Things that make us smart: defending human attributes in the age of the machine
Things that make us smart: defending human attributes in the age of the machine
Activity theory as a potential framework for human-computer interaction research
Context and consciousness
E-Learning in the 21st Century: A Framework for Research and Practice
E-Learning in the 21st Century: A Framework for Research and Practice
Recommending collaboration with social networks: a comparative evaluation
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Instructional methods for CSCL: review of case studies
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Taking Up the Challenge of Evaluating Research Results in the Field of Technology Enhanced Learning
WSKS '09 Proceedings of the 2nd World Summit on the Knowledge Society: Visioning and Engineering the Knowledge Society. A Web Science Perspective
A multi-perspective approach to the evaluation of a multi-user system in the field of TEL
International Journal of Technology Enhanced Learning
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How could we design course programmes in a teachers' learning community context? Is it possible to conceive a concrete and appropriate course model? And if so, how could we assess the effectiveness of such a course model in such a complex learning situation? In this paper, a model implementation of technology-based courses is presented. The model was specified according to adult collaborative learning principles and was implemented in a learning community context. This model was put into practice during a distance learning educational programme, concerning further education of in-service primary and secondary education teachers. The programme was named School-Teacher's Learning Community and hosted many different web-based supported courses. Within this broad e-Learning Community students were educated, via the Internet, on aspects mainly concerning uses of information and communication technologies (ICT) in their teaching practices. The application of the previously specified course model was pursued, yet instructors responsible for each course were given substantial independence and the degree of harmonization with the course model was up to them. Some aspects of the case study, which was conducted within the context of this educational programme, are also presented. Emphasis was given to correlations that are derived from the analysis of data related to the research question concerning 'the extent of successful results that the application of the specified course model produced'. Course assessment issues were dealt with and evaluation of positive results was accomplished through the measurement of the degree of satisfaction of certain criteria that were considered decisive. Finally, conclusions, benefits and perspectives of issues presented in the paper are also presented.