Context-Oriented Communication and the Design of Computer-Supported Discursive Learning

Autor/inn/en	Herrmann, Thomas; Kienle, Andrea
Titel	Context-Oriented Communication and the Design of Computer-Supported Discursive Learning
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 3 (2008) 3, S.273-299 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-008-9045-5
Schlagwörter	Design Requirements; Documentation; Experiments; Guidelines; Theories; Educational Technology; Computer Uses in Education; Asynchronous Communication; Computer Mediated Communication; Computer System Design; Computer Software; Instructional Design; Cooperative Learning; Interaction; Teaching Methods; Educational Environment; Educational Principles + Suchen Sie Ihr Suchwort? Design preferences; Gestaltungsmittel; Dokumentation; Erprobung; Richtlinien; Theory; Theorie; Unterrichtsmedien; Computernutzung; Computerkonferenz; Lesson concept; Lessonplan; Unterrichtsentwurf; Kooperatives Lernen; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsprinzip
Abstract	Computer-supported discursive learning (CSDL) systems for the support of asynchronous discursive learning need to fulfill specific socio-technical conditions. To understand these conditions, we employed design experiments combining aspects of communication theory, empirical findings, and continuous improvement of the investigated prototypes. Our theoretical perspective starts with a context-oriented model of communication which is--as a result of the experiments--extended by including the role of a third-party such as a facilitator. The theory-driven initial design requirements lead to the CSCL-prototype, KOLUMBUS, emphasizing the role of annotations. In KOLUMBUS, annotations can be immediately embedded in their context of learning material. Practical experience with the prototype in five cases reveals possibilities for implementing improvements and observing their impact. On this basis, we provide guidelines for the design of CSDL systems that focus on the support of asynchronous discursive learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10