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Designing a Framework for the Implementation of Situated Online, Collaborative, Problem-based Activity: Operating within a Local and Multi-Cultural Learning Context
Article

, , SMILL, Australia ; , Hyogo University of Teacher Education, Japan

International Journal on E-Learning Volume 1, Number 3, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

In our current educational context, schools face considerable pressure to establish effective, technology-based learning environments for their students. No longer is the question one of whether we should intensify the use of learning technologies at school, but one of how we can maximise the positive impact of such technologies within learning process. The focus on social and socio-cognitive dimensions within interaction and communication processes should be seen in a multi-cultural context. This allows more consideration to cognition as perception, cognitive load, memory, management of different symbolic systems and an individual's capacity to process and exchange data. It is even more related to new cognitive skills required by these new learning environments to understand and exploit their potential. Teachers in school will soon be obliged to manage new cognitive and socio-cognitive processes in which learners are involved in the use of technology. Technology has generated as many problems as possibilities. This is largely due to the fact that the learners in this environment subjects the effects of their interaction with the different tools— manipulation, choice, navigation, options and so forth—during interaction with the members of a community—cognitive conflict, interior thought, negotiation, argumentation.

This project is more concerned with mediating the process of interaction and communication in a collaborative, multi-cultural context. It will observe the way in which these processes can be better defined and actualised by the activation, adaptation and refinement of high-order skills related to argumentation, negotiation and knowledge restructuring during learning activities that presuppose these skills. We sought to make the theory of cognitive flexibility operational using distributed cognitive tools that manage and organize the interaction process among learners and the accessible information in a distributed problem based learning space.

The project will also explore the construction of student comprehension, describing it in terms of flexibility. It will look into possible related effects due to the multi-cultural, socio-cognitive and meta-cognitive contexts in which it was elaborated.

Citation

Giardina, M., Oubenaissa, L. & Bhattacharya, M. (2002). Designing a Framework for the Implementation of Situated Online, Collaborative, Problem-based Activity: Operating within a Local and Multi-Cultural Learning Context. International Journal on E-Learning, 1(3), 41-46. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2019 from .

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