The Foundation serves as sustainable and proactive network and provides valuable services to the European eLearning community. The Foundation's initiators are the European Institut for eLearning, the European Schoolnet, FIM NewLearning, the MENON Network, the University of Duisburg-Essen, Germany and the University of Reading/UK. The foundation has taken its first steps in the framework of the Triangle project.
EFQUEL will provide support, transparency, open participation and leadership for a broad range of topics. The purpose of the foundation is to involve actors in a European community of users and experts to share experiences on how eLearning can be used to strengthen individual, organisational, local and regional development, digital and Learning literacy, and promote social cohesion.
Artigo "fresquinho" muito pertinente para as discussões dos nossos case studies. Grande enfase no trabalho colaborativo:"It is critical to PAIR-up to design learning spaces".
Blended learning courses can replace synchronous classroom
seat time with asynchronous online learning activities so that instruction
occurs both in the classroom and online
Conteúdo
Introduction
1. State of the Art in CSCL
1.1 The emergence of Computer Supported Collaborative Learning
1.2 Main theoretical ideas behind CSCL
1.3 Conclusions
2. Motivation in CSCL
Cognitive processes
Self-regulation
Co-Regulation and socially shared regulation
2.3 Challenges in CSCL
Challenges of self-regulation in CSCL
Challenges of sociocultural differences in CSCL
2.4 Guidance and support - to join the forces
2.5 Future challenges in CSCL?
3. Motivational and Emotional Challenges in CSCL
3.1 Introduction
3.2 Central concepts
3.3 Challenges
3.4 Improving CSCL and supporting actors involved
3.5 Conclusions
4. Socially Shared Regulation of CSCwriting
4.1 Introduction
4.3 Challenges in CSCWriting
4.4 Scaffolfding students' in writing and collaboration
4.5 Conclusions
5. The Roles of Note-Taking in CSCW Processes
5.1 Introduction
5.2 Roles of note-taking in CSCW processes
5.3 Conclusion
6. Theoretical and Practical Viewpoints for Designing CSCL
6.1 Central concepts
6.2 Important considerations when designing CSCL
6.3 Conclusion
7. Designing Teaching in CSCL
7. 1 Introduction
7. 2 The rules of pedagogical thinking in CSCL
7.3 Conclusions
Conclusions and Discussions
Editor's words
REFERENCES
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