sTeam

Abstract

Learning is a socially embedded design process. But most of today's hypermedia systems fail to properly support the design-related and the social aspects of learning. Authoring and Web-publishing systems aim to support the authors' design processes. Consequently, the activities of learners are confined to selecting and reading. Based on some fundamental reflections on the role of technology in learning processes, we conclude that top priority must be given to the construction of infrastructures that support cooperative learning processes if we are to properly harness the technology's potential.We present a learner-centered, wholly Web-based approach for structuring information in teams (sTeam). In sTeam the key concept is virtual space. It draws cooperation and communication together, while at the same time embodying the common external memory of a (virtual) learning group. Hence, the focus is not on interactive systems for individual access of knowledge bases, but on the cooperative management and structuring of distributed knowledge bases.

Concepts for Cooperative Knowledge Spaces in Mathematics and Natural Sciences

“…As outlined in the introduction, the room metaphor is of great importance for shaping a knowledge space [9,6]. The underlying room concept is derived from MUDs and MOOs (Multi-User Dungeons / Multi-User Object-Oriented Environments) where rooms are central meeting points in a network.…”

“…The above considerations left the sTeam [9] and CURE sTeam and CURE likewise are based on the concept of virtual rooms which serve as shared workspaces for user groups and as meeting places for students and teachers. Both platforms support shared viewing, exchanging and rearranging of items, links between them, and discussions between users.…”

“…The environment as a whole, in the following called knowledge space, is defined by the combination of its dynamically linked objects, i. e. members, documents, tools and services [9]. Hence, the design of those components and the way they are linked is the key issue to successful cooperation and knowledge gain.…”

Developing an integrated Web engine for online Internetworking education: a case study

“…E-learning architecture sub-systems include learn-ware, protocol, communication channel, infrastructure and their interactions (Sivakumar, 2003). The system architecture must be modular and the infrastructure must support real-time and multi-user use (Hampel and Slawik, 2001). System integration must address interoperability of sub-systems and support for standards.…”

A Service-Oriented Infrastructure for Collaborative Learning in Virtual Knowledge Spaces

“…A CSCL system based on the theoretical media functions model [1] supporting collaborative semantic structuring and linking of lecture materials and the production and integration of personal materials into a common knowledge structure enables students and teachers to evolve a simple document management base into an external memory. The ability to structure information from an individual point of view, meeting individual demands, allows the creation of an individual learning environment, adapted to the specific needs and desires of each student.…”