See also chapter 16, the collaboration principle in multimedia learning.
\n\"CSCL systems support formal and informal student learning in collaborative groups by mediating and scaffolding group process and group dynamics in discourse communities, communities of learners, and communities of practice. Groups may consist of learners at the same workstation, but most often on separate machines connected by networks.\" p. 248
\nVygotsky \"Human intelligence originates in our society or culture and individual cognition results from interpersonal interaction with our social environment.
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It is a purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanations of the evidential, conceptual, methodological, or contextual considerations upon which the judgment is based. As, for several reasons, critical thinking is not integrated within traditional classroom instruction, it is an interesting question, whether critical thinking can be trained with computer-based instruction (CDROM- and web-based teaching). Within a first part, the presented paper offers a narrative literature review on the effects of cognitive tools, of collaborative computer-supported environments, of computer simulations, and of logic-software on critical thinking. Within a second part, two experimental studies are reported. Students were instructed in critical thinking by web-lectures. In experiment 1, one group of students was confronted with audio recordings and an another group with video recording of a lecture dealing with non-formal errors in arguments. Within both groups, about one half of students was presented synchronous organizers (text, figures, etc. on MS-Powerpoint slides), and the other half of students did not get such organizers. Results showed that synchronous organizers influenced subjective evaluations of the learning process and outcome. The modality of the recordings influenced learning transfer favoring the audio condition. In experiment 2, an audio web-lecture with synchronous organizers was compared with traditional text-based instruction. Results showed no differences in scientific analytic reasoning. Discussions were based on cognitive and motivational principles of multimedia learning. Reprinted by permission of the publisher.", "tags": [], "relations": {}, "dateAdded": "2010-11-14T20:06:01Z", "dateModified": "2010-11-14T20:06:01Z" } }, { "key": "WXUQAXNT", "version": 1, "library": { "type": "group", "id": 31382, "name": "E19.2175 Cognitive Science and Educational Technology II", "links": { "alternate": { "href": "https://www.zotero.org/groups/e19.2175_cognitive_science_and_educational_technology_ii", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31382/items/WXUQAXNT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/e19.2175_cognitive_science_and_educational_technology_ii/items/WXUQAXNT", "type": "text/html" } }, "meta": { "createdByUser": { "id": 197354, "username": "teddyb109", "name": "Ted Bongiovanni", "links": { "alternate": { "href": "https://www.zotero.org/teddyb109", "type": "text/html" } } }, "creatorSummary": "Hsu et al.", "parsedDate": "2008", "numChildren": 0 }, "data": { "key": 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as a Foreign Language (EFL) School Students' Achievement and Attitude", "creators": [ { "creatorType": "author", "name": "Abdurrahman Ghaleb Almekhlafi" } ], "abstractNote": "This study investigated the effect of Computer Assisted Language Learning (CALL) on elementary-prep school students' improvement in English as a foreign language (EFL). Eighty-three students in Al-Tamayoz Elementary-prep School, United Arab Emirates, were selected and divided into experimental and control groups (43 and 40 participants respectively). Results of Analysis of variance (ANOVA) showed a significant difference between CALL users and nonusers in favor of the experimental group (p < .05). In addition, a questionnaire was administered to CALL users to investigate their attitude, perceived utility, and intention to use CALL in the future. Students in the experimental group had a positive attitude toward CALL, perceived its utility for helping them learn EFL, and had a strong intention to use it in the future. Results of this study have provided evidence of the effect of CALL on learning English as a foreign language. Implications and recommendations for future research are presented. [PUBLICATION ABSTRACT]", "publicationTitle": "Journal of Interactive Learning Research", "publisher": "", "place": "", "date": "2006", "volume": "17", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "121", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1093023X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ProQuest", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Academic achievement", "type": 1 }, { "tag": "Computer assisted instruction--CAI", "type": 1 }, { "tag": "Elementary school students", "type": 1 }, { "tag": "English language", "type": 1 }, { "tag": "Foreign language learning", "type": 1 }, { "tag": "Student attitudes", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2010-11-14T12:13:49Z", "dateModified": "2010-11-14T12:13:49Z" } }, { "key": "WDCHXDKM", "version": 1, "library": { "type": "group", "id": 31382, "name": "E19.2175 Cognitive Science and Educational Technology II", "links": { "alternate": { "href": "https://www.zotero.org/groups/e19.2175_cognitive_science_and_educational_technology_ii", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/31382/items/WDCHXDKM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/e19.2175_cognitive_science_and_educational_technology_ii/items/WDCHXDKM", "type": "text/html" } }, "meta": { "createdByUser": { "id": 197354, "username": "teddyb109", "name": "Ted Bongiovanni", "links": { "alternate": { "href": "https://www.zotero.org/teddyb109", "type": "text/html" } } }, "creatorSummary": "Hall", "parsedDate": "2009", "numChildren": 0 }, "data": { "key": "WDCHXDKM", "version": 1, "itemType": "journalArticle", "title": "Towards a Fusion of Formal and Informal Learning Environments: The Impact of the Read/Write Web", "creators": [ { "creatorType": "author", "firstName": "Richard", "lastName": "Hall" } ], "abstractNote": "The read/write web, or Web 2.0, offers ways for users to personalise their online existence, and to develop their own critical identities though their control of a range of tools. Exerting control enables those users to forge new contexts, profiles and content through which to represent themselves, based upon the user-centred, participative, social networking affordances of specific technologies. In turn these technologies enable learners to integrate their own contexts, profiles and content, in order to develop informal associations or communities of inquiry. Within educational contexts these tools enable spaces for learners to extend their own formal learning into more informal places though the fusion of web-based tools into a task-oriented personal learning environment. The personal definition or fusion of tools and tasks is afforded through individual control over the learning environment. The flowering of personal learning aims, mediated by technologies and rules of engagement, occurs within task-specific loops where learners can interpret and process epistemological signals. In turn, where those loops are located within broader, personalised environments students can make contextual sense of their learning and extend their own educational opportunities. Moreover, they can extend their own academic decision-making through application in other contexts, and as a result manage their own academic uncertainties. This is evidenced through a thematic study of the voices of both learners and tutors, which highlights how the read/write web can be used proactively by educators, using specific tasks to enable learners to fuse their informal and formal learning spaces, and thereby enhance their decision-making confidence. The structuring of learning spaces that enable users and social networks to manage their educational processes is enhanced by read/write web approaches and tools, and in this paper is defined through a Fused Learner Integration model. (Contains 2 figures and 1 table.) 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