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Transparency and control is the Janus head of a virtual learning environment: both increased drastically As shown in the previous chapters transparency, awareness, and immediacy of action were basic goals to achieve by applying a virtual learning environment. These are necessary requirements to add context to documents, actions, and individuals inhabiting the virtual environment. On the other hand it led to changes in behavior which reduced the positive effects. At the beginning students tended to present very cautiously working materials or results of their work. They were afraid of making mistakes or being compared and rated minor than their colleagues. Different styles evolved related to the gender. The female students tended to name their contributions e.g. as first, informal versions while most of their male colleagues presented themselves and their work more actively although there was no objective reason based in the contributions. This behavior equalized to the end of the course. In synchronous meetings some women behaved different than in the beginning. One could see them sitting at home drinking tea, smoking cigarettes and once the group was asked by a female student: "hi all, I am a bit late, did I miss something important" This assumes that accomodation to the new situation is a relevant factor in virtual learning environments. To take the concerns about making "mistakes and bad exposures" serious a learning environment should offer protected areas or "play grounds" for those who first want to exercise. The quantative and qualitative amount of interaction among students as well as students and teacher increased heavily During the three months the "average" student sent app. 150 - 200 e-mails to his or her colleagues, 60 e-mails were distributed via the mailing list, the shared common folders of the group were used daily. We had 6 virtual group sessions on the reflector which lasted each time about two hours. Beside this the reflector was used for smaller group meetings or to directly address the teacher via video and audio. In the beginning most of the communication dealt with the use of technology (T) and organizational questions (O) later on unspecific (social) chat (C) and the discussion of the common task (I) dominated. The extensive use of the media did not lead to singularization or isolation of the students or the substitution of real life contacts. The contrary was the case: often once a week students invited the group for a physical meeting in a pub near the campus. The new additional requirements like training, coaching, preparing and moderating electronically need much more time and work than the conventional teaching The activities to initialize and vitalize the collaborative learning environment by the teacher and by the students themselves caused great efforts, at least threefold than usual. Everything - except the system - had to be established from the scratch. It was clearly shown, that a collaborative learning environment lives because of the communications and actions of the participants. The technical systems is an important but not sufficient basis. It can foster or hinder interaction. In our case the BSCW system was a great advantage for all. New metaphors show the emergence of a new commonly shared virtual space for learning Is the description 'virtual collaborative learning environment' pure rhetoric or reality In the final interviews with the students at the end of the course we asked if the extensive exchange of information among the group led to the shared idea of a common virtual space. This was agreed by all. As approvements several arguments were given: the emergence of new roles (e.g. the supporter), the emergence of new behavior patterns (e.g. check mail in the morning and in the evening), the emergence of new socio-technical conventions (e.g. own video must have the same size as the others), the emergence of new metaphors understood by all especially during the video sessions (e.g. "Klaus is frozen" = only picture, no video; "let us meet on the daidalos" = name of the reflector etc.) and the fact, that although the course ended in July the shared workspaces of the BSCW and the mailing list is still in use (Oct. 98). 4. Conclusions From the psychological point of view learning is an individual action. From the pedagogical point of view learning can be assisted by context and collaboration. Our field study showed that the BSCW system was a useful and promising tool to establish a network of communication and collaboration among students and teacher. The findings will be used to evolutionary redesign the system which thereby can be augmented by the perspectives and demands
of the users as participating actors of the design and use of virtual collaborative learning environments. From the students point of view the availability of working materials and results as well as the immediacy to communicate to others was considered as a great advantage and raised the level of motivation and effort. For the teacher the immediacy of communication and the options to overview the actions and results of each student was the most important effect. References [1] Verdejo, Felisa, Davies, Gordon, eds., The Virtual Campus. Trends for higher education and training: Chapman & Hall, London et al. 1998. [2] Liao, Thomas T., ed., Advanced Educational Technology: Research Issues and Future Potential. Springer: Berlin, Heidelberg, New York 1996. [3] http://orgwis.gmd.de/~mambrey/ss98 [4] Bentley, R., Appelt, W., Busbach. U., Hinrichs, E., Kerr, D., Sikkel, S., Trevor, J. and Woetzel, G. (1997) "Basic Support for Cooperative Work on the World Wide Web" in International Journal of Human-Computer Studies 46 (6): 827-846; Special issue on Innovative Applications of the World Wide Web (Available on-line as PostScript (http://bscw.gmd.de/Papers/IJHCS/IJHCS.ps) and HTML document (http://bscw.gmd.de/Papers/IJHCS/IJHCS.html.) [5] Hughes, John A., Randall, Davis, Shapiro, Dan, Faltering from Ethnography to Design. In: Proceedings of ACM CSCW '92 Conference on Computer Supported Cooperative Work, 115-122. ACM, 1992. [6] Bowers, John, The Work to make a Network Work: Studying CSCW in Action. In: Proceedings of the ACM CSCW '94 Conference on Computer Supported Cooperative Work, 287-298. ACM, 1994.
Page 1 and 2: Designing an Interactive Learning E
Page 3 and 4: develop an educationally meaningful
Page 5 and 6: 2. Functionality of the BSCW System
Page 7: 3. First empirical findings During
Page 11 and 12: 2. Other Characteristics of the Pro
Page 13 and 14: education resources are being produ
Page 15 and 16: y using a drop-down menu: Informati
Page 17 and 18: Results Computing ability and expos
Page 19 and 20: instructional designs while introdu
Page 21 and 22: Global Educational Multimedia Serve
Page 23 and 24: Assured Access/Mobile Computing Ini
Page 25 and 26: The University has set up a secure
Page 27 and 28: * Changes in educational paradigms
Page 29 and 30: Using Computer Imagery and Visualis
Page 31 and 32: Publishing an imej Journal for Comp
Page 33 and 34: In summary, we offer the following
Page 35 and 36: Discussion Forums and Peer Review F
Page 37 and 38: Languages and Statistics: Solutions
Page 39 and 40: Kelly and Leckbee (1998) indicate,
Page 41 and 42: A Wide Array of Uses: Inquiry and I
Page 43 and 44: Effects of Question-Based Learning
Page 45 and 46: The EFFECTS of TRAINGING METHOD on
Page 47 and 48: 3. RESEARCH METHODOLOGY A 10-day ex
Page 49 and 50: prototype for futuristic learning e
Page 51 and 52: Designing a Course Web-Site to Supp
Page 53 and 54: International Collaborative Learnin
Page 55 and 56: Facilitation frameworks Bostrom et
Page 57 and 58: From table 2 it can be seen that te
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Learning in Safety and Comfort: Tow
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Networking The Nation Noel Craske S
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Norfolk Stations. Schools of Distan
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one-on-one with Teaching Assistants
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Java. One of them is already an exp
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• Personal study room management
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As has already been discussed in th
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On-line Support of On-Campus Educat
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In-service Teachers Teaching Pre-se
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How the Construction & Analysis of
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Yet, still we ask ourselves: How do
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us, we need to be ever-conscious of
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A Reporting Simulation Using Toolbo
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environment — it is impossible to
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Actually, when a particular author
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Any instance of this type is an HC
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Figure 5: Saving an Educational App
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To address this problem Webfuse dra
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Cognitive tools can act as structur
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In this study, we propose the follo
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more information about it, for exam
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Charlottesville, VA., 691-696. Muly
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ownership is retained by the instit
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priority, it is in the interests of
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limitations of the prevailing compl
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exchange information with other cla
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whether compiled or interpreted. So
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A web site system for instructors t
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is to monitor the status of learner
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the capability grant G13 as Not Set
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Slavin R.(1994), Small group method
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tutor. Support offered in the form
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Apart from utilising the functional
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Rogoff, B., & Lave, J. (Ed.). (1984
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Java can significantly increase the
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The modules are designed for a vari
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adapted tests to assess the student
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Architecture of HEZINET The system
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Berners-Lee, T. & R. Cailliau, (198
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The ParlEuNet system will provide a
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3. Students use a dedicated HTML co
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The prototype under development is
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make an hypermedia educational envi
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accreditation or standing in countr
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A government designates a certain a
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will be involved - either in partne
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Streaming 7000 films... Uwe Sander
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and how to innovate will be paramou
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Toward a framework for instruction
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A knowledge integration approach to
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In 1978, the University formalized
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comparisons to conventional instruc
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Multimedia Cases in Teacher Educati
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Merseth, K.K. (1996). Cases and cas
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Using Multimedia to support mentors
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Conclusion The project is still und
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An Investigation into Faculty Attit
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Web-Based Testing in Distance Educa
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Selecting Internet Technologies to
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Designing and Implementing Web-Base
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