Authority and convergence in collaborative learning
Computers & Education - Documenting collaborative interactions: Issues and approaches
Using a CSCL-Driven shift in agency to undertake educational reform
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
CSCL '97 Proceedings of the 2nd international conference on Computer support for collaborative learning
Influence of authority on convergence in collaborative learning
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
| Hi-index | 0.00 |
In recent years, collaborative activity has become more prevalent in both the worlds of work and schooling. In the workplace, its function is generally to ensure that complex problems are solved through the combined application of various types of expertise. Industrial design teams exemplify such a process. In the development of new products, teams composed of engineers, marketers, industrial designers, and financial managers work together to bring a design concept to market. Individuals in such teams apply their particularized expertise to parts of a problem and rely largely on the project manager to make sure that the parts are pulled together in a seamless unified way. This might be thought of as the "divide and conquer" model whereby varied domains of knowledge are brought together for the purpose of complex problem-solving which culminates in the optimization and realization of a new product. This variety of collaboration is appropriate and desirable because when it works it results in the desired goal of innovative product design.