-
Stahl, G.: Group cognition : computer support for building collaborative knowledge (2006)
0.00
0.0011749709 = product of:
0.0023499418 = sum of:
0.0023499418 = product of:
0.0046998835 = sum of:
0.0046998835 = weight(_text_:a in 2391) [ClassicSimilarity], result of:
0.0046998835 = score(doc=2391,freq=16.0), product of:
0.043477926 = queryWeight, product of:
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.037706986 = queryNorm
0.10809815 = fieldWeight in 2391, product of:
4.0 = tf(freq=16.0), with freq of:
16.0 = termFreq=16.0
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.0234375 = fieldNorm(doc=2391)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Abstract
- This book explores the software design, social practices, and collaboration theory that would be needed to support group cognition - collective knowledge that is constructed by small groups online. Innovative uses of global and local networks of linked computers make new ways of collaborative working, learning, and acting possible. In "Group Cognition", Gerry Stahl explores the technological and social reconfigurations that are needed to achieve computer-supported collaborative knowledge building - group cognition that transcends the limits of individual cognition. Computers can provide active media for social group cognition where ideas grow through the interactions within groups of people; software functionality can manage group discourse that results in shared understandings, new meanings, and collaborative learning. Stahl offers software design prototypes, analyses empirical instances of collaboration, and elaborates a theory of collaboration that takes the group, rather than the individual, as the unit of analysis. Stahl's design studies concentrate on mechanisms to support group formation, multiple interpretive perspectives, and the negotiation of group knowledge in applications as varied as collaborative curriculum development by teachers, writing summaries by students, and designing space voyages by NASA engineers. His empirical analysis shows how, in small-group collaborations, the group constructs intersubjective knowledge that emerges from and appears in the discourse itself. This discovery of group meaning becomes the springboard for Stahl's outline of a social theory of collaborative knowing. Stahl also discusses such related issues as the distinction between meaning making at the group level and interpretation at the individual level, appropriate research methodology, philosophical directions for group cognition theory, and suggestions for further empirical work.
- Footnote
- Rez. in: JASIST 59(2008) no.9, S.1531. (C. Caldeira): "Successful, real-world organizations employ groups to get work done. Despite the large number of years of collaborative models in work-group paradigm, it is a little surprising that there are very few books about the subject. Furthermore, most of those studies are mainly focused on work group performance management and work productivity. This text belongs to the advanced type, and is a valuable resource for graduate students in a wide range of courses and for a large spectrum of professionals interested in collaborative work. Due to its advanced level, some topics are relatively difficult to understand if the reader does not have some background in collaborative work and group cognition. Students who use this book will rapidly understand the most important topics of the science of collaboration for computer-supported cooperative work and computer-supported collaborative learning, and their relation to the business world of our days. The main concern and fundamental idea of this book is to set its focus primarily on work group, and not on individuals. Stahl's baseline is to use the science of collaboration for computer-supported cooperative work and computer-supported collaborative learning to conduct comparative studies on group interaction, group meaning, group cognition, group discourse, and thinking. The book is divided into three distinct parts. The first one is about the design of computer support for collaborative work and presents eight studies centered on software tools and their particular applications: The first three are AI applications for collaborative computer-supported cooperative work and computer-supported collaborative learning, the fourth and the fifth are about collaborative media, and the last ones are a combination of computational technology and collaborative functions. The second part is focused on the analysis on knowledge building in the collaborative work of small groups. It is developed with support on five essays published by Stahl from 2000 to 2004. In the first of those chapters, he describes a model of collaborative knowledge building and how to share knowledge production. The second criticizes some cooperative work and collaborative learning research methodologies that make the collaborative phenomena hard to perceive. The remaining chapters mostly provide mechanisms to understand in new and better ways collaborative processes. The third part contains the theoretical corpus of the book. Chapters 14 through 21 contain the most recent of Stahl's contributions to the theoretical foundations of computer-supported cooperative work and computer-supported collaborative learning. Chapters 16 to 18 provide much material about topics directly related to group cognition research and collaborative work in modern organizations. Finally, the last part of the book contains an exhaustive list of references that will be of great value to all interested in the multiple aspects and fields of cooperative work and collaborative learning."
-
Guenette, R.: Authorware and iconauthor : power for multimedia CD-ROM (1995)
0.00
0.0011077732 = product of:
0.0022155463 = sum of:
0.0022155463 = product of:
0.0044310926 = sum of:
0.0044310926 = weight(_text_:a in 3393) [ClassicSimilarity], result of:
0.0044310926 = score(doc=3393,freq=2.0), product of:
0.043477926 = queryWeight, product of:
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.037706986 = queryNorm
0.10191591 = fieldWeight in 3393, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.0625 = fieldNorm(doc=3393)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Type
- a
-
Reimann, P.; Schult, T.J.: Schneller schlau : Bildung im Multimedia-Zeitalter (1996)
0.00
0.0011077732 = product of:
0.0022155463 = sum of:
0.0022155463 = product of:
0.0044310926 = sum of:
0.0044310926 = weight(_text_:a in 4880) [ClassicSimilarity], result of:
0.0044310926 = score(doc=4880,freq=2.0), product of:
0.043477926 = queryWeight, product of:
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.037706986 = queryNorm
0.10191591 = fieldWeight in 4880, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.0625 = fieldNorm(doc=4880)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Type
- a
-
Welsh, T.: Simplifying hypermedia usage for learners : the effect of visual and manual filtering capabilities on efficiency, perceptions of usability, and performance (1995)
0.00
0.0011077732 = product of:
0.0022155463 = sum of:
0.0022155463 = product of:
0.0044310926 = sum of:
0.0044310926 = weight(_text_:a in 4993) [ClassicSimilarity], result of:
0.0044310926 = score(doc=4993,freq=2.0), product of:
0.043477926 = queryWeight, product of:
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.037706986 = queryNorm
0.10191591 = fieldWeight in 4993, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.0625 = fieldNorm(doc=4993)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Type
- a
-
Hawkins, D.T.: Web-based training for online retrieval : some examples (1997)
0.00
0.0011077732 = product of:
0.0022155463 = sum of:
0.0022155463 = product of:
0.0044310926 = sum of:
0.0044310926 = weight(_text_:a in 1551) [ClassicSimilarity], result of:
0.0044310926 = score(doc=1551,freq=2.0), product of:
0.043477926 = queryWeight, product of:
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.037706986 = queryNorm
0.10191591 = fieldWeight in 1551, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.0625 = fieldNorm(doc=1551)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Type
- a
-
Dowling, J.: Simulations : new 'worlds' for learning? (1997)
0.00
0.0011077732 = product of:
0.0022155463 = sum of:
0.0022155463 = product of:
0.0044310926 = sum of:
0.0044310926 = weight(_text_:a in 2751) [ClassicSimilarity], result of:
0.0044310926 = score(doc=2751,freq=2.0), product of:
0.043477926 = queryWeight, product of:
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.037706986 = queryNorm
0.10191591 = fieldWeight in 2751, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.0625 = fieldNorm(doc=2751)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Type
- a
-
Ardis, S.B.: Creating Internet-based tutorials (1998)
0.00
0.0011077732 = product of:
0.0022155463 = sum of:
0.0022155463 = product of:
0.0044310926 = sum of:
0.0044310926 = weight(_text_:a in 5117) [ClassicSimilarity], result of:
0.0044310926 = score(doc=5117,freq=2.0), product of:
0.043477926 = queryWeight, product of:
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.037706986 = queryNorm
0.10191591 = fieldWeight in 5117, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.0625 = fieldNorm(doc=5117)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Type
- a
-
Ford, N.: "Conversational" information systems : Extending educational informatics support for the web-based learner (2005)
0.00
0.0011077732 = product of:
0.0022155463 = sum of:
0.0022155463 = product of:
0.0044310926 = sum of:
0.0044310926 = weight(_text_:a in 4397) [ClassicSimilarity], result of:
0.0044310926 = score(doc=4397,freq=8.0), product of:
0.043477926 = queryWeight, product of:
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.037706986 = queryNorm
0.10191591 = fieldWeight in 4397, product of:
2.828427 = tf(freq=8.0), with freq of:
8.0 = termFreq=8.0
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.03125 = fieldNorm(doc=4397)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Abstract
- Purpose - The purpose of this paper is to review recent developments in educational informatics relating to the provision by information systems of pedagogical support to web-based learners, and to propose further investigation of the feasibility and potential value of web-based "conversational" information systems to complement adaptive hypermedia and information retrieval systems. Design/methodology/approach - The potential of Pask's conversation theory is considered as a potentially useful framework for the development of information systems capable of providing pedagogical support for web-based learners, complementary to that provided by existing computer-assisted learning and adaptive hypermedia systems. The potential role and application of entailment meshes are reviewed in relation to other forms of knowledge representation including classifications, semantic networks, ontologies and representations based on knowledge space theory. Findings - Concludes that conversation theory could be a useful framework to support the development of web-based "conversational" information that would complement aspects of computer-assisted learning, adaptive hypermedia and information retrieval systems. The entailment mesh knowledge representation associated with conversation theory provides the potential for providing particularly rich pedagogical support by virtue of its properties of cyclicity, consistency and connectivity, designed to support deep and enduring levels of understanding. Research limitations/implications - Although based on a considerable body of theoretical and empirical work relating to conversation theory, the paper remains speculative in that the gap is still great between, on the one hand, what has so far been achieved and, on the other, the practical realisation of its potential to enhance web-based learning. Much work remains to be done in terms of exploring the extent to which procedures developed and benefits found in relatively small-scale experimental contexts can effectively be scaled to yield enhanced support for "real world" learning-related information behaviour. Originality/value - The ideas of Pask, discussed in this paper, are capable of guiding the structuring of information according to parameters designed to facilitate deep and enduring understanding via interactive "conversational" engagement between the conceptual structures of information source authors and learners. If one can scale Pask's work to "real world" learning-related information behaviour, one can increase the range of web-based information systems and services capable of providing pedagogical support to web-based learners.
- Type
- a
-
Griesbaum, J.; Semar, W.; Jiang, T.; Kuhlen, R.: K3 - Konzepte und Technologien für netzwerkbasiertes Wissensmanagement in der Hochschulausbildung (2008)
0.00
9.693015E-4 = product of:
0.001938603 = sum of:
0.001938603 = product of:
0.003877206 = sum of:
0.003877206 = weight(_text_:a in 1389) [ClassicSimilarity], result of:
0.003877206 = score(doc=1389,freq=2.0), product of:
0.043477926 = queryWeight, product of:
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.037706986 = queryNorm
0.089176424 = fieldWeight in 1389, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.0546875 = fieldNorm(doc=1389)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Type
- a
-
Kölle, R.; Langemeier, G.; Womser-Hacker, C.: Kollaboratives Lernen in virtuellen Teams am Beispiel der Java-Programmierung (2008)
0.00
9.693015E-4 = product of:
0.001938603 = sum of:
0.001938603 = product of:
0.003877206 = sum of:
0.003877206 = weight(_text_:a in 1393) [ClassicSimilarity], result of:
0.003877206 = score(doc=1393,freq=2.0), product of:
0.043477926 = queryWeight, product of:
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.037706986 = queryNorm
0.089176424 = fieldWeight in 1393, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.0546875 = fieldNorm(doc=1393)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Type
- a
-
Secker, J.: Electronic resources in the virtual learning environment : a practical guide for librarians (2004)
0.00
9.5935975E-4 = product of:
0.0019187195 = sum of:
0.0019187195 = product of:
0.003837439 = sum of:
0.003837439 = weight(_text_:a in 3729) [ClassicSimilarity], result of:
0.003837439 = score(doc=3729,freq=6.0), product of:
0.043477926 = queryWeight, product of:
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.037706986 = queryNorm
0.088261776 = fieldWeight in 3729, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.03125 = fieldNorm(doc=3729)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Abstract
- Covers the key current topic of electronic library resources and learning in the digital age. Discusses the changing 'nformation environment' in which librarians now work and the development of e-learning and its impact an higher education; the changing role of the librarian in supporting online learning; the technical problems associated with connecting up library systems; the Copyright and licensing of electronic resources in a digital environment; and, finally, tips for librarians when becoming involved in such initiatives.
- Content
- Key Features - Examines the wealth of electronic library resources and the development of e-learning/online learning - Considers the role of the librarian in supporting e-learning/online learning - Provides practical examples for librarians The book is aimed at library managers, electronic resource librarians/ managers, and learner support librarians/managers. Contents The changing information environment - proliferation of electronic resources, grovvth of Internet based subscription sources/electronic journals/ full text services vs bibliographic tools Learning in the digital age - definitions: e-learning, learning technology etc., background/history of e-learning initiatives: higher education and the commercial context, developments in e-learning in higher and further education: growth of managed learning environments/virtual learning environments, common features of commercial software products, distance learning vs on-campus The changing role of the information professional - new rotes: increased need for learner support, importance of information skills training, new skills: web design, managing electronic resources, knowledge of licensing and Copyright issues, information skills within the virtual learning environment Practical problems/linking up systems - authentication/passvvords, linking library catalogues to virtual learning environments, linking e-journals to virtual learning environments, linking Internet resources, importance of customising resources, meta-data/XML Copyright and the licensing of digital resources - text - born digital versus print - digital, the Copyright dearance process, digitisation services, multimedia resources, license agreements Tips for success and conclusions (a librarian's guide to tips for success when becoming involved in these types of initiatives) - designing systems to meet user requirements, collaborating with other support staff Case studies
-
Catherall, P.: Delivering e-learning for information services in higher education (2004)
0.00
9.5935975E-4 = product of:
0.0019187195 = sum of:
0.0019187195 = product of:
0.003837439 = sum of:
0.003837439 = weight(_text_:a in 4495) [ClassicSimilarity], result of:
0.003837439 = score(doc=4495,freq=6.0), product of:
0.043477926 = queryWeight, product of:
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.037706986 = queryNorm
0.088261776 = fieldWeight in 4495, product of:
2.4494898 = tf(freq=6.0), with freq of:
6.0 = termFreq=6.0
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.03125 = fieldNorm(doc=4495)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Abstract
- This book provides a comprehensive overview of e-learning (online learning) systems in the context of system delivery for Higher Education Information Services. The book considers practical issues in choosing a virtual learning environment and discusses a range of issues in implementing, managing and maintaining the service for users. In particular, the issue of accessibility and usability is discussed in the context of recent legislation.
-
Kirk, J.: Computer-assisted learning and teaching in library and information studies in Australia (1993)
0.00
8.308299E-4 = product of:
0.0016616598 = sum of:
0.0016616598 = product of:
0.0033233196 = sum of:
0.0033233196 = weight(_text_:a in 516) [ClassicSimilarity], result of:
0.0033233196 = score(doc=516,freq=2.0), product of:
0.043477926 = queryWeight, product of:
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.037706986 = queryNorm
0.07643694 = fieldWeight in 516, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.046875 = fieldNorm(doc=516)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Type
- a
-
Bouhnik, D.; Marcus, T.: Interaction in distance-learning courses (2006)
0.00
8.308299E-4 = product of:
0.0016616598 = sum of:
0.0016616598 = product of:
0.0033233196 = sum of:
0.0033233196 = weight(_text_:a in 5266) [ClassicSimilarity], result of:
0.0033233196 = score(doc=5266,freq=2.0), product of:
0.043477926 = queryWeight, product of:
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.037706986 = queryNorm
0.07643694 = fieldWeight in 5266, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.046875 = fieldNorm(doc=5266)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Type
- a
-
Griesbaum, J.: Curriculare Integration und didaktisches Design netzbasierter kooperativer Lernszenarien : Ansätze und Ergebnisse im K3-Projekt (2008)
0.00
8.308299E-4 = product of:
0.0016616598 = sum of:
0.0016616598 = product of:
0.0033233196 = sum of:
0.0033233196 = weight(_text_:a in 775) [ClassicSimilarity], result of:
0.0033233196 = score(doc=775,freq=2.0), product of:
0.043477926 = queryWeight, product of:
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.037706986 = queryNorm
0.07643694 = fieldWeight in 775, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.046875 = fieldNorm(doc=775)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Type
- a
-
Semar, W.: Leistungsvisualisierung im kollaborativen E-Learning mit Hilfe spezieller Kennzahlen (2008)
0.00
8.308299E-4 = product of:
0.0016616598 = sum of:
0.0016616598 = product of:
0.0033233196 = sum of:
0.0033233196 = weight(_text_:a in 1381) [ClassicSimilarity], result of:
0.0033233196 = score(doc=1381,freq=2.0), product of:
0.043477926 = queryWeight, product of:
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.037706986 = queryNorm
0.07643694 = fieldWeight in 1381, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.046875 = fieldNorm(doc=1381)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Type
- a
-
Koschinsky, G.; Ferber, R.: Kommunikationswege beim E-Learning : eine empirische Untersuchung an der Hochschule Darmstadt (2007)
0.00
6.923582E-4 = product of:
0.0013847164 = sum of:
0.0013847164 = product of:
0.0027694327 = sum of:
0.0027694327 = weight(_text_:a in 1319) [ClassicSimilarity], result of:
0.0027694327 = score(doc=1319,freq=2.0), product of:
0.043477926 = queryWeight, product of:
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.037706986 = queryNorm
0.06369744 = fieldWeight in 1319, product of:
1.4142135 = tf(freq=2.0), with freq of:
2.0 = termFreq=2.0
1.153047 = idf(docFreq=37942, maxDocs=44218)
0.0390625 = fieldNorm(doc=1319)
0.5 = coord(1/2)
0.5 = coord(1/2)
- Type
- a
