Future-looking conversations in CSCL

Ludvigsen, Sten; Creß, Ulrike; Law, Nancy; Rosé, Carolyn Penstein; Stahl, Gerry

doi:10.1007/s11412-016-9242-6

Cited by 5 publications

(2 citation statements)

References 13 publications

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“…Computer-Supported Collaborative Learning (CSCL) is one of the most promising ideas to improve teaching and learning with the help of modern information and communication technology (Stahl, 2017). Several researchers in recent years have demonstrated a high degree of learning possible when students can collaborate in learning tasks (Ludvigsen et al, 2016). It is common to hear how CSCL can improve some teaching-learning processes in the classroom, helping to develop some skills like communication, learn to learn, memory retention, better problems solution.…”

Section: The Proposed Modelmentioning

confidence: 99%

Collaborative strategies supporting knowledge management in organizations

Yousef¹,

Collázos²

2020

Rev. colomb. comput.

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Significant work has addressed the role of knowledge and its impacts on business organizations. The construction of effective environments implies time and cost pressure, allowing staff to seek immediate solutions from knowledge management (KM). Some studies have shown that collaborative knowledge generation through storage, access, dissemination, and application could help organizations collaborate with partner firms to share supply chain knowledge and improve their work. However, it is not clear how to structure activities that convey real collaboration. In that way, this paper proposes a mechanism using collaborative strategies supporting effective transfer knowledge in different kinds of organizations.

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Section: The Proposed Modelmentioning

confidence: 99%

Collaborative strategies supporting knowledge management in organizations

Yousef¹,

Collázos²

2020

Rev. colomb. comput.

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show abstract

“…This intentionality and the formal school setting define the GBL experience within the scope of this thesis. In this thesis I acknowledge the term GBL as problematic because it assumes that some type of learning outcome has directly resulted from the game activity when other aspects may actually have been involved (Ludvigsen, Cress, Law, Rosé & Stahl, 2016), such as students' previous experience and knowledge. This study does not use the term GBL to refer to learning outcomes but rather classroom activities where videogames are intentionally used as learning resources.…”

Section: Introductionmentioning

confidence: 99%