This chapter discusses a core phenomenon for a theory of CSCL: building collaborative knowing. Rather than reviewing, one after another, various theories that are currently influential in the field of CSCL (and that are described in other chapters), a view of collaboration is outlined here that

Unravelling basic componets and dimensions of powerful learning environments. Elsevier.

The focus of this paper is a preliminary analysis of how the roles of teachers and students in different classroom settings are altered as a result of computer-based technologies. We are particularly interested in how the capabilities of computer-based technologies can enable and constrain innovative pedagogical practices. Powerful new capabilities of computers make it possible to access, represent, process, and communicate information in new ways (Kozma, 1991, 1994). These capabilities make it possible to search and organize information, analyze data, represent ideas, simulate complex systems, and communicate with others in ways that were not practical or even possible previously. They also enable new ways of teaching and learning—new activities, new products, and new types of learning (Kozma & Schank, 1998). The research literature (Means & Olson, 1997) documents a strong association between these new technology-based practices and changes in curriculum and pedagogy. For example in many countries, the use of educational technology is part of an instructional shift toward project-based, constructivist approaches to teaching and learning within a context of school improvement or reform. Instead of focusing solely on increasing the acquisition of facts related to specific subject areas, teams of students are engaged in solving complex, authentic problems that cross-disciplinary boundaries. Instead of dispensing knowledge, teachers set up projects, arrange for access to appropriate resources, and create the organizational structure and support that can help students succeed. This approach moves conceptions of learning beyond rote memorization of facts and procedures to learning as a process of knowledge creation. It moves education beyond the notion of a place where knowledge is imparted to one of classrooms, organizations, and societies as knowledge building

The purpose of this study was to describe how four teachers in four different cities in Missouri implemented a constructivist-based learning environment (CBLE) that included an innovation cluster that paired an emerging online technology with a unit design framework. The motivating question for the study originated from prior research on teacher reform efforts including the adoption of technology innovations in the classroom, new theories of constructivist-based learning and the principles of professional development for educators implementing reform. Using a multiple case study research method, the researchers collected and analyzed data to (1) identify how effectively each of the teachers implemented the CBLE unit based on their goals for adopting the innovations while participating in online collaborative professional development and (2) identify cross-case issues that arose as the teachers implemented the unit. Conclusions in the study suggest that the teachers implemented innovation into their classrooms with varied levels of effectiveness based on their initial goals for the reform process. Aspects that influenced the effectiveness of their unit and the implementation of the innovation included (1) the teacher’s ability to benefit from online collaborative professional development forums, (2) the teacher’s problem-solving strategies for resolving conflict issues related to their local school environment, and (3) their prior conceptions about teaching and learning and their compatibility with the reform instructional pedagogy.

The main goal of this article is to analyze the implications of computer supported collaborative learning in higher education. To achieve this goal, we will describe the situation of the current research in this field and will focus our attention on the issues relating to the design of the conditions to promote collaborative processes and knowledge building. In the second part of the article, we will concentrate on the analysis of the results that we have obtained with the use of the programme Knowledge Forum as a support during the collaborative process in higher education. Key words: Collaborative learning. Higher education. Information and communication technologies. RESUMEN El objetivo fundamental de este artículo es analizar las implicaciónes del aprendizaje colaborativo mediado en la enseñanza universitaria. Para alcanzar este objetivo, se realizará una descripción de la situación de las investigaciónes actuales en este ámbito enfatizando los aspectos relativos al diseño de las condiciónes para favorecer el proceso colaborativo y la construcción del conocimiento. En la segunda parte del artículo, nos centraremos en el análisis de los resultados obtenidos con el uso de la plataforma “Knowledge Forum ” como apoyo al aprendizaje colaborativo

Abstract: In this paper we highlight an innovative instructional approach, the Knowledge Building Community (KBC), supported by Computer-Supported Collaborative Learning (CSCL) technology for in-service teacher training at the National Institute of Education, Singapore. Six teachers attending an in-service course entitled ‘Visualising students ’ thinking using IT tools ’ participated in this study. The teachers viewed the incorporation of KBC and CSCL technology as opportunities for students to learn beyond the classroom and the curriculum, and for providing a means for them to monitor their students ’ progress. They also perceived KBC to be a means for promoting student inquiry. However, the teachers thought that they might not have sufficient time to implement the KBC approach. They also seemed to regard KBC as being more suitable for high-ability students. From the results, we discuss some issues with regard to the fostering of KBC for professional development, with specific reference to teacher training.

Recent research on instructional technology has focused increasingly on the potential of computer support to promote collaborative learning. Socio-cultural theories have been imported from cognate fields to suggest that cognition and learning take place at the level of groups and communities as well as individuals. Various positions on this issue have been proposed and a number of theoretical perspectives have been recommended. In particular, the concept of common ground has been developed to explain how meanings and understandings can be shared by multiple individuals. This paper takes a critical look at the concept of shared meaning as it is generally used and proposes an empirical study of how group cognition is constituted in practice.

While it is widely recognised that learning management systems should support course delivery and student administration, it is less often acknowledged that they are in a unique position to support research into web-based learning. LMS can capture significant amounts of information about how students use the system, access online activities, and interact with other students. We report on how we customised and extended a widely used open-source content management system in order to serve as a research-supportive learning management system. The platform is currently used by over 400 students and simultaneously serves as the basis for research projects on web-based teaching and learning.

ABSTRACT: Information technologies (IT) can be used to support teaching. On the other hand, Biology is deeply changing with IT, creating massive amounts of new data and new tools, available through the web. New ways of building knowledge emerge. This could cause information overload. However these authentic tools and data can be an opportunity: rather than popularize science, helping students to understand complexity and letting them become not only passive consumers, but active creators of worthwhile knowledge. A few design rules for designing science teaching will be presented. RÉSUMÉ Les TIC sont souvent vues comme un moyen de développer l'enseignement. Mais elles modifient profondément la biologie, produisant d'énormes masses de données, et de nouveaux outils. De nouvelles manières de pratiquer la biologie émergent et sont disponibles librement. Cette surabondance peut être vue comme accablante ou comme une opportunité – en exploitant ces outils et ces données authentiques – de développer des stratégies de construction

In the last several decades many of the world’s most developed countries have shifted from an industrial economy to a knowledge economy, one based on the creation of knowledge, information, and innovation. Educational researchers have paid very little scholarly attention to this economic shift, although it has substantial implications. After all, educational historians have repeatedly shown how today’s schools were designed in the first half of the 20th century to meet the economic needs of the industrial economy; if that economy is a thing of the past, then many features of contemporary schools may become obsolete. In today’s knowledge society, creativity always occurs in complex collaborative and organizational settings. Teams and organizations innovate using open-ended, improvisational group processes. I argue that education should be structured around disciplined improvisation, and I advocate the use of situated, collaborative knowledge-building activities. I argue that creative collaboration in classrooms aligns with the social nature of innovation in today’s economy. © 2005 Elsevier Ltd. All rights reserved.