1 Situated Support for Learning: Storm’s Weekend with Rachael While much attention has been paid to the content of support for learning, less attention has been given to its context. This paper introduces the notion of “situated support, ” and argues that the identity of the source of support and the connectedness of that support to other elements of the learning environment are of primary importance. MOOSE Crossing is a text-based virtual reality environment (or “MUD”) designed to be a constructionist learning environment for children eight to thirteen years of age. A microanalysis is presented of the situated nature of support for learning on MOOSE Crossing over the course of one weekend where a twelve-year-old girl learned to write simple computer programs.

Abstract. We review a representative selection of systems that support the management of collaborative learning interaction, and characterize them within a simple classification framework. The framework distinguishes between mirroring systems, which display basic actions to collaborators, metacognitive tools, which represent the state of interaction via a set of key indicators, and coaching systems, which offer advice based on an interpretation of those indicators. The reviewed systems are further characterized by the type of interaction data they assimilate, the processes they use for deriving higher-level data representations, the variables or indicators that characterize these representations, and the type of feedback they provide to students and teachers. This overview of technological capabilities is designed to lay the groundwork for further research into which technological solutions are appropriate for which learning situations.

MOOSE Crossing is a text-based virtual reality environment (or "MUD") designed to give children eight to thirteen years old a meaningful context for learning reading, writing, and computer programming. It is used from home, in after-school programs, and increasingly as an in-school activity. To date, it has been used in five classrooms. This paper compares its use in three of those classrooms, and analyzes factors that made use of MOOSE Crossing more and less successful in each of these contexts. Issues highlighted include access to computers, existence of peer experts, free-form versus structured activity, and school atmosphere. 1. Introduction What factors make Computer-Supported Collaborative Learning (CSCL) (Koschmann 1996) environments succeed in classroom use? What factors make them fail? The success of a CSCL environment depends not just on the software, but on the context in which that software is used. This paper compares the use of one CSCL environment, MOOSE Crossing, in t...

CSCL software tools must provide support for group work and should be based on a collaborative learning technique. The PBL based CCCuento tool is introduced here. It is intended to support apprentices groups in the collaborative creation of stories in order to improve language use and development of writing skills. The tool follows a model, which includes several positive interdependencies and is implemented as a sequence of individual activities followed by break periods. The break periods are used for reviewing and discussion. An experiment is reported in which several groups of high school students used the tool 1.

Mobile learning is novel in that it facilitates delivery of learning to the right person, at the right time, in the right place using portable electronic devices. In the near future, m-Learning will be a normal part of lifelong education and self-directed learning. From 2008 KNOU kick off the mobile learning system with KT. In this paper the mobile learning for statistics education will be introduced. This paper describes the new paradigm of Statistics Education with the e-learning contents, Mobile learning and ubiquitous learning system for statistical education that anyone who wants to study could study anywhere, anytime with the internet and multimedia system. In the future society with rapid change of educational circumstance and globalization, distance education using ICT technology will satisfy educational desires in various classes of learners.