Awareness Design in Online Collaborative Learning

Collaboration in online learning environments is intended to foster harmonious interactions and mutual engagement among group members. To make group performance effective, it is essential to understand the dynamic mechanisms of online groupwork and the role of awareness supporting dynamic online collaboration. This chapter reviews the nature of online collaboration from the standpoint of task, social, and technological dimensions and reconceptualizes the importance of awareness support into these three dimensions of online collaboration. Further, this chapter suggests key knowledge elements in each type of awareness. Detailed pedagogical examples and technological features for awareness support for online collaboration are proposed.

Communication, Coordination, and Cooperation in Computer-Supported Learning

This chapter introduces an approach based on the 3C (communication, coordination, and cooperation) collaboration model to the development and analysis of collaborative systems, by means of a case study of a learningware (AulaNet) and the methodology of a Web-based course, both designed based on the model. The 3C model is presented through the analysis of each of its three elements, followed by the case study of its application in the AulaNet environment and in the ITAE (Information Technology Applied to Education) course, an entirely online course that has been taught since 1998.

Using Semantis Web Technologies within E-Learning Applications

This chapter reveals how the Web has improved e-learning as well as some of the problems that came along with it. It argues that the main problem is the gap between two groups involved on Web-based learning. The first group spent its energy studying learning processes, although they are not concerned with reducing the costs and the work necessary for the development and management of such systems. On the other hand, the second group aims at facilitating the construction and management of the courses, without turning its efforts toward learning subject. In this chapter, the union of technologies developed by both groups, such as intelligent tutoring systems, adaptive hypermedia, learning management systems, and learning objects, is discussed. The proposal to put together the four technologies is based on Semantic Web technologies, aiming to solve problems faced by developers, teachers, and learners of Web-based learning.

Towards the Educational Semantic Web

The objective of this chapter is to discuss relevant applications of Semantic Web technologies in the field of education, emphasizing experiences that point out trends and paths that can make the educational Semantic Web a reality. The Semantic Web, through metadata, comes to make it possible that resources of every type could be localized, retrieved and processed without human intervention, helping to reduce the information overload of the current Web. The possibility of describing resources using metadata that can be processed by computers simplifies the creation of self-organizing networks of learners, information, authors, teachers, and educational institutions. The adoption of Semantic Web technologies in the e-learning field contributes to the construction of flexible and intelligent educational systems, allowing reuse, integration, and interoperation of educational and noneducational resources (content and services) distributed over the Web.

E'Learing

During the last several years, high expectations have surrounded e-learning initiatives in companies, universities, and schools. Presently, however, this optimism has often given way to disillusionment. In this paper, we will postulate three central theses to help counteract both this process of disillusionment and the problems that were encountered during the initial euphoric phase of e-learning. The theses provide a framework for realizing the potential of e-learning in a beneficial and meaningful way. Firstly, this new technology should be applied to learning only when its use reflects a new culture of learning. Secondly, e-learning has to be integrated into the existing training culture of an organization. Thirdly, the imple-mentation of e-learning should focus on the learner rather than on technology. To substantiate these theses, we will provide examples that illustrate sustainable implementations of e-learning.

Integrating Computer-Supported Learning into Traditional Distance Courses

This chapter describes how a traditional distance education provider, Anadolu University of Turkey, integrated computer-supported learning into its traditional distance courses. Anadolu University has been struggling with offering quality education to their large body of distance learners (approximately 1 million). To do so, the university tries to integrate computer-supported learning environments into its traditional correspondence programs. Building supplementary e-learning portals, through which learners can access videos, textbooks, audio books, computer-assisted instruction materials, self-tests, pedagogical and managerial support is one of the important steps taken. The authors hope that those who are interested in distance learning and computer-supported learning in different contexts will benefit from the efforts of Anadolu University explained in this chapter.

Learning Managemnt Systems

This chapter discusses learning management systems (LMS) as a technology necessary for supporting the educational needs of the information age. It defines LMS and argues that the move from the mechanistic, sorting-oriented paradigm of the industrial age to the customized, learning-oriented paradigm of the information age requires the application of LMSs to succeed. The history of LMS is presented and the definition further clarified by comparing and contrasting LMS with course management systems (CMS), learning content management systems (LCMS) and learning objects. Several major K-12 LMSs are presented, evaluated, and their features compared. Finally, the current trends of LMS are discussed, and goals for further development are offered. A better understanding of LMS, its role in the new paradigm, and the areas where it needs to improve and continue to grow are essential to improving the effectiveness of education in the information age.

Peer Review In Computer Sciences

Several experiences with peer review in computer science education have been reported in the literature. What is needed to turn it into a continued, regular educational approach? We try to answer that question beginning by presenting the skills required by computer science international curricula, as well as the skills exercised in peer review, an approach that can match those requirements. The practice of peer review in computer science education is reported, revealing very positive results, but with little sign of institutionalization and long-term application. The learning outcomes, the software available, the types of student work reviewed, and the different approaches are detailed. The issues of a methodological approach for continued, regular, large scale application are discussed.

Educational Geostimulation

In this work we will describe EGA (educational geosimulation architecture), an architecture for the development of pedagogical tools for training in urban activities based on MABS (multi-agent based simulation), GIS (geographic information systems), and ITS (intelligent tutoring systems). EGA came as a proposal for the lack of appropriate tools for the training of urban activities with high risk and/or high cost. As a case study, EGA was used for the development of a training tool for the area of public safety, the ExpertCop system. ExpertCop is a geosimulator of criminal dynamics in urban environments that aims to train police officers in the activity of preventive policing allocation. ExpertCop intends to induce students to reflect about their actions regarding resources allocation and to understand the relationship between preventive policing and crime.

A Comparative Analysis of Computer-Suported Learning Models and Guidelines

This chapter presents a comprehensive analytical review of computer-supported learning (CSL) design models and guidelines according to the level of emphasis regarding key elements and dimensions of effective teaching and learning within an online environment. The key elements encompass learning activities, learning environment, and/or assessment of student learning. Ultimately our purpose was to identify components that experts considered as critical to achieving effective CSL environments in order to use this information as a framework to design, develop, and implement CSL. The results indicate that the trend in CSL design and development models and guidelines is to create online environments that support constructivist learning that is student-centered, presents resources in varied formats, supports discussions and/or collaborative and/or problem-based learning as well as independent student research and use of resources.