Networked collaborative learning, social interaction and active learning, Guglielmo Trentin
Type
Label
Networked collaborative learning, social interaction and active learning, Guglielmo Trentin
Language
eng
Bibliography note
Includes bibliographical references and index
Illustrations
illustrations
Index
index present
Literary form
non fiction
Main title
Networked collaborative learning
Nature of contents
dictionariesbibliography
Oclc number
1761140887
Responsibility statement
Guglielmo Trentin
Series statement
Chandos internet series
Sub title
social interaction and active learning
Summary
The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCL's sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, a multidimensional model for the sustainability of NCL is proposed. The model is characterized by four dimensions: pedagogical approaches, e-teacher professional development, instructional design models and valuation/assessment approaches. Each of these dimensions is examined on the basis of the author's direct experience gained through applying NCL to his university teaching. Delineates a framework for NCL sustainabilityProvides an instructional design model for NCDescribes an original approach to the evaluation of collaborative learning processes
Table of contents
Cover; Networked CollaborativeLearning: Social interactionand active learning; Copyright; Contents; List of tables and figures; About the author; List of acronyms; Preface; 1 Technology-enhanced learning and networked collaborative learning; Educational uses of ICT; Content-driven TEL; TEL-based collaborative learning approaches; TEL, quality and application context; TEL and NCL sustainability; Notes; 2 The pedagogical dimension; Learning theories and learning models; Collaborative learning and active involvement; Social aspects and communication pacing in NCLHow to foster NCL at university level: an exampleNCL: motivations for adoption; Final remarks; Notes; 3 The e-teacher professional dimension; The need for professionalism; Conditions for e-teaching; Teacher education and professional development; An Italian experience in teacher training; The Xanadu training model; Some final reflections on e-teacher status; Notes; 4 The instructional design dimension; Designing an NCL course; Instructional design models; The Polaris model; Designing the logical communication architecture; Project evaluation; Summarising; Notes5 The evaluation and assessment dimensionSome key concepts related to evaluation; Evaluation and monitoring in NCL; E-assessment; Evaluation through interaction analysis; Evaluation through analysis of co-production processes; Self-evaluation (formative evaluation); Notes; 6 Conclusions; Appendix -- education design support grid; How to fill in the grid; References; Index