A new conceptual framework for CSCL: Supporting diverse forms of reflection through multiple interactions

Price, S, Rogers, Y, Stanton, D and Smith, H (2003) A new conceptual framework for CSCL: Supporting diverse forms of reflection through multiple interactions. In: Wasson, B., Ludvigsen, S. and Hoppe, U. (eds.) Designing for Change in Networked Learning Environments. Computer-supported collaborative learning . Kluwer Academic Publishers, 513 - 523. ISBN 9781402013836

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Abstract

Traditional computer-supported learning environments (i.e. desktop PCs) have been show to promote collaboration. However, these have been constrained by the PC classroom mindset of learning. The influx of wireless technologies provides new opportunities for designing novel computer-supported environments that support a wider range of collaborative interactions. For instance, collaboration can take on different forms, such as, adult-child collaboration or peer-peer collaboration, local or remote collaboration involving different forms of communication. Moreover, depending on the type of collaboration, learners experience a different kind of interaction, which can enable them to reflect in different ways. Using multiple collaborative interactions that facilitate diverse forms of reflection allows us to begin to explore the learning process in more detail. This paper presents a new conceptual framework for investigating and analysing how multiple collaborative interactions may support different forms of reflection. The framework is used here to analyse and inform the design of a novel mixed reality learning environment for children.

Item Type: Book Section
Schools and Departments: School of Engineering and Informatics > Informatics
Subjects: L Education > LB Theory and practice of education
Q Science > QA Mathematics > QA0075 Electronic computers. Computer science
Q Science > QA Mathematics > QA0076 Computer software
Depositing User: Hilary Smith
Date Deposited: 14 Nov 2006
Last Modified: 30 Nov 2012 16:50
URI: http://sro.sussex.ac.uk/id/eprint/472
Google Scholar:43 Citations
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