Distributed Cognition and Systems for Supporting Social Interaction.

Autor/in	Fischer, Gerhard
Titel	Distributed Cognition and Systems for Supporting Social Interaction.
Quelle	(2000), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Access to Education; Active Learning; Adult Education; Computer Literacy; Information Literacy; Information Management; Information Needs; Information Networks; Information Policy; Information Systems; Information Transfer; Information Utilization; Interpersonal Relationship; Lifelong Learning; Motivation; Organizational Development; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Aktives Lernen; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Computerkenntnisse; Informationskompetenz; Procurement of information; Informationsbeschaffung; Information need; Informationsbedürfnis; Informationsnetz; Informationspolitik; Informationsübertragung; Informationsnutzung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Life-long learning; Lebenslanges Lernen; psychologische; Motivation (psychologisch); Organisationsentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Based on the fact that the individual human mind is limited, conceptual frameworks and innovative systems in support of social interaction are a necessity rather than a luxury for the future information society. Conceptual frameworks need to be grounded in distributed cognition. Because "a group has no head," collaboratively constructed and evolved information repositories are of critical importance to support shared understanding, negotiation, critiquing, and organizational learning. Derived from this conceptual framework, requirements for computational environments supporting social interactions are identified. Specific environments (for example, domain-oriented design environments and organizational memories) illustrate the challenges of creating open, evolvable systems and of contextualizing information. These implications for social interaction are derived from the conceptual framework and the systems and include the need to allow users to be designers and active contributors, the importance of understanding the social and motivational issues, and the new conceptualizations of the World Wide Web. (Appendixes include a selected glossary and list of 27 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC