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024 7 _a10.1007/978-981-16-1718-8
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100 1 _aZheng, Lanqin.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_92421
245 1 0 _aData-Driven Design for Computer-Supported Collaborative Learning
_h[electronic resource] :
_bDesign Matters /
_cby Lanqin Zheng.
250 _a1st ed. 2021.
264 1 _aSingapore :
_bSpringer Nature Singapore :
_bImprint: Springer,
_c2021.
300 _aXV, 162 p. 35 illus., 6 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
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_2rda
490 1 _aLecture Notes in Educational Technology,
_x2196-4971
505 0 _aPart 1 Data-driven Design for Computer-Supported Collaborative Learning Activities -- Chapter 1 A Framework for Designing Computer-Supported Collaborative Learning Activities -- Chapter 2 The Model and Method for Task Design in CSCL -- Chapter 3 Learning Analytics for CSCL Design -- Chapter 4 Data-Driven Design for Cognitive and Metacognitive Scaffolding in CSCL -- Chapter 5 Data-Driven Design for Online Collaborative Learning Environment -- Part 2 Implementation: Case Studies on CSCL Activities -- Chapter 6 Interest-Driven Creation Collaborative Learning Activities in Informal Learning Setting: A Case Study -- Chapter 7 Integrating Productive Failure into Collaborative Learning in a Programing Course: A Case Study -- Chapter 8 Facilitating Cross-Cultural Collaborative Learning through Group Awareness Environment: A Case Study -- Chapter 9 Promoting Higher-Order Thinking through Collaborative Peer Assessment: A Case Study -- Part 3 Assessment Design Decision Based on Design-Centered Approach in CSCL -- Chapter 10 Design-Based Research: Applications and Implications -- Chapter 11 An Innovative Method for Evaluating a Design Plan of CSCL Activity -- Chapter 12 An Innovative Approach to Evaluating the Consistence between Design and Implementation of CSCL Activities -- Chapter 13 Optimize CSCL Design Based on Design-Centred Approach.
520 _aThis book highlights the importance of design in computer-supported collaborative learning (CSCL) by proposing data-driven design and assessment. It addresses data-driven design, which focuses on the processing of data and on improving design quality based on analysis results, in three main sections. The first section explains how to design collaborative learning activities based on data-driven design approaches, while the second shares illustrative examples of computer-supported collaborative learning activities. In turn, the third and last section demonstrates how to evaluate design quality and the fidelity of enactment based on design-centered research. The book features several examples of innovative data-driven design approaches to optimizing collaborative learning activities; highlights innovative CSCL activities in authentic learning environments; demonstrates how learning analytics can be used to optimize CSCL design; and discusses the design-centered research approach to evaluating the alignment between design and enactment in CSCL. Given its scope, it will be of interest to a broad readership including researchers, educators, practitioners, and students in the field of collaborative learning, as well as the rapidly growing community of people who are interested in optimizing learning performance with CSCL.
650 0 _aEducation.
650 0 _aEducation—Data processing.
_91492
650 1 4 _aEducation.
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650 2 4 _aEducation.
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650 2 4 _aComputers and Education.
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650 2 4 _aEducation.
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710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789811617171
776 0 8 _iPrinted edition:
_z9789811617195
776 0 8 _iPrinted edition:
_z9789811617201
830 0 _aLecture Notes in Educational Technology,
_x2196-4971
_91681
856 4 0 _uhttps://doi.org/10.1007/978-981-16-1718-8
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