There is much positive research on computer-supported collaborative learning (CSCL) environments in asynchronous distributed learning groups (DLGs). There is also research that shows that contemporary CSCL environments do not completely fulfil expectations on supporting interactive group learning, shared understanding, social construction of knowledge, and acquisition of competencies. There appear to be two major pitfalls impeding achievement of the desired social interaction in CSCL environments: taking social interaction in groups for granted and the lack of attention paid to the social psychological dimension of social interaction outside of the task context. Current solutions offered to avoid the pitfalls placed responsibility on instructors and teachers to encourage collaborative learning and social interaction. To both free educators from this burden and be more cost effective, we propose an intelligent CSCL environment. The environment is based upon a theoretical framework that suggests embedding certain properties in the environment to act as social contextual facilitators- social affordances- to initiate and sustain learner’s social interactions. Finally, a group awareness widget (GAW)- a software tool providing the learner group awareness about the others in the task and in the non-task context- is introduced as an embodiment of this theoretical framework.

Many of the designations used by the manufactures and sellers to distinguish their products are claimed as trademarks. Every attempt has been made to supply trademark information about manufactures and their products mentioned in this dissertation. A list of the trademark designations and their owners appears below. Trademark notice Access, Netmeeting, Sharepoint Team Services, Windows, and Windows 2000 Server are trademarks of Microsoft Corporation Post-it is a trademark of 3M Linux is a trademark of Linus Torvalds Professional Quest is a trademark of Dipolar Pty Limited Yahoo! Groups is a trademark of Yahoo! Domino is a trademark of IBM/Lotus Authorware is a trademark of Macromedia Toolbook is a trademark of Click2Learn

The old adage, ‘We teach as we have been taught ’ places a great deal of responsibility on the current generation of online teachers, to teach in a manner that is worth replicating. This paper describes the development of a course in online teaching and learning, available only in online mode, that models the approach to teaching and learning that is advocated in the units. The course is not only an end in itself—it is also a means to an end, providing the necessary skills to enable students to continue to learn and adapt with new technologies and new learning approaches. The paper describes the instructional design process of developing units for web-delivery that are based on complex and authentic contexts. There is no attempt to simplify instructional sequences, or to structure the learning environment to progress from simple to complex. Instead, the nomination of authentic context, authentic task and integrated assessment guide the development of the learning environment. The paper describes the specific instructional design process adopted, together with the tools and planning resources used for the development of a Graduate Certificate in Online Teaching and Learning to be offered by

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