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What makes cooperative learning different from most instructional methods is that it is based on social interdependence theory and the related research. Social interdependence theory provides educators with a conceptual framework for understanding how cooperative learning may be (a) most fruitfully structured, (b) adapted to a wide variety of instructional situations, and (c) applied to a wide range of issues (such as achievement, ethnic integration, and prevention of drug abuse).

There are at least three general theoretical perspectives that have guided research on cooperation--cognitive-developmental, behavioral, and social interdependence. The cognitive developmental perspective is largely based on the theories of Piaget and Vygotsky. The work of Piaget and related theorists is based on the premise that when individuals co-operate on the environment, socio-cognitive conflict occurs that creates cognitive disequilibrium, which in turn stimulates perspective-taking ability and cognitive development. The work of Vygotsky and related theorists is based on the premise that knowledge is social, constructed from cooperative efforts to learn, understand, and solve problems.

Kurt Lewin

Social media platforms like Twitter and Facebook have completely changed the way the VA and traditional veterans’ service organizations reach the new generation of veterans home from Iraq and Afghanistan -– and they’re finding that an increasing number of older veterans are connecting through social media, too.

Why should schools encourage all this sharing and meeting? Schools should reflect the world we live in today. And we live in a social world. We need to teach students how to be effective collaborators in that world, how to interact with people around them, how to be engaged, informed twenty-first-century citizens.

academic networking

Albert Bandura, Social Cognitive Theory of Mass Communication (

In todays, computer-centered society, designing interactive media has emerged as a new profession. Interactive design is often associated with spread of computers as a communication and interaction tool. However, interactive design has been a staple of artists and designers for many centuries. We present a historical perspective upon interactive design and point out the close relationship of this field with different fields of art and design. We argue that interactive media design is a distinct and evolving field and that it is imperative to teach it as such. In this paper, we have adopted this perspective and detailed a new four-year under-graduate curriculum on interactive media design education. This curriculum stresses the various components of interactive media design and its close relationship with computer science. art and design - currculum design - interactive mediaThis revised version was published online in July 2006 with corrections to the Cover Date. Fulltext Preview SPRINGER.Ads = ((typeOf (SPRINGER.Ads) === 'undefined')|| !SPRINGER.Ads) ? {} : SPRINGER.Ads;SPRINGER.Ads.Google = {keywords :"art and design currculum design interactive media"} google_protectAndRun("ads_core.google_render_ad", google_handleError, google_render_ad); Share this Item email citeulike Connotea Delicious Frequently asked questions General info on journals and books Send us your feedback Impressum Contact us © Springer, Part of Springer Science+Business Media Privacy, Disclaimer, Terms & Conditions, and Copyright Info Not Logged InNot RecognizedRemote Address: 66.192.104.10Server: MPWEB41HTTP User Agent: Mozilla/5.0 (Macintosh; U; Intel Mac OS X 10.5; en-US; rv:1.9.1.2) Gecko/20090729 Firefox/3.5.2 var gaJsHost = (("https:" == document.location.protocol) ? "https://ssl." : "http://www.");document.write(unescape("%3Cscript src='" + gaJsHost + "google-analytics.com/ga.js' type='text/javascript'%3E%3C/script%3E"));var pageTracker = _gat._getTracker("UA-6028168-1");pageTracker._trackPageview(); //  close Username Password Remember Me ct