Download Computers and education : towards educational change and by Antonio Jose Mendes, Isabel Pereira, Rogerio Costa PDF

By Antonio Jose Mendes, Isabel Pereira, Rogerio Costa

Discover the most recent examine at the program of data and conversation applied sciences (ICTs) within the box of schooling. one of many parts lined, the e-book examines the newest ideas within the layout, improvement, and assessment of cutting edge academic environments. You’ll additionally realize how ICTs help specific schooling, collaborative studying, and distance studying. eventually, key social features of ICTs in schooling are examined.

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In: Proceedings of the CSCL 2002 Conference, Boulder, Colorado, USA 7. Levy P (1990) Les technologies de l'intelligence. Paris: La Découverte 8. Lévy P (1999) Cyberculture. Paris : Odile Jacob 9. Panitz T (w/d) Collaborative versus cooperative learning – a comparison of the two concepts which will help us understand the underlying nature of Analysis of Engaged Online Collaborative Discourse 43 interactive learning. htm 10. Perret-Clermont AN (1980) Social interaction and cognitive development in children.

The permissions used are referred to Artefacts and Tools. In addition, it is required to indicate the object of authorization. 4 Conclusions This paper introduces the main components of the PoEML proposal to support the computational modelling of educational units, particularly in accordance with collaborative learning approaches. The modelling of these approaches is very complex involving the managing of many different issues [2]. The approach presented in this proposal involves the separation of concerns.

Finally, the article concludes with an analysis of the protocols proposed and outlines the future lines of work. 2 Structuring the Support for Collaborative Learning In Collaborative Learning, two support methods are distinguished [9]: • Global methods that structure the collaboration at general level. • Structured or guided methods of collaborative learning that provide protocols to structure the learners’ dialogue and actions. In [4] Collis also highlights the importance of structuring learning activities.

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