Design and Develop a CSCL Tool Based on Silverlight

2011 ◽  
Vol 121-126 ◽  
pp. 760-763
Author(s):  
Jian Feng Ren ◽  
Li Na Guo
Keyword(s):  
Information Technology ◽  
Real Time ◽  
User Interfaces ◽  
Knowledge Construction ◽  
Next Generation ◽  
Web Based ◽  
The Times ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

With the changes of learning psychology and information technology, CSCL tools should also keep up with the times and meet the growing needs of learners. The appearance of RIA can make up the deficiencies of Web-based CSCL tools at present. With the use of RIA, the next generation tools could be realized with high interactivity and richer user interfaces. Silverlight is one of mainstream technologies of RIA, and it has the advantages of better user interfaces, high development efficiency, newer way of communication, and so on, which other RIA technologies could not reach. In order to facilitate collaborative knowledge construction of learners, the paper design and develop a Web-based CSCL tool which has the function of real-time interactivity with words or graphics.

Computer Support in E-Collaborative Learning-By-Doing Environments

2010 ◽  
pp. 1-24 ◽  
Author(s):  
Lin Qiu
Keyword(s):  
Collaborative Learning ◽  
Knowledge Construction ◽  
Learning By Doing ◽  
Computer Support ◽  
Web Based ◽  
Technological Support ◽  
Web Technologies ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

With the recent widespread use of computer and web technologies, web-based tools have been developed to mediate collaboration and facilitate knowledge construction. However, how to effectively design these tools to stimulate and maintain productive knowledge construction remains a challenge. This chapter describes a virtual learning-by-doing environment where students take the role of consultants to investigate the cause of recurring pipe corrosion in a paper processing company. We illustrate how the learning environment is designed to provide both pedagogical and technological support to collaborative knowledge construction. Our goal is to provide an example and offer guidance to professionals and educators who are interested building such virtual environments.

Individual and Socio-Cultural Framing of E-Learning

2014 ◽  
pp. 1-20
Author(s):  
Bernhard Ertl ◽  
Kathrin Helling
Keyword(s):  
Knowledge Construction ◽  
Learning Processes ◽  
Cultural Perspective ◽  
Cultural Contexts ◽  
Design And Implementation ◽  
E Learning ◽  
Learning Scenarios ◽  
The Individual ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

Considering e-learning as a socio-cultural system acknowledges that individuals are embedded within different contexts, influenced by the culture and the society the individual lives in. Designing beneficial e-learning scenarios means respecting these socio-cultural contexts and providing appropriate framing. This chapter introduces several aspects influencing e-learning from an individual and socio-cultural perspective. It firstly deals with the aspect of learners' collaborative knowledge construction in e-learning and introduces what this perspective means for the design and implementation of e-learning scenarios. The chapter looks at tools and shared external representations and shows how they can beneficially support learning processes and outcomes. In a third step, it looks at the individual's learning characteristics, for example an individual's prior knowledge, and socio-cultural biases relating to gender, ethnicity, and socio economic background, and discusses how these may be an obstacle for e-learning and how e-learning may help learners to overcome their biases. Finally, the chapter focuses on the issue on evaluation and provides suggestions to evaluate environments for e-learning from a socio-cultural perspective.

Collaborative Knowledge Construction with Web Video Conferencing

2010 ◽  
pp. 85-98 ◽  
Author(s):  
Stylianos Hatzipanagos ◽  
Anthony Basiel ◽  
Annette Fillery-Travis
Keyword(s):  
Information And Communication Technologies ◽  
Knowledge Construction ◽  
Video Conferencing ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Economic Changes ◽  
Computer Mediated ◽  
Information And Communication ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

This chapter explores how web-based video conferencing (WVC) can be used to create and support learning environments within a work based learning context. Computer mediated communication interactions through WVC can support collaborative knowledge construction by encouraging dialogical processes in communities of learners and practitioners. We position our field of exploration within the educational landscape defined by socio-economic changes, resulting from the development of the knowledge economy, and the explosive growth of information and communication technologies to serve it.

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