Reusing IMS-LD formalized best practices in collaborative learning structuring

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• dc.contributor.author Hernández Leo, Daviniaca
• dc.contributor.author Asensio-Pérez, Juan I.ca
• dc.contributor.author Dimitriadis, Yannisca
• dc.contributor.author Bote-Lorenzo, Miguel L.ca
• dc.contributor.author Jorrín-Abellán, Iván M.ca
• dc.contributor.author Villasclaras-Fernández, Eloy D.ca
• dc.date.accessioned 2012-07-23T09:33:09Z
• dc.date.available 2012-07-23T09:33:09Z
• dc.date.issued 2005ca
• dc.description.abstract Designs of CSCL (Computer Supported Collaborative Learning)/nactivities should be flexible, effective and customizable to/nparticular learning situations. On the other hand, structured/ndesigns aim to create favourable conditions for learning. Thus,/nthis paper proposes the collection of representative and broadly/naccepted (best practices) structuring techniques in collaborative learning. With the aim of establishing a conceptual common ground among collaborative learning practitioners and software/ndevelopers, and reusing the expertise that best practices/nrepresent, the paper also proposes the formulation of these techniques as patterns: the so-called CLFPs (Collaborative/nLearning Flow Patterns). To formalize these patterns, we have/nchosen the educational modelling language IMS Learning Design (IMS-LD). IMS-LD has the capability to specify many of the collaborative characteristics of the CLFPs. Nevertheless, the language bears limited capability for describing the services that mediate interactions within a learning activity and the specification of temporal or rotated roles. This analysis is/ndiscussed in the paper, as well as our approaches towards the/ndevelopment of a system capable of integrating tools using IMSLD/nscripts and a CLFP-based Learning Design authoring tool.
• dc.format.mimetype application/pdfca
• dc.identifier.citation Hernández-Leo D, Asensio-Pérez JI, Dimitriadis Y, Bote-Lorenzo ML, Jorrín-Abellán IM, Villasclaras-Fernández ED. Reusing IMS-LD formalized best practices in collaborative learning structuring. Advanced Technology for Learning. 2005;2(3):223-32. DOI: 10.2316/Journal.208.2005.4.208-0865ca
• dc.identifier.doi http://dx.doi.org/10.2316/Journal.208.2005.4.208-0865
• dc.identifier.issn 1710-2251ca
• dc.identifier.uri http://hdl.handle.net/10230/17002
• dc.language.iso engca
• dc.publisher ACTA Pressca
• dc.relation.ispartof Advanced Technology for Learning. 2005;2(3):223-32
• dc.rights © 2005 ACTA Pressca
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.subject.keyword Best practice
• dc.subject.keyword CSCL
• dc.subject.keyword Pattern
• dc.subject.keyword Script
• dc.subject.keyword IMS-LD
• dc.subject.other Aprenentatge -- Treball en equip
• dc.subject.other Estratègies d'aprenentatge
• dc.subject.other Ensenyament assistit per ordinador
• dc.title Reusing IMS-LD formalized best practices in collaborative learning structuringca
• dc.type info:eu-repo/semantics/articleca
• dc.type.version info:eu-repo/semantics/acceptedVersion