Networked Collaborative Learning. Social Interaction and Active Learning

✍ Scribed by Guglielmo Trentin (Auth.)

Publisher: Chandos Publishing
Year: 2010
Tongue: English
Leaves: 177
Series: Chandos Internet
Edition: 1
Category: Library

No coin nor oath required. For personal study only.

✦ Synopsis

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

✦ Table of Contents

Content:
Front matter, Pages i-iii
Copyright, Page iv
List of tables and figures, Pages vii-ix
About the author, Page xi
List of acronyms, Pages xiii-xiv
Preface, Pages xv-xvii
1 - Technology-enhanced learning and networked collaborative learning, Pages 1-22
2 - The pedagogical dimension, Pages 23-49
3 - The e-teacher professional dimension, Pages 51-74
4 - The instructional design dimension, Pages 75-109
5 - The evaluation and assessment dimension, Pages 111-144
6 - Conclusions, Pages 145-146
Appendix – education design support grid, Pages 147-148
References, Pages 149-160
Index, Pages 161-166

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