Collaborative Dialogue Technologies In Distance Learning
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Collaborative Dialogue Technologies in Distance Learning
Author: M.Felisa Verdejo
language: en
Publisher: Springer Science & Business Media
Release Date: 2012-12-06
In April 1993, an interdisciplinary NATO Advanced Research Workshop on "Collaborative dialogue technologies in distance learning" was held in Segovia, Spain. The workshop brought together researchers in fields related to distance learning using computer-mediated communication. The statement of justification of the NATO ARW follows hereafter. Justification of the NATO Advanced Research Workshop on Collaborative Dialogue Technologies in Distance Learning Computer Mediated Communication (CMC) systems have features that reduce some temporal, physical and social constraints on communication. Theories of communication have shifted from viewing communication as a linear transmission of messages by a sender to a receiver, to viewing it as a social paradigm, where individuals are actors in a network of interdependent relationships embedded in organizational and social structures. Recent research focuses on models of information-sharing to support not only the activities of individuals but also the problem-solving activities of groups, such as decision-making, planning or co writing. This area of research is called Computer Supported Cooperative Work (CSCW). The Artificial Intelligence (AI) approach uses knowledge-based systems to enhance and facilitate all these processes, including the possibility of using natural language. The traditional model of distance education places a strong emphasis on indepen dent study, supported by well developed learning materials. This model can be characterized as one-way media. However, the potential of CMC to provide better guidance to the student in Higher Distance Education has been quickly recognized for at least two kind of activities: information sharing and interaction.
Handbook of Implementation Science for Psychology in Education
Author: Barbara Kelly
language: en
Publisher: Cambridge University Press
Release Date: 2012-08-20
This book aims to help policy makers, stakeholders, practitioners, and teachers in psychology and education provide more effective interventions in educational contexts. It responds to disappointment and global concern about the failure to implement psychological and other interventions successfully in real-world contexts. Often interventions, carefully designed and trialed under controlled conditions, prove unpredictable or ineffective in uncontrolled, real-life situations. This book looks at why this is the case and pulls together evidence from a range of sources to create original frameworks and guidelines for effective implementation of interventions.
Engaging Language Learners through Technology Integration: Theory, Applications, and Outcomes
"This book provides empirical studies on theoretical issues and outcomes in regards to the integration of innovative technology into language teaching and learning, discussing empirical findings and innovative research using software and applications that engage learners and promote successful learning"--Provided by publisher.