Integrating Learning Processes Across Boundaries of Media, Time and Group Scale (original) (raw)

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Abstract

For a long time, computer support for learning has been justified by its potential for the acceleration and multiplication of learning activities, i.e. learning should be faster and reach more learners. Recently, we have seen integration as a theme and purpose of educational media usage of its own right. We will distinguish and elaborate on two perspectives: (1) the integration of media to support a smooth and seamless information flow in both virtual and face-to-face classroom scenarios, and (2) the use of ICT to bridge between different conditions of learning, such as individual, small group or large community activities as well as synchronous and asynchronous settings.

References

• Hoppe, H.U., Pinkwart, N., Oelinger, M., Zeini, S., Verdejo, F., Barros, B., Mayorga, J.I.: Building Bridges within Learning Communities through Ontologies and Thematic Objects. In: Proceedings of the International Conference on Computer Supported Collaborative Learning (CSCL 2005), Taipei (Taiwan) (June 2005)
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Authors and Affiliations

1. Institute for Computer Science and Interactive Systems, University of Duisburg-Essen, 47048, Duisburg, Germany
   H. Ulrich Hoppe

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Editors and Affiliations

1. JAIST, 1-1, Asahi-dai, Nomi, 923-1292, Ishikawa, Japan
   Mitsuru Ikeda
2. Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA, USA
   Kevin D. Ashley
3. Graduate Institute of Network Learning Technology, National Central University, 300, Jhongda Rd., 32001, Jhongli City,Taoyuan County, Taiwan
   Tak-Wai Chan

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© 2006 Springer-Verlag Berlin Heidelberg

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Hoppe, H.U. (2006). Integrating Learning Processes Across Boundaries of Media, Time and Group Scale. In: Ikeda, M., Ashley, K.D., Chan, TW. (eds) Intelligent Tutoring Systems. ITS 2006. Lecture Notes in Computer Science, vol 4053. Springer, Berlin, Heidelberg. https://doi.org/10.1007/11774303\_109

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• DOI: https://doi.org/10.1007/11774303\_109
• Publisher Name: Springer, Berlin, Heidelberg
• Print ISBN: 978-3-540-35159-7
• Online ISBN: 978-3-540-35160-3
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