October 2007 Volume 10 Number 4 - Educational Technology ...

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Arnseth, H.C., Ludvigsen, S., Mørch, A., & Wasson, B. (2004). Managing Intersubjectivity in Distributed Collaboration. Psychnology, 2 (2), 189-204. Bannon, L. J., & Bødker, S. (1991). Beyond the interface. Encountering artifacts in use. In J. M. Carroll (Ed.), Designing interaction: Psychology at the human-computer interface, Cambridge, UK: Cambridge University Press, 227-253. Brown, A. L. (1992). Design Experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2 (2), 141-178. Chen, W., & Wasson, B. (2003). Coordinating Collaborative Knowledge Building. International Journal of Computer and Applications, 25 (1), 1-10. Dourish, P., & Bellotti, V. (1992). Awareness and Coordination in Shared Workspaces. Proceedings of the Conference on Computer-Supported Cooperative Work, 107-114, retrieved October 15, 2007, from http://www.ics.uci.edu/~jpd/publications/1992/cscw92-awareness.pdf. Dragsnes, S. (2003). Development of a synchronous, distributed and agent-supported framework : exemplified by a mind map application, Masters dissertation, Department of Information Science, University of Bergen, Norway. Dragsnes, S., Chen, W., & Baggetun, R. (2002). A Design approach for Agents in Distributed Work and Learning Environments. Paper presented at the International Conference on Computers in Education, December 3-6, 2002, Auckland, New Zealand. Guribye, F. (1999). Evaluating a collaborative telelearning scenario: A sociocultural perspective, Masters dissertation, Department of Information Science, University of Bergen, Norway. Guribye, F., & Wasson, B. (2002). The ethnography of distributed collaborative learning. In G. Stahl (Ed.), Proceedings of CSCL 2002, Boulder, CO, USA, 637-638, retrieved October 15, 2007, from http://www.cis.drexel.edu/faculty/gerry/cscl/cscl2002proceedings.pdf. Gutwin, C., Stark, G., & Greenberg, S. (1995). Support for Workspace Awareness in Educational Groupware. Proceedings of the ACM Conference on Computer Supported Collaborative Learning, Hillsdale NJ: Lawrence Erlbaum, 147-156. Jordan, B., & Henderson, A. (1995). Interaction Analysis: Foundations and Practice. Journal of the Learning Sciences, 4 (1), 39-103. Kukulska-Hulme, A. (2007) Mobile Usability in Educational Contexts: What have we learnt? The International Review of Research in Open and Distance Learning, 8 (2), 1-16. Ludvigsen, S., & Mørch, A. (2003). Categorisation in knowledge building. In B. Wasson, S. Ludvigsen & U. Hoppe (Eds.), Proceedings of the 6th International Conference on Computer Support for Collaborative Learning, Dordrecht: Kluwer, 67-76. Malone, T., & Crowston, K. (1994). The Interdisciplinary study of coordination. ACM Computing Surveys, 26 (1), 87-119. Meistad, Ø. (2000). Collaborative telelearning: Using log-files to identify collaboration patterns, Masters dissertation, Department of Information Science, University of Bergen, Norway. Meistad, Ø., & Wasson, B. (2000). Using server-logs to support collaborative telelearning research. In J. Bourdeau & R. Heller (Eds.), Proceedings of Educational Multimedia & Educational Telecom ’2000, Charlottesville, VA: AACE, 679-683. 15
Milrad, M., & Jackskon, M. (2007). Designing and Implementing Educational Mobile Services in University Classrooms Using Smart Phones and Cellular Networks. International Journal of Engineering Education, 23 (4). Muukkonen, H., Hakkarainen, K., & Lakkala, M. (1999). Collaborative Technology for Facilitating Progressive Inquiry: Future Learning Environment Tools. Paper presented at the International Conference on Computer Support for Collaborative Learning, 12–15 December 1999, Palo Alto, CA, USA. Rysjedal, K.H. (2000). Teamwave Workplace in Use: A useability study, Masters dissertation, Department of Information Science, University of Bergen, Norway. Rysjedal, K., & Wasson, B. (2005). Local and distributed interaction in a collaborative knowledge building scenario. Paper presented at the International Conference on Computer Support for Collaborative Learning, 30 May - 4 June 2005, Taipei, Taiwan. Salomon, G. (1992). What does the design of effective CSCL require and how do we study its effects? SIGCUE Outlook, 21 (3), 62-68. Stahl, G. (2002). The complexity of a collaborative interaction. Paper presented at the International Conference of the Learning Sciences (ICLS 2002), October 23-26, 2002, Seattle, WA, USA. Thackara, J. (2005). In the Bubble: designing in a complex world, Cambridge, MA: The MIT Press. Underhaug, H. (2001). Facilitating Training and Assistance in a Collaborative Telelearning Scenario, Masters dissertation, Department of Information Science, University of Bergen, Norway. Wake, J. (2002). How instructors organise their work in a collaborative telelearning scenario, Masters dissertation, Department of Information Science, University of Bergen, Norway. Wasson, B. (1998). Identifying Coordination Agents for Collaborative Telelearning. International Journal of Artificial Intelligence in Education, 9, 275-299. Wasson, B., Guribye, F., & Mørch, A. (2000). Project DoCTA: Design and use of Collaborative Telelearning Artefacts, Oslo: Unipub forlag. Wasson, B., & Ludvigsen, S. (2003). Designing for knowledge building, Oslo: Unipub forlag. Wasson, B., & Mørch, A.I. (2000). Identifying collaboration patterns in collaborative telelearning scenarios. Journal of Educational Technology & Society, 3 (3), 237-248. Wertsch, J. V., del Río, P., & Alvarez, A. (1995). Sociocultural studies: history, action and mediation. In J.V. Wertsch, P. del Río & A. Alvarez. (Eds.), Sociocultural Studies of Mind, Cambridge: Cambridge University Press, 1- 34. 16
Page 1 and 2: October 2007 Volume 10 Number 4
Page 3 and 4: Abstracting and Indexing Educationa
Page 5 and 6: The Relationship of Kolb Learning S
Page 7 and 8: a question about learning together
Page 9 and 10: affordances of networked learning s
Page 11 and 12: included a unit on collaborative le
Page 13 and 14: on at different times and work indi
Page 15 and 16: • the numerous evaluation studies
Page 17 and 18: wanted to work. The same inquiry pr
Page 19: usability studies have a place in t
Page 23 and 24: information- and communication tech
Page 25 and 26: Interactive Examination, the studen
Page 27 and 28: Table 1. Criteria for grading OD st
Page 29 and 30: content. Differences in the attitud
Page 31 and 32: Even though further research on the
Page 33 and 34: Olofsson, A. D. (2007). Participati
Page 35 and 36: Etzioni (1993) points out that an i
Page 37 and 38: programme. They are rather construc
Page 39 and 40: to be that each individual trainee
Page 41 and 42: Bernmark-Ottosson, A. (2005). Demok
Page 43 and 44: The Knowledge Foundation (2005). IT
Page 45 and 46: Figure 1. Design Theories in contex
Page 47 and 48: attention as we frequently discuss
Page 49 and 50: Blog Reflection This design concept
Page 51 and 52: Narrative Structure (Form) Content
Page 53 and 54: Löwgren, J., & Stolterman, E. (200
Page 55 and 56: critique, neither do the single ind
Page 57 and 58: suggested by Ljungberg (1999b) we c
Page 59 and 60: the del.icio.us site (see figure 3)
Page 61 and 62: Device cultures It is not only the
Page 63 and 64: uilt using a camera-equipped PDA ru
Page 65 and 66: Jones, C., Dirckinck-Holmfeld, L.,
Page 67 and 68: Milrad, M., & Spikol, D. (2007). An
Page 69 and 70: components to be able to deal with
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compulsory throughout the project.
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only with their existing day-today
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As our work continues, we will try
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cognition as well as self-regulated
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Mobile mind map tool for stimulatin
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the pictorial knowledge representat
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Ericsson, K. A., & Simon, H. A. (19
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Al-A'ali, M. (2007). Implementation
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complex cognitive skills involve em
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Table 1. CAT and a linear mathemati
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It is agreed that the difficulty le
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Figure 7. Our newly added factors i
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question factors according to IRT;
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Instructure 1 Login User-ID Passwor
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Shute, V., & Towle, B. (2003). Adap
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distinguish between partial knowled
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esponse is identified, then the sco
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are stored in the answer record and
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2 (7) MNSQ = ∑WniZ ni ∑ Wni =
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in the course. A randomized block d
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To test whether ET can effectively
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course, more comparison tests could
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Fleischmann, K. R. (2007). Standard
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educational standards in practice t
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laboratory activities, which are bu
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process is currently a largely top-
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Hsu, Y.-S., Wu, H.-K., & Hwang, F.-
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evolution with computing technology
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Resources 0.55 0.72 e17 In my schoo
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teachers’ instructional evolution
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Regression models indicating relati
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of beliefs about integrating comput
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Sinko, M., & Lehtinen, E. (1999). T
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concept of social support. Lastly,
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Procedure Content analysis procedur
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and mice are out of order. I have t
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feature of supportive online groups
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Anderson, J., & Lee, A. (1995). Lit
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Schwab, R. L., Jackson, S. E., & Sc
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Investigating the problem An extens
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meets the anywhere, anytime require
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minimise housekeeping tasks and fre
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3. Join Group Discussion 4. Attend
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Figure 4. Learning Shell showing He
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engineering the Learning Shell so i
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Olfos, R., & Zulantay, H. (2007). R
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portion of CourseInfo requires that
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Table 2. Assignment evaluation resp
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E-3c. Likert scale on usability: Th
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organized in four groups, namely: T
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The correlations were not high enou
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Data illustrate some reliability an
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nature, some specific core objectiv
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Frederiksen, J.R., & Collins, A. (1
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Bottino, R. M., & Robotti, E. (2007
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The Text Editor allows the editing
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Mathematical content and structure
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Consolidation exercises Solution co
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As to course components, the activi
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handle more formal representations
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Lagrange, J. B., Artigue, M., Labor
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processed information was classifie
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Method Participants The participant
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Table 5. Learning outcomes of diffe
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peers and benefited most from discu
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Kayes, D.C. (2005). Internal validi
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This paper considers the potential
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The first assumption ensures that c
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allowed to rise when external fundi
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The second option, lowering the cos
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Downes, S. (2003). Design and Reusa
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Appendix A. Good-enough approaches
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Rapid Prototyping and Design Based
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Initial Design Because the field-ba
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• reducing the number of required
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that they felt this hindrance; I fe
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goals” (Edelson, 2002, p. 114) wa
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more and more from the periphery of
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Edelson, M. (1988). The hermeneutic
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Wang, H.-Y., & Chen, S. M. (2007).
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If the universe of discourse U is a
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we can see that S( X ) − S( Y ) S
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Example 1: Let Ã and B ~ be two va
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columns shown in Table 2, where 1
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(3) Find the maximum value among th
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By applying Eq. (7), we can get the
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Q.2 carries 25 marks, Q.3 carries 2
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the proposed methods can evaluate s
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Gogoulou, A., Gouli, E., Grigoriado
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enabling learner (subject) to work
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• Self-, Peer- and Collaborative-
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(iii) Regulates the communication:
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Figure 3. A screen shot of the SCAL
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2 nd study: Thirty-five students pa
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them characterized it as time and e
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Soller, A. (2001). Supporting Socia
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making reference to the others wher
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Solution 2.2: Deliberately select h
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just near a deadline, when it may b
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assessed on an individual basis. Wi
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- and even appreciated - by student
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Panitz, T., & Panitz, P. (1998). En
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Concept Mapping Concept mapping by
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Research Questions In order to dete
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with their teacher but rather than
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Tukey’s HSD post hoc test reveale
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collaboratively during study time?
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Jegede, O.J., Alaiyemola, F.F., & O
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esources. The use of synchronous te
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The use of digital communication mo
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contributed more information and en
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3. Use the second screen for the le
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• Use drawing to develop writing
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student and teacher on the synchron
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Vogel, J. J., Vogel, D. S., Cannon-
Page 301 and 302:
Cases The first set of ten case stu
Page 303 and 304:
Kılıçkaya, F. (2007). Website re
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