ACM Siggroup Bulletin最新文献_第3页

Behind the curtain: lessons learned from a Wizard of Oz field experiment 幕后:从绿野仙踪野外实验中学到的经验教训

ACM Siggroup Bulletin Pub Date : 2003-12-01 DOI: 10.1145/1052829.1052854

Kevin F. White, W. Lutters

引用次数: 12

Communities of reflection-practice and clash of communities: thoughts on the (re-)design of classes in humanities 反思实践的社群与社群冲突:关于人文学科课程(再)设计的思考

ACM Siggroup Bulletin Pub Date : 2003-12-01 DOI: 10.1145/1052829.1052841

Johannes Strobel

引用次数: 3

Re-presenting collective learning: a generative way forward 再现集体学习:一种生成式的前进方式

ACM Siggroup Bulletin Pub Date : 2003-12-01 DOI: 10.1145/1052829.1052836

L. Forsyth, L. Schaverien

{"title":"Re-presenting collective learning: a generative way forward","authors":"L. Forsyth, L. Schaverien","doi":"10.1145/1052829.1052836","DOIUrl":"https://doi.org/10.1145/1052829.1052836","url":null,"abstract":"Professional development is increasingly conceived as a sustained group or community process, often supported by online technologies. Yet despite the enthusiasm for online communities of practice [40], and the innovative educational contexts being developed to support them, the reality of developing and maintaining a critical mass of teacher engagement is proving to be challenging (for example, the Inquiry Learning Forum (ILF) [4]; the Hawaii Networked Learning Communities (HNLC) [37]). Teacher educators and designers of technological learning environments continually strive to maximize the value of teacher engagement in such contexts, yet the conditions under which social learning and collaboration become an appropriate strategy for teachers remain unclear [4; 19]. Furthermore, contemporary research from evolutionary psychology [27] and modeling of cultural transmission [5] suggests the likelihood that professional development in sustained groups would involve subtle yet influential social learning strategies. For example, decisions regarding the adequacy of a particular concept or professional behavior may be influenced by the status of the group member advocating it, the frequency of the behavior in the group, or even which idea or behavior was offered to the group first [1].","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126367075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Supporting and changing practices of nested and overlapping educational communities 支持和改变嵌套和重叠的教育社区的实践

ACM Siggroup Bulletin Pub Date : 2003-12-01 DOI: 10.1145/1052829.1052849

D. Suthers, Violet H. Harada, Joyce Yukawa, Viil Lid

{"title":"Supporting and changing practices of nested and overlapping educational communities","authors":"D. Suthers, Violet H. Harada, Joyce Yukawa, Viil Lid","doi":"10.1145/1052829.1052849","DOIUrl":"https://doi.org/10.1145/1052829.1052849","url":null,"abstract":"Applications of information technology to support systemic reform in public school systems have taken several forms. Instructional applications include attempts to more effectively convey information to students, to empower students' own agency in accessing information and constructing knowledge, and to aid teachers' classroom management, lesson preparation, and assessment. Technology has been proffered as a change agent in itself: teachers will need to change their practices in order to use technologies designed for doing authentic inquiry and communicating or collaborating with others [10]. Information technology can also support professional development through access to online courses, and enable participation in distributed communities of practice. The work reported in this paper has taken this latter strategy. Because today's school systems operate in an environment of constant change, professional development requires a paradigm shift from a scripted training approach to a more fluid approach that encourages the incorporation of networks, coalitions, and partnerships. The capacity to network with other professionals is essential to the notion of communities of practice. McLaughlin and Mitra argue that sustaining large-scale theory-based reform efforts \"requires a community of practice to provide support, deflect challenges from the broader environment, and furnish the feedback and encouragement essential to going deeper\" [7]. Barab defines a community that advances ongoing and open-ended professional development as a \"persistent, sustained network of individuals who share and develop an overlapping knowledge base, set of beliefs, values, history and experiences focused on a common practice and/or mutual enterprise\" [1]. These communities change the relationships among teachers, breaking the isolation that most teachers have found so confining.","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":"172 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116869536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Dynamic personal social networks: a new perspective for CSCW research and design 动态个人社会网络:CSCW研究与设计的新视角

ACM Siggroup Bulletin Pub Date : 2003-12-01 DOI: 10.1145/1052829.1052830

G. H. T. Hofte, I. Mulder

引用次数: 10

Co-reflection in online learning environments 在线学习环境中的共同反思

ACM Siggroup Bulletin Pub Date : 2003-12-01 DOI: 10.1145/1052829.1052840

Joyce Yukawa

引用次数: 4

Building learning communities by enhancing social presence: implementing blended instructional delivery methods 通过增强社会存在建立学习社区:实施混合教学交付方法

ACM Siggroup Bulletin Pub Date : 2003-12-01 DOI: 10.1145/1052829.1052847

Woei Hung

{"title":"Building learning communities by enhancing social presence: implementing blended instructional delivery methods","authors":"Woei Hung","doi":"10.1145/1052829.1052847","DOIUrl":"https://doi.org/10.1145/1052829.1052847","url":null,"abstract":"Lewis, Snow, Farris, et al. stated in the National Center for Education Statistics that \"distance education appears to have become a common feature of many postsecondary education institutions and...it will become only more common in the future\" [3]. In the wave of migration to new instructional delivery modes, it is necessary for us to critically examine some issues that have arisen, in order to reach an optimal solution for both the students and the instructors. One of the inevitable tradeoffs in an online learning environment is a decrease in the quality of social interaction. Social interaction is innate in traditional face-to-face classrooms. It is not only a critical element in helping the learners to develop a sense of belongingness within a learning community, but also determines the dynamics of the learning community, which greatly influence the students' learning outcomes. Among the essential components of a community, interaction between the members is deemed to be the one crucial factor that makes a community alive. Researchers agree that helping students develop a sense of community is an important aspect in promoting positive learning experiences and better learning outcomes in distance learning environments [7].","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":"216 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122382760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Student communities in a distance-learning environment 远程学习环境中的学生社区

ACM Siggroup Bulletin Pub Date : 2003-12-01 DOI: 10.1145/1052829.1052846

Thierry Isckia, C. Delalonde

{"title":"Student communities in a distance-learning environment","authors":"Thierry Isckia, C. Delalonde","doi":"10.1145/1052829.1052846","DOIUrl":"https://doi.org/10.1145/1052829.1052846","url":null,"abstract":"Distance Education (DE) is becoming increasingly important as its rapid growth rates demonstrate. However, recent statistics on DE show low retention rates and a poor return on investment (ROI) in various programs. We need a better understanding of what are the critical success factors for DE environments for all constituencies (students, instructors, and institutions). We still misinterpret the reality of this kind of practice, both from the teacher's and the learner's point of view [1]. In this article, we focus on the collective dimension of the learning environments. In fact, entering a virtual learning community appears as a rational choice for the students to retrieve information more rapidly [3] and examine with available peers the actual content. But, students occasionally express a natural anxiety about sharing their difficulties with strangers, which partially explains the barriers in establishing trusting and caring learning communities [2]. Well-sequenced pedagogical courses and frequent contacts with the professor seem to strengthen the cohesion and integration of the students in a group. Consequently, educational choices and the global architecture of the course, by influencing the formation of these groups, try to compensate --- at least partially --- for the deficiencies of DE. The goal of this paper is to propose solutions to overcome low retention rates and ROI in order to deploy an efficient DE program using the key solution of a web-based course in an American public university.","PeriodicalId":390207,"journal":{"name":"ACM Siggroup Bulletin","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125503115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

ECSCW 2003 Computer Supported Scientific Collaboration (CSSC) workshop report 2003年计算机支持科学合作研讨会报告

ACM Siggroup Bulletin Pub Date : 2003-08-01 DOI: 10.1145/1027228.1027230

H. Karasti, K. Baker, G. Bowker

引用次数: 4

Summary of COOP'04 workshop on interaction and knowledge management COOP'04互动与知识管理研讨会摘要

ACM Siggroup Bulletin Pub Date : 2003-08-01 DOI: 10.1145/1027228.1027229

M. Lewkowicz

引用次数: 1