By Anthony Kaye (auth.), Anthony R. Kaye (eds.)
The thought for the Workshop on which this publication is predicated arose from discussions which we had after we either attended an prior - and extra generally dependent - NATO complicated study Workshop on desktop Supported Collaborative studying, directed by means of Claire O'Malley in Maratea, Italy, in 1989. We either felt that it'd be attention-grabbing to organise a moment Workshop during this quarter, yet in particular desirous about using desktops and networking (telematics) as verbal exchange instruments for collaborative studying outdoors the formal tuition environment. We have been relatively attracted to studying the ways that desktop conferencing can be utilized for collaboration and staff studying within the contexts of distance schooling, grownup studying, specialist education, and organisational networking. And we needed to make sure that we integrated, within the scope of the Workshop, occasions within which studying is a main, particular objective (e.g. an internet education programme) in addition to events the place studying happens as a secondary, even incidental, consequence of a collaborative task whose particular objective should be varied (e.g. the actions of networked product groups or job groups). one other target used to be to attempt to assemble for a number of days individuals with 3 assorted views at the use of computing device conferencing: clients, researchers, and software program designers. We was hoping that, if shall we gather a bunch of individuals from those 3 assorted constituencies, we'd, jointly, have the ability to make a small contribution to genuine development within the field.
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Additional info for Collaborative Learning Through Computer Conferencing: The Najaden Papers
It was estimated as "good" to "excellent" in comparison with both face-to-face courses and traditional distance education media. Among the factors to be improved in future projects, the large majority of respondents to the questionnaire chose the need to include animation activities on the AGORA system, and to give it a thematic orientation in order to increase participation, together with more realistic time planning for each course. Some Issues Arising from the Experience Minimum conditions for participation We conclude from our results that sophisticated software features are not necessary to enable learners to log in to the services.
A planned structure of tasks that gives learners a clear objective, with the subsequent motivation to connect to and use the service; as we have seen, learners reported that file transfer and videotex e-mail were worthwhile to use because they mediated specific and relevant tasks for course progress. g. the successful use of e-mail by tutors for public notifications to the whole group); a feeling of insecurity within the communication situation created by AGORA led to withdrawing from the use of this medium.
Firstly, the technological infrastructure used is a mixture of media, with two access points for the different media, as well as diverse kinds of software; and secondly, as the results show, collaborative learning processes have been reduced to a minimum (though this has not reduced learners' perception of success and effectiveness of the courses). This work consists in the evaluation of the first experience carried out in a public institution in Spain using telematic media as a support for distance training.
Collaborative Learning Through Computer Conferencing: The Najaden Papers by Anthony Kaye (auth.), Anthony R. Kaye (eds.)