Networked Collaborative Learning
Chandos Publishing (Oxford) Ltd (Verlag)
978-1-84334-502-2 (ISBN)
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The aim of the book is to outline major elements related to the sustainability of Networked Collaborative Learning (NCL). The key point is to quantify how much added value university education may yield by adopting collaborative learning strategies, and to understand what implications NCL introduces in terms of design and management. 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 five dimensions: pedagogical approaches, e-teacher professional development, instructional design models, learning design models and evaluation/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.It delineates a framework for NCL sustainability. It provides an instructional design model for NCL. It describes an original approach to the evaluation of collaborative learning processes.
Dr Trentin is with the Institute for Educational Technology (ITD) of the Italian National Research Council (CNR). His studies have largely focused on the use of ICT in formal and informal learning. In this field he has managed several projects and scientific activities, developing technological applications and methodological approaches to support networked collaborative learning. He teaches Networked Learning Systems and Network Technology and Human Resources Development at the University of Turin. He has published extensively on technology enhanced learning.
Networked collaborative learning and technology enhanced learning - learning models in brief; TEL content-driven approaches; TEL collaborative learning approaches; the five dimensions of NCL sustainability; The pedagogical dimension - social aspects; communication and collaboration; active and collaborative learning approaches; how to foster collaborative learning processes; the pedagogical added value of NCL; The e-teacher professional dimension - from teacher to e-teacher - e-teaching and e-tutoring; the need for e-teacher professionalism; how to train the e-teacher; how to support the e-teaching; a critical issue: formalization of e-teacher status; The instructional design dimension - the key elements of NCL instructional design; from ADDIE model to Polaris-NCL model; micro and macro instructional design; logical communication architecture for NCL environments; evaluation of instructional design; The learning design dimension - formalising the representation of learning actions; the learning design artefact and its affordances; learning design and pedagogy; learning design in action; prospects and future directions; The evaluation and assessment dimension - learning assessment and collaborative learning process evaluation; computerized adaptive tests and formative assessment; monitoring and evaluating NCL courses; evaluating the individual's contribution and participation in group-work; assessing the level of group performance and cooperation.
| Verlagsort | OXford |
|---|---|
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Themenwelt | Schulbuch / Wörterbuch ► Unterrichtsvorbereitung ► Unterrichts-Handreichungen |
| Sozialwissenschaften ► Kommunikation / Medien ► Buchhandel / Bibliothekswesen | |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| ISBN-10 | 1-84334-502-1 / 1843345021 |
| ISBN-13 | 978-1-84334-502-2 / 9781843345022 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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