This link has been bookmarked by 10 people . It was first bookmarked on 06 Apr 2008, by Reggie Ryan.
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04 Sep 08
Barbara DieuNick's paper
education learning collaboration community pedagogy online cop elearning FOC08
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23 Aug 08
Kristina Hoeppnercf. http://www.downes.ca/cgi-bin/page.cgi?post=44077
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15 Jul 08
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For virtual communities the key is 'connection'.
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technology can be a significant force in connecting the disconnected and perhaps help in easing some of these tensions by bringing like minded people into a shared space to achieve a set of goals leading to a better quality of life
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13 May 08
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13 Apr 08
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"Learning is fundamentally social. Learning is really a matter of changing identity, not just acquiring knowledge. That knowledge is integrated in the life of communities. When people develop and share values, perspectives, and ways of doing things, they create a "community of practice." The challenge to all of us in education, on behalf of students and organizations, is to create, negotiate, nurture, and sustain the communities of practice in which effective learning takes place
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06 Apr 08
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For virtual communities the key is 'connection'.
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technology can be a significant force in connecting the disconnected and perhaps help in easing some of these tensions by bringing like minded people into a shared space to achieve a set of goals leading to a better quality of life
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Carlos QuinteroCollabotation and comunity constituents
collaborative colaborativo learning aprendizaje conocimiento teory
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Todd SuomelaThe aim of this paper is to identify the key elements that make up a networked collaborative learning community. It is hoped that by doing this it will raise awareness of these factors for people running networked learning events using a collaborative lea
collaboration elearning education pedagogy community online via:downes import-delicious
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They see the broad difference between the two as being the amount of self-determination or self-direction; with cooperative learning being very much teacher-controlled and collaborative learning being learner-controlled.
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However, experientially I believe that what distinguishes collaboration from cooperation comes down to exactly what is shared. When cooperating, it is only physical resources (objects, time, money) or intellectual resources (knowledge, expertise) that are shared. Whereas when collaborating, in addition to these shared physical and intellectual resources, are shared goals, responsibilities, values, beliefs and attitudes. Some of these intellectual resources (both cognitive and affective) may become shared through the practice of cooperation but with collaboration they are factored in from the start. From this collaborative sharing comes synergy which adds value by producing something new and unique.
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There is another important area that needs to be addressed with collaborative learning software which is related to communication; namely knowledge construction. It has been noted by researches that threaded discourse, of the type found in Lotus Notes and the majority Web-based conferencing software, actually works against convergent thinking processes over time (Hiltz, 1986; Harassim, 1990; Eastmond, 1994). It is found that this can have "a negative effect both on the learner's efforts to synthesize ideas, and on collaborative processes which become increasingly fragmented as discussion threads and individual interests diverge." (Hewitt, 1997).
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05 Apr 08
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