Designing collaborative learning systems: current trends & future research agenda
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Design principles for online peer-evaluation: fostering objectivity
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
International Journal of Learning Technology
A Learning Zone of One's Own: Sharing Representations and Flow in Collaborative Learning Enviroments
A Learning Zone of One's Own: Sharing Representations and Flow in Collaborative Learning Enviroments
Computers in Human Behavior
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 2
Promoting collaborative learning in higher education: design principles for hybrid courses
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
Sharing educational scenario designs in practitioner communities
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
Design and Execution of Dynamic Collaborative Learning Experiences
International Journal of e-Collaboration
| Hi-index | 0.00 |
This paper presents a new approach for creating and conducting structured asynchronous collaborative activities and incorporating them in the existing instructional setting for all subjects and levels. CeLS is a web-based system designed to create and reuse Activity Structures; runable formats reflecting various collaborative instructional strategies e.g., creating and analyzing a common database, reaching an agreement, peer-product evaluation, contest, creating a group product. The unique feature in CeLS's design is its ability to use learners' products from previous stages and to conduct complex, multi-stage, structured activities. CeLS provides a sample of content-free Activity Structures and a searchable domain of all the activities that were implemented with students. Teachers can explore these examples, adopt them for personal use and adapt their structure and content to suit their specific needs. If none of the existing pre-designed resources seems to suit the needs, they can create new structures using basic building blocks.