14 Matching Annotations
  1. Dec 2017
    1. Orchestrating scaffolds at different social planes.

      Using orchestration as a principle for scaffolding

    2. nteraction analysis can be partly automated.

      verbal interactions are the key!

      • Mirroring to guiding
    3. Structuring communication is a subtle compromise.Semi-structured commu-nication tools are tools that aim to scaffold

      Using structures to communicate in order to provide scaffolds, but needs to be flexible

    4. how technology can fulfil collaborative functionalitiesthat are not available in face-to-face situations

      technique #1 to promote colloboration

    1. utomatic interaction analysi

      This is interesting. How to use CSCL environment to detect fading and how fading should occur. Maybe there is a way of measuring learners' skills and based on such assessment, adjust scaffolding accordingly. This could be done again by measuring learners' emotions, motivations, self reports and quizzes.

    2. hese can include language and preferred communica-tion style as well as prior cultural–educational experiences which makes studentsfeel unprepared to break out of their comfort zone and interact with less familiarpeers

      this is true. Some learners from certain cultures may not be as comfortable speaking up in a group. However, online interaction may serve as an advantage because those learners may feel less shy or nervous to share their opinions.

    3. One draw back of computer based learning is that using a computer, or any devices really, can be quite distractive...Even when using this annotation software, I notice myself constantly getting distracted by emails and wanting to go on other websites. How can we design something that helps self regulation and reduce distraction?

      Another thing is that not all users are comfortable or competent in using technology which could cause frustration and distract from learning. How can we reduce this?

    4. group dynamic is notfunctiona

      This is so true. Sometimes not all group members get along with each other, especially if some people are being disrespectful, etc. How can we avoid this to achieve better group dynamic and better learning?

    5. If emotions and motivations are so central to learning design, perhaps we could implement a way to measure learners' emotions during the learning process via computer. For example, we could use webcam to measure their facial expression and adapt learning according. If we detect that the students is frustrated, we could provide more support, etc.

    6. For instance, a micro-script will prompt a student to provide counter-evidence to her peer’s previousstatement (Weinberger, Ertl, Fischer, & Mandl, 2005)

      For example, on Moodle discussion forum, we could reply to our peers' comments as well as providing counter-arguments.

    7. positive learning outcomes were found under certain conditions (e.g.Schellens & Valcke, 2005) but in many studies students posted so few mes-sages that no learning could be expected

      Think about Moodle discussion forum

    8. The fourth sectio

      focus on this section

    9. 3 ages of CSCL:

      1. occurs after ignoring collaborative learning
      2. develops social interactions
      3. disappearance of CSCL
    10. Goal of reading the article: think about 4-5 design principles you could extract from the text and that you as an instructor could use to design a computer-supported learning environment. Try to think about why these principles should be taken into account to facilitate learning.