning in which information and communications technology (ICT) is used to promote connections: between one learner and other learners; between learners and tutors; between a learning community and its learning resources. Networked learning is an area which has great practical and theoretical importance. It is a rapidly growing area of educational practice, particularly in higher education and the corporate sector. This volume brings together some of the best research in the field, and uses it to signpost some directions for future work. The papers in this collection represent a major contribution to our collective sense of recent progress in research on networked learning. In addition, they serve to highlight some of the largest or most important gaps in our understanding of students’ perspectives on networked learning, patterns of interaction and online discourse, and the role of contextual factors. The range of topics and methods addressed in these papers attests to the vitality of this important field of work. More significant yet is the complex understanding of the field that they combine to create. In combination, they help explain some of the key relationships between teachers’ and learners’ intentions and experiences, the affordances of text-based communications technologies and processes of informed and intelligent educational change.

Preparing the Next Generation of Teachers for 21st Century Education

Preparing the Next Generation of Teachers for 21st Century Education
Author: Tang, Siew Fun,Lim, Chee Leong
Publsiher: IGI Global
Total Pages: 377
Release: 2018-04-06
ISBN 10: 1522540814
ISBN 13: 9781522540816
Language: EN, FR, DE, ES & NL

Preparing the Next Generation of Teachers for 21st Century Education Book Review:

As educational standards continue to transform, it has become essential for educators to receive the support and training necessary to effectively instruct their students and meet societal expectations. To do this, fostering education programs that include innovative practices and initiatives is imperative. Preparing the Next Generation of Teachers for 21st Century Education provides emerging research on innovative practices in learning and teaching within the modern era. While highlighting topics such as blended learning, course development, and transformation practices, readers will learn about progressive methods and applications of 21st-century education. This book is an important resource for educators, academicians, professionals, graduate-level students, and researchers seeking current research on contemporary learning and teaching practices.

Designing for Change in Networked Learning Environments

Designing for Change in Networked Learning Environments
Author: B. Wasson,Sten Ludvigsen,Ulrich Hoppe
Publsiher: Springer Science & Business Media
Total Pages: 536
Release: 2013-06-29
ISBN 10: 9401701954
ISBN 13: 9789401701952
Language: EN, FR, DE, ES & NL

Designing for Change in Networked Learning Environments Book Review:

This volume is of interest to researchers and students, designers, educators, and industrial trainers in such disciplines as education, cognitive, social and educational psychology, didactics, computer science, linguistics and semiotics, speech communication, anthropology, sociology and design. It includes discussions on knowledge building, designing and analyzing group interaction, design of collaborative multimedia and 3D environments, computational modeling and analysis, and software agents.

Learning In a Networked Society

Learning In a Networked Society
Author: Yael Kali,Ayelet Baram-Tsabari,Amit M. Schejter
Publsiher: Springer
Total Pages: 263
Release: 2019-04-26
ISBN 10: 3030146103
ISBN 13: 9783030146108
Language: EN, FR, DE, ES & NL

Learning In a Networked Society Book Review:

One of the most significant developments in contemporary education is the view that knowing and understanding are anchored in cultural practices within communities. This shift coincides with technological advancements that have reoriented end-user computer interaction from individual work to communication, participation and collaboration. However, while daily interactions are increasingly engulfed in mobile and networked Information and Communication Technologies (ICT), in-school learning interactions are, in comparison, technologically impoverished, creating the phenomenon known as the school-society digital disconnect. This volume argues that the theoretical and practical tools of scientists in both the social and educational sciences must be brought together in order to examine what types of interaction, knowledge construction, social organization and power structures: (a) occur spontaneously in technology-enhanced learning (TEL) communities or (b) can be created by design of TEL. This volume seeks to equip scholars and researchers within the fields of education, educational psychology, science communication, social welfare, information sciences, and instructional design, as well as practitioners and policy-makers, with empirical and theoretical insights, and evidence-based support for decisions providing learners and citizens with 21st century skills and knowledge, and supporting well-being in today’s information-based networked society.

Collaborative Learning Through Computer Conferencing

Collaborative Learning Through Computer Conferencing
Author: Anthony R. Kaye
Publsiher: Springer Science & Business Media
Total Pages: 264
Release: 2012-12-06
ISBN 10: 3642776841
ISBN 13: 9783642776847
Language: EN, FR, DE, ES & NL

Collaborative Learning Through Computer Conferencing Book Review:

The idea for the Workshop on which this book is based arose from discussions which we had when we both attended an earlier - and more broadly based - NATO Advanced Research Workshop on Computer Supported Collaborative Learning, directed by Claire O'Malley in Maratea, Italy, in 1989. We both felt that it would be interesting to organise a second Workshop in this area, but specifically concerned with the use of computers and networking (telematics) as communication tools for collaborative learning outside the formal school setting. We were particularly interested in examining the ways in which computer conferencing can be used for collaboration and group learning in the contexts of distance education, adult learning, professional training, and organisational networking. And we wanted to ensure that we included, in the scope of the Workshop, situations in which learning is a primary, explicit goal (e.g. an online training programme) as well as situations where learning occurs as a secondary, even incidental, outcome of a collaborative activity whose explicit purpose might be different (e.g. the activities of networked product teams or task groups). Another goal was to try to bring together for a few days people with three different perspectives on the use of computer conferencing: users, researchers, and software designers. We hoped that, if we could assemble a group of people from these three different constituencies, we might, collectively, be able to make a small contribution to real progress in the field.

Collaboration and Networking in Education

Collaboration and Networking in Education
Author: Daniel Muijs,Mel Ainscow,Chris Chapman,Mel West
Publsiher: Springer Science & Business Media
Total Pages: 183
Release: 2011-01-04
ISBN 10: 9400702833
ISBN 13: 9789400702837
Language: EN, FR, DE, ES & NL

Collaboration and Networking in Education Book Review:

Collaboration and networking have recently come to the fore as major school improvement strategies in a number of countries. A variety of initiatives, from government and other agencies, have encouraged collaboration and led to a lot of practical activity in this area. However, at present there are no texts in education that explore collaboration and networking from both a theoretical and practical perspective. In this book, we aim to provide a theoretical background to educational collaboration, drawing on research and theory in policy studies, psychology and sociology, leading ultimately to a typology of networks. This theoretical base will be tested in the discussion of a number of case studies referring to specific initiatives such as the Federations programme, multi-agency collaboration and Networked Learning Communities. Lessons for practice will be drawn and presented in terms of factors internal and external to the school. The key issue of network leadership will be addressed here as well.

The Wiley Handbook of Problem Based Learning

The Wiley Handbook of Problem Based Learning
Author: Mahnaz Moallem,Woei Hung,Nada Dabbagh
Publsiher: John Wiley & Sons
Total Pages: 752
Release: 2019-01-30
ISBN 10: 111917323X
ISBN 13: 9781119173236
Language: EN, FR, DE, ES & NL

The Wiley Handbook of Problem Based Learning Book Review:

The first book to offer an in-depth exploration of the topic of problem-based learning with contributions from international experts The Wiley Handbook of Problem-Based Learning is the first book of its kind to present a collection of original essays that integrate the research and practice of problem-based learning in one comprehensive volume. With contributions from an international panel of leading scholars, researchers, practitioners and educational and training communities, the handbook is an authoritative, definitive, and contemporary volume that clearly demonstrates the impact and scope of research-based practice in problem-based learning (PBL). After many years of its successful implementation in medical education curricula, problem-based learning is now being emphasized and practiced more widely in K-12, higher education, and other professional fields. The handbook provides timely and stimulating advice and reflection on the theory, research, and practice of PBL. Throughout the book the contributors address the skills needed to implement PBL in the classroom and the need for creating learning environments that are active, collaborative, experiential, motivating and engaging. This important resource: Addresses the need for a comprehensive resource to problem-based learning research and implementation Contains contributions from an international panel of experts on the topic Offers a rich collection of scholarly writings that challenge readers to refresh their knowledge and rethink their assumptions Takes an inclusive approach that addresses the theory, design, and practice of problem-based learning Includes guidelines for instructional designers, and implementation and assessment strategies for practitioners Written for academics, students, and practitioners in education, The Wiley Handbook of Problem-Based Learning offers a key resource to the most recent information on the research and practice of problem-based learning.

Computer Support for Collaborative Learning

Computer Support for Collaborative Learning
Author: Gerry Stahl
Publsiher: Psychology Press
Total Pages: 755
Release: 2002
ISBN 10: 9780805844436
ISBN 13: 0805844430
Language: EN, FR, DE, ES & NL

Computer Support for Collaborative Learning Book Review:

Proceedings of: CSCL 2002 meeting in Boulder, Colorado, January 7-11, 2002.

Computer Supported Collaborative Learning

Computer Supported Collaborative Learning
Author: Claire O'Malley
Publsiher: Springer Science & Business Media
Total Pages: 303
Release: 2012-12-06
ISBN 10: 3642850987
ISBN 13: 9783642850981
Language: EN, FR, DE, ES & NL

Computer Supported Collaborative Learning Book Review:

Although research in collaborative learning has a fairly long history, dating back at least to the early work of Piaget and Vygotsky, it is only recently that workers have begun to apply some of its findings to the design of computer based learning systems. The early generation of the!le systems focused on their potential for supporting individual learning: learning could be self paced; teaching could be adapted to individual learners' needs. This was certainly the promise of the later generation of intelligent tutoring systems. However, this promise has yet to be realised. Not only are there still some very difficult research problems to solve in providing adaptive learning systems, but there are also some very real practical constraints on the widespread take up of individualised computer based instruction. Reseachers soon began to realise that the organisational, cultural and social contexts of the classroom have to be taken into account in designing systems to promote effective learning. Much of the work that goes on in classrooms is collaborative, whether by design or not. Teachers also need to be able to adapt the technology to their varying needs. Developments in technology, such as networking, have also contributed to changes in the way in which computers may be envisaged to support learning. In September 1989, a group of researchers met in Maratea, Italy, for a NATO-sponsored workshop on "Computer supported collaborative . learning". A total of 20 researchers from Europe (Belgium.

The Networked School Leader

The Networked School Leader
Author: Chris Brown
Publsiher: Emerald Group Publishing
Total Pages: 280
Release: 2020-04-03
ISBN 10: 1838677216
ISBN 13: 9781838677213
Language: EN, FR, DE, ES & NL

The Networked School Leader Book Review:

Evidence-based and engaging, with key takeaways for practitioners in every chapter, this book addresses the existing knowledge gap about how school leaders can effectively develop, support, and sustain networks within and across schools. It is crucial reading for school leaders, system leaders and education researchers working close-to-practice.

Computer Supported Collaborative Learning 2005

Computer Supported Collaborative Learning 2005
Author: Timothy Koschmann
Publsiher: Routledge
Total Pages: 804
Release: 2017-10-03
ISBN 10: 1351226894
ISBN 13: 9781351226899
Language: EN, FR, DE, ES & NL

Computer Supported Collaborative Learning 2005 Book Review:

The Computer Supported Collaborative Learning (CSCL) conference has become an internationally-recognized forum for the exchange of research findings related to learning in the context of collaborative activity and the exploration of how such learning might be augmented through technology. This text is the proceedings from CSCL 2005 held in Taipei, Taiwan. This conference marked the 10th anniversary of the first CSCL Conference held at Indiana University in 1995. Subsequent meetings have been held at the University of Toronto, Stanford University, University of Maastricht (Netherlands), University of Colorado at Boulder, and the University of Bergen (Norway).Just as the first CSCL conference was instrumental in shaping the trajectory of the field in its first decade, the conference in Taipei will play an important role in consolidating an increasingly international and interdisciplinary community and defining the direction of the field for the next 10 years. This volume, and the papers from which it is comprised, will be an important resource for those active in this area of research and for others interested in fostering learning in settings of collaboration.

Collaborative Learning Reasoning and Technology

Collaborative Learning  Reasoning  and Technology
Author: Angela M. O'Donnell,Cindy E. Hmelo-Silver,Gijsbert Erkens
Publsiher: Routledge
Total Pages: 368
Release: 2013-05-13
ISBN 10: 1136797033
ISBN 13: 9781136797033
Language: EN, FR, DE, ES & NL

Collaborative Learning Reasoning and Technology Book Review:

This volume presents research findings on the use of technology to support learning and reasoning in collaborative contexts. Featuring a variety of theoretical perspectives, ranging from sociocultural to social psychological to information processing views, Collaborative Learning, Reasoning, and Technology includes an international group of authors well known for their contributions to research on technology learning environments. Two themes are central: the use of technology as a scaffold for learning, and the use of technology to promote argumentation and reasoning. Collaboration among peers is a key element in both of these strands. These foci highlight, respectively, a key element in the design of technology-based learning environments and a key outcome that can result from online instruction/learning. As a whole, the volume addresses some of the core issues in using technology to support collaborative learning, reasoning, and argumentation.

Networked Professional Learning

Networked Professional Learning
Author: Allison Littlejohn,Jimmy Jaldemark,Emmy Vrieling-Teunter,Femke Nijland
Publsiher: Springer
Total Pages: 264
Release: 2019-07-11
ISBN 10: 3030180301
ISBN 13: 9783030180300
Language: EN, FR, DE, ES & NL

Networked Professional Learning Book Review:

Over the past decades a new form of professionalism has emerged, characterized by factors of fluidity, instability and continual change, leading to the necessitation of new forms of professional development that support agile and flexible expansion of professional practice. At the same time, the digitization of work has had a profound effect on professional practice. This digitization opens up opportunities for new forms of professional learning mediated by technologies through networked learning. Networked learning is believed to lead to a more efficient flow of complex knowledge and routine information within the organization, stimulate innovative behaviour, and result in a higher job satisfaction. In this respect, networked learning can be perceived as an important perspective on both professional and organizational development. This volume provides examples of Networked Professional Learning, it questions the impact of this emerging form of learning on the academy, and it interrogates the impact on teachers of the future. It features three sections that explore networked professional learning from different perspectives: questioning what legitimate forms of networked professional learning are across a broad sampling of professions, how new forms of professional learning impact institutions of higher education, and the value creation that Networked Learning offers professionals in broader educational, economic, and social contexts. The book is of interest to researchers in the area of professional and digital learning, higher education managers, organizational HR professionals, policy makers and students of technology enhanced learning.

e Learning and Social Networking Handbook

e Learning and Social Networking Handbook
Author: Frank Rennie,Tara Morrison
Publsiher: Routledge
Total Pages: 208
Release: 2013-01-04
ISBN 10: 1136320180
ISBN 13: 9781136320187
Language: EN, FR, DE, ES & NL

e Learning and Social Networking Handbook Book Review:

Digital resources—from games to blogs to social networking—are strong forces in education today, but how can those tools be effectively utilized by educators and course designers in higher education? Filled with practical advice, the e-Learning and Social Networking Handbook, Second Edition provides a comprehensive overview of online learning tools and offers strategies for using these resources in course design, highlighting some of the most relevant and challenging topics in e-learning today, including: • using social networking for educational purposes • designing for a distributed environment • strengths and weaknesses of delivering content in various formats (text, audio, and video) • potential constraints on course design • implementation, evaluation, induction, and training Illustrated by short, descriptive case studies, the e-Learning and Social Networking Handbook, Second Edition also directs the reader to useful resources that will enhance their course design. This helpful guide will be invaluable to all those involved in the design and delivery of online learning in higher education.

EBOOK E Learning Groups and Communities

EBOOK  E Learning Groups and Communities
Author: David McConnell
Publsiher: McGraw-Hill Education (UK)
Total Pages: 224
Release: 2006-03-16
ISBN 10: 0335226396
ISBN 13: 9780335226399
Language: EN, FR, DE, ES & NL

EBOOK E Learning Groups and Communities Book Review:

How can we design networked e-learning courses to ensure students participate in them and engage in quality learning outcomes? What happens in an e-learning course that is designed to foster group work and a sense of ‘community’? How can we research e-learning practice in ways that will enhance the processes of learning and teaching? This book outlines approaches to networked e-learning course design that are underpinned by a belief that students learn best in these contexts when they are organised in groups and communities. As such, the book is one of the first to provide a detailed analysis of what goes on in e-learning groups and communities. But how do students react to working in e-learning groups and communities? What determines their willingness to adopt new forms of learning in order to participate in these new courses? What actually happens in an e-learning community, and what impact does this have on students and tutors? This book examines these key questions through a variety of research approaches aimed at exploring the experience of e-learners as they participate in successful e-groups and communities. It also offers ways in which learning outcomes may be achieved in these communities and outlines the specific skills that students would develop through e-learning. E-learning Groups and Communities is essential reading for teachers, trainers, managers, researchers and students involved in e-learning courses as well as people interested in improving the quality of the learning experience.

Computer Supported Collaborative Learning in Higher Education

Computer Supported Collaborative Learning in Higher Education
Author: Roberts, Tim S.
Publsiher: IGI Global
Total Pages: 338
Release: 2004-09-30
ISBN 10: 159140410X
ISBN 13: 9781591404101
Language: EN, FR, DE, ES & NL

Computer Supported Collaborative Learning in Higher Education Book Review:

This book addresses computer-supported collaborative learning (also known as CSCL) particularly within a tertiary education environment. It includes articles on theory and practice in this area including topics such as: how can groups with shared goals work collaboratively using the new technologies? What problems can be expected, and what are the benefits? In what ways does online group work differ from face-to-face group work? And what implications are there for both educators and students seeking to work in this area?

Computer Supported Collaborative Learning at the Workplace

Computer Supported Collaborative Learning at the Workplace
Author: Sean P. Goggins,Isa Jahnke,Volker Wulf
Publsiher: Springer Science & Business Media
Total Pages: 333
Release: 2013-05-13
ISBN 10: 1461417406
ISBN 13: 9781461417408
Language: EN, FR, DE, ES & NL

Computer Supported Collaborative Learning at the Workplace Book Review:

This book is an edited volume of case studies exploring the uptake and use of computer supported collaborative learning in work settings. This book fills a significant gap in the literature. A number of existing works provide empirical research on collaborative work practices (Lave & Wenger, 1987; Davenport, 2005), the sharing of information at work (Brown & Duguid, 2000), and the development of communities of practice in workplace settings (Wenger, 1998). Others examine the munificent variation of information and communication technology use in the work place, including studies of informal social networks, formal information distribution and other socio-technical combinations found in work settings (Gibson & Cohen, 2003). Another significant thread of prior work is focused on computer supported collaborative learning, much of it investigating the application of computer support for learning in the context of traditional educational institutions, like public schools, private schools, colleges and tutoring organizations. Exciting new theories of how knowledge is constructed by groups (Stahl, 2006), how teachers contribute to collaborative learning (reference to another book in the series) and the application of socio-technical scripts for learning is explicated in book length works on CSCL. Book length empirical work on CSCW is widespread, and CSCL book length works are beginning to emerge with greater frequency. We distinguish CSCL at Work from prior books written under the aegis of training and development, or human resources more broadly. The book aims to fill a void between existing works in CSCW and CSCL, and will open with a chapter characterizing the emerging application of collaborative learning theories and practices to workplace learning. CSCL and CSCW research each make distinct and important contributions to the construction of collaborative workplace learning.

Online and Social Networking Communities

Online and Social Networking Communities
Author: Karen Kear
Publsiher: Routledge
Total Pages: 210
Release: 2011-03-17
ISBN 10: 1136907823
ISBN 13: 9781136907821
Language: EN, FR, DE, ES & NL

Online and Social Networking Communities Book Review:

Online and Social Networking Communities is a professional guide written for educational practitioners and trainers who wish to use online communication tools effectively in their teaching. Focusing on the student experience of learning in online communities, it addresses ‘web 2.0’ and other ‘social software’ tools and considers the role these technologies play in supporting student learning and building learning communities. The guide offers: real-world case studies and quality research must-have lists of useful resources guidance on building and supporting online learning communities discussion of how collaborative learning can be assessed coverage of wikis, forums, blogging, instant messaging, Second Life, Twitter, desktop videoconferencing and social networking sites such as Facebook. Online and Social Networking Communities helps educators and trainers develop a critical approach by exploring online learning from both the student’s and educator’s perspective. This practical guide provides the tools to help develop confident and thoughtful online educators, able to create successful and enjoyable learning experiences for their students.

Networks for Learning

Networks for Learning
Author: Chris Brown,Cindy L. Poortman
Publsiher: Routledge
Total Pages: 220
Release: 2018-01-02
ISBN 10: 1351996975
ISBN 13: 9781351996976
Language: EN, FR, DE, ES & NL

Networks for Learning Book Review:

Educational researchers, policy-makers and practitioners are increasingly focusing their attention on Professional Learning Networks in order to facilitate teacher development and encourage school and school system improvement. However, despite the understanding that PLNs can contribute significantly to improving teaching practice and student achievement, there are key challenges regarding their use. These challenges include: ensuring PLNs can provide opportunities for generating and sharing knowledge within schools enabling teachers and professionals to direct their own development helping individuals change their practices through inquiry-led approaches facilitating partnerships which work across a variety of stakeholders In this new edited volume, Brown and Poortman evaluate these challenges from both a theoretical and practical approach. A multitude of perspectives from a team of international contributors covers: the importance of Professional Learning Networks the use of evidence within PLNs the impact of inter-school networks international cases of networks and communities the promotion and sustainability of PLNs Also featuring case studies and exemplars to contextualise sustainable learning networks, Networks For Learning is an accessible and thoroughly-researched book, which will be essential reading and a valuable resource for researchers, teachers and school leaders who are interested in developing professional learning networks.