Para acceder a los documentos con el texto completo, por favor, siga el siguiente enlace: http://hdl.handle.net/10230/17002

Título:	Reusing IMS-LD formalized best practices in collaborative learning structuring
Autor/a:	Hernández Leo, Davinia; Asensio-Pérez, Juan I.; Dimitriadis, Yannis; Bote-Lorenzo, Miguel L.; Jorrín-Abellán, Iván M.; Villasclaras-Fernández, Eloy D.
Abstract:	Designs of CSCL (Computer Supported Collaborative Learning)/nactivities should be flexible, effective and customizable to/nparticular learning situations. On the other hand, structured/ndesigns aim to create favourable conditions for learning. Thus,/nthis paper proposes the collection of representative and broadly/naccepted (best practices) structuring techniques in collaborative learning. With the aim of establishing a conceptual common ground among collaborative learning practitioners and software/ndevelopers, and reusing the expertise that best practices/nrepresent, the paper also proposes the formulation of these techniques as patterns: the so-called CLFPs (Collaborative/nLearning Flow Patterns). To formalize these patterns, we have/nchosen the educational modelling language IMS Learning Design (IMS-LD). IMS-LD has the capability to specify many of the collaborative characteristics of the CLFPs. Nevertheless, the language bears limited capability for describing the services that mediate interactions within a learning activity and the specification of temporal or rotated roles. This analysis is/ndiscussed in the paper, as well as our approaches towards the/ndevelopment of a system capable of integrating tools using IMSLD/nscripts and a CLFP-based Learning Design authoring tool.
Materia(s):	-Aprenentatge -- Treball en equip -Estratègies d'aprenentatge -Ensenyament assistit per ordinador -Best practice -CSCL -Pattern -Script -IMS-LD
Derechos:	(c) 2005 ACTA Press. The published version is available in Advanced Technology for Learning. 2005; 2(3): 223-32
Tipo de documento:	Artículo Artículo - Versión aceptada
Editor:	ACTA Press
Compartir:

Mostrar el registro completo del ítem