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Synopsis
Although research in collaborative learning has a fairly long history, dating back at least to the early work of Piaget and Vygotsky, it is only recently that workers have begun to apply some of its findings to the design of computer based learning systems. The early generation of the!le systems focused on their potential for supporting individual learning: learning could be self paced; teaching could be adapted to individual learners' needs. This was certainly the promise of the later generation of intelligent tutoring systems. However, this promise has yet to be realised. Not only are there still some very difficult research problems to solve in providing adaptive learning systems, but there are also some very real practical constraints on the widespread take up of individualised computer based instruction. Reseachers soon began to realise that the organisational, cultural and social contexts of the classroom have to be taken into account in designing systems to promote effective learning. Much of the work that goes on in classrooms is collaborative, whether by design or not. Teachers also need to be able to adapt the technology to their varying needs. Developments in technology, such as networking, have also contributed to changes in the way in which computers may be envisaged to support learning. In September 1989, a group of researchers met in Maratea, Italy, for a NATO-sponsored workshop on "Computer supported collaborative . learning". A total of 20 researchers from Europe (Belgium.
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Computer Supported Collaborative Learning
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Computer Supported Collaborative Learning
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Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Although research in collaborative learning has a fairly long history, dating back at least to the early work of Piaget and Vygotsky, it is only recently that workers have begun to apply some of its findings to the design of computer based learning systems. The early generation of the!le systems focused on their potential for supporting individual learning: learning could be self paced; teaching could be adapted to individual learners' needs. This was certainly the promise of the later generation of intelligent tutoring systems. However, this promise has yet to be realised. Not only are there still some very difficult research problems to solve in providing adaptive learning systems, but there are also some very real practical constraints on the widespread take up of individualised computer based instruction. Reseachers soon began to realise that the organisational, cultural and social contexts of the classroom have to be taken into account in designing systems to promote effective learning. Much of the work that goes on in classrooms is collaborative, whether by design or not. Teachers also need to be able to adapt the technology to their varying needs. Developments in technology, such as networking, have also contributed to changes in the way in which computers may be envisaged to support learning. In September 1989, a group of researchers met in Maratea, Italy, for a NATO-sponsored workshop on 'Computer supported collaborative . learning'. A total of 20 researchers from Europe (Belgium. 324 pp. Englisch. Seller Inventory # 9783642851001
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Computer Supported Collaborative Learning
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Computer Supported Collaborative Learning
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Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Proceedings originating form the NATO Advanced Research Workshop on Computer Supported Collaborative Learning, held in Acquafredda di Maratea, Italy, September 24-28, 1989Although research in collaborative learning has a fairly long history, dating back. Seller Inventory # 5072247
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Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - Although research in collaborative learning has a fairly long history, dating back at least to the early work of Piaget and Vygotsky, it is only recently that workers have begun to apply some of its findings to the design of computer based learning systems. The early generation of the!le systems focused on their potential for supporting individual learning: learning could be self paced; teaching could be adapted to individual learners' needs. This was certainly the promise of the later generation of intelligent tutoring systems. However, this promise has yet to be realised. Not only are there still some very difficult research problems to solve in providing adaptive learning systems, but there are also some very real practical constraints on the widespread take up of individualised computer based instruction. Reseachers soon began to realise that the organisational, cultural and social contexts of the classroom have to be taken into account in designing systems to promote effective learning. Much of the work that goes on in classrooms is collaborative, whether by design or not. Teachers also need to be able to adapt the technology to their varying needs. Developments in technology, such as networking, have also contributed to changes in the way in which computers may be envisaged to support learning. In September 1989, a group of researchers met in Maratea, Italy, for a NATO-sponsored workshop on 'Computer supported collaborative . learning'. A total of 20 researchers from Europe (Belgium. Seller Inventory # 9783642851001
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Computer Supported Collaborative Learning (Nato Asi Series (Closed) / Nato Asi Subseries F: (Closed))
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Computer Supported Collaborative Learning
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Taschenbuch. Condition: Neu. Computer Supported Collaborative Learning | Claire O'Malley | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2011 | Springer-Verlag GmbH | EAN 9783642851001 | Verantwortliche Person für die EU: Lauinger, Sonia, Sonia Lauinger, Lauinger Verlag, Heinrich-Köhler-Platz 8, 76187 Karlsruhe, mail[at]lauinger-verlag[dot]de | Anbieter: preigu. Seller Inventory # 106367876
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Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -Although research in collaborative learning has a fairly long history, dating back at least to the early work of Piaget and Vygotsky, it is only recently that workers have begun to apply some of its findings to the design of computer based learning systems. The early generation of the!le systems focused on their potential for supporting individual learning: learning could be self paced; teaching could be adapted to individual learners' needs. This was certainly the promise of the later generation of intelligent tutoring systems. However, this promise has yet to be realised. Not only are there still some very difficult research problems to solve in providing adaptive learning systems, but there are also some very real practical constraints on the widespread take up of individualised computer based instruction. Reseachers soon began to realise that the organisational, cultural and social contexts of the classroom have to be taken into account in designing systems to promote effective learning. Much of the work that goes on in classrooms is collaborative, whether by design or not. Teachers also need to be able to adapt the technology to their varying needs. Developments in technology, such as networking, have also contributed to changes in the way in which computers may be envisaged to support learning. In September 1989, a group of researchers met in Maratea, Italy, for a NATO-sponsored workshop on 'Computer supported collaborative . learning'. A total of 20 researchers from Europe (Belgium.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 324 pp. Englisch. Seller Inventory # 9783642851001
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Computer Supported Collaborative Learning
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