Computer-Supported Collaborative Learning Learning the Work of Play
CBE导论04_ 试卷A
1.计算机辅助教学计算机辅助教学(Computer Assisted Instruction-CAI ) 是把计算机作为一种新型教学媒体,将计算机技术运用于课堂教学、实验课教学、学生个别化教学(人-机对话式)及教学管理等各教学环节,以提高教学质量和教学效率的教学模式。
2.教学模式教学模式是教学理论和实践的中介,是在一定教学理论指导下,为实现特定的教学目标,用来设计课程,选择教材,提示教师活动的基本范型。
3.知识库知识库(Knowledge Base)是知识工程中结构化,易操作,易利用,全面有组织的知识集群,是针对某一(或某些)领域问题求解的需要,采用某种(或若干)知识表示方式在计算机存储器中存储、组织、管理和使用的互相联系的知识片集合。
这些知识片包括与领域相关的理论知识、事实数据,由专家经验得到的启发式知识,如某领域内有关的定义、定理和运算法则以及常识性知识等。
4.评价评价是一种价值判断的活动,是对客体满足主体需要程度的判断。
教育评价是对教育活动满足社会与个体需要的程度做出判断的活动。
是对教育活动现实的(已经取得的)或潜在的(还未取得,但可能取得的)价值做出判断,以期达到教育价值增值的过程。
5.计算机管理教学计算机管理教学(Computer-Managed Instruction 简称CMI)就是利用计算机系统帮助教师管理和指导教学过程的一种信息处理系统,英文缩写CMI。
计算机管理教学是计算机辅助教育(CAE)的一个组成部分。
6.E-Learninge-Learning即电子学习,广义的电子学习指运用电子技术进行的学习行为,包括基于电视会议、CD-ROM和互联网的学习行为。
从这种意义上来说,e-Learning已经有30多年历史了。
而狭义的电子学习概念,也是目前通行的e-Learning概念,则专指基于互联网的学习。
7.网络课程网络课程就是通过网络表现的某门学科的教学内容及实施的教学活动的总和,它包括两个组成部分:按一定的教学目标、教学策略组织起来的教学内容和网络教学支撑环境,其中网络教学支撑环境特指支持网络教学的软件工具、教学资源以及在网络教学平台上实施的教学活动网络课程就是把原来的学科教材转化为文本形态以及图片形态的静态网页;(2)网络课程就是把教师的讲稿做成PowerPoint文件放在网上或者直接把PowerPoint形态的讲稿转化网页;(3)网络课程就是把教师的讲课录像用流媒体的方式在网上播放。
例谈CSCL学习模式
(1)论证了CSCL学习平台的设计和实现的可行性,并提出了基于工作任务的中职计算机专业CSCL学习平台的特点、需求和功能。
(2)对实现CSCL台的开发环境和涉及到的主要开发技术。
(3)对管理员、教师、学生用户在CSCL学习平台使用中的需求进行分析,分析学习过程中的实际需求。
四、CSCL学习平台在中职学校的研究现状
笔者查阅了多本专著和书籍,同时通过CNKI全文期刊数据库、维普中文科技期刊论文、万方资源、Google搜索引擎、Google图书搜索等对2000年以来关于CSCL学习平台和Web2.0教育应用的文献进行了检索和搜集,关键词涉及CSCL、协作学习、网络协作学习、在线协作学习、在线学习、CSCL学习平台、CSCL学习系统、网络学习系统、网络学习平台、Web2.0、Web2.0工具、社会性软件等。发现多数CSCL学习平台都基于Web1.0的理念,过多关注于知识和内容的事先组织,由于忽视学习者的主体地位和创造性,无法真正调动学习者学习的积极性和主动性。
(4)提出CSCL学习平台的软件体系结构,进行总体设计,各个功能模块设计、数据库结构的设计。
2.研究方法
本论文采用的研究方法主要有:文献研究法、调查研究法、开发研究法和案例研究法等。文献研究法贯穿于研究的整个过程之中,通过对Web2.0环境下在线协作学习,各个领域的理论基础和相关技术等现状进行了分析研究,并结合案例分析提出了在新的理念和技术下在线协作学习对提高学生学习自主性和积极性,促进深度交互的效果。
教育技术专业名词英语
教育技术学专业英语词汇1、CSCL:ComputerSupported CollaborativeLearning,简称CSCL,译为计算机支持的协作学习利用计算机技术建立协作学习的环境,使教师与学生、学生与学生在讨论、协作与交流的基础上进行协作学习的一种学习方式,是传统合作学习的延伸和发展。
由于它是建立在CMC (Computer-mediatedCommunication,译为以计算机为中介的交流)机制上的一种学习方式,优点众多,倍受关注和青睐。
相关术语还有CollaborativeLearning(协作学习)。
2、IT ineducation:教育信息化指在教育领域全面深入地运用现代化信息技术来促进教育改革和教育发展的过程,其结果必然是形成一种全新的教育形态——信息化教育(e-Education)。
还有一个缩略语叫ICT,Informationand CommunicationsTechnology,信息与通信技术,ICT不同于传统通信概念,其产生的背景是行业间的融合以及对信息社会的强烈诉求。
ICT作为信息通信技术的全面表述更能准确地反映支撑信息社会发展的通信方式,同时也反映了电信在信息时代自身职能和使命的演进。
3、InformationLiteracy:信息素养一种可以通过教育所培育的,在信息社会中获得信息、利用信息、开发信息方面的修养与能力。
它包含了信息意识与情感、信息伦理道德、信息常识以及信息能力等多个方面,是一种综合性的、社会共同的评价。
相关词汇还有ComputerLiterracy,计算机文化素养。
4、LearningContract:学习契约为了能够让学生在完成任务和解决问题时有一个具体的目标或依据,在学生件签订的一种类似于契约的协议,形似异义的词有contact(接触)、contrast(对比)、constant(常数,不变的)、content(内容,满意)、context(上下文,背景,来龙去脉)、contest(竞赛,辩论)。
计算机支持协作学习效果评价研究
计算机支持的协作学习效果评价研究摘要:近些年来,计算机支持的写作学习方式越来越受到重视,它对于培养学生的创新能力、协作能力、交流能力、知识管理能力和探索发现精神非常重要。
本文主要分析了在cscl应用时要注意的主要问题。
关键词:写作学习;cscl;效果评价;未来趋势近年来,以多媒体和网络技术为代表的现代信息技术在教育领域的广泛应用,对传统的教学模式、教学内容、教学方法、教学工具等产生了深刻的影响,协作学习已经打破传统课堂教学的“围墙”界限。
计算机支持的协作学习(computer-supported collaborative learning,简称cscl)正是代表了这两种趋势的汇合点,即一种新的协作学习方式与普遍渗透于社会的计算机技术的汇合。
它对于培养学生的创新能力、协作能力、交流能力、知识管理能力和探索发现精神非常重要,计算机支持的协作学习越来越受到重视。
最近几年,cscl己成为国际和国内教育技术以及教育心理学等领域研究的重点和热点。
协作学习是建构主义学习理论所倡导的一种学习方式,它集中体现了建构主义所倡导的认知工具、社会性建构、情境性学习与情境性认知的观点。
通过对学习者学习过程的分析,协作学习提出:以学习者为中心,通过创设情境,开展交流与协作,发挥学习者的主体性,使学习者实现对知识意义建构并发展学习者的社会交往技能和主体性素质。
协作学习包括七个要点,即:(1)以学习者为中心;(2)小组学习形式;(3)创设问题情境;(4)协作与交流;(5)对知识意义的建构;(6)对主体性素质的培养;(7)对协作技能的培养。
其中,前四个要点是基础,后三个要点体现了协作学习促进学生全面发展的价值取向。
协作学习的基础研究可以为cscl应用提供理论指导。
依据对协作学习的分析,在cscl应用时进行教学系统设计,应从以下六个方面来考虑。
一、学习目标与学习评价cscl的学习目标应包括知识意义的建构、学习能力的发展、解决问题能力的提高、情感目标、社会交往技能、健康丰富的个性等。
2017翻译硕士英语:生活中常见的英语缩略词(一)
2017翻译硕士英语:生活中常见的英语缩略词(一)生活中常见的英语缩略词 Useful AbbreviationsADSL 英文Asymmetrical Digital Subscriber Line的缩写,又名网络快车。
APEC英文Asian-Pacific Economic Cooperation的缩写,即亚太经济合作组织。
AQ英文Adversity Quotient的缩写,逆境商数,指一个人处理逆境的能力。
ATM英文Automatic Teller mACHINE的缩写,即自动柜员机,又称自动取款机。
BBS英文Bulletin Board System的缩写,公告牌生活中常见的英语缩略词 Useful AbbreviationsADSL 英文Asymmetrical Digital Subscriber Line的缩写,又名网络快车。
APEC英文Asian-Pacific Economic Cooperation的缩写,即亚太经济合作组织。
AQ英文Adversity Quotient的缩写,逆境商数,指一个人处理逆境的能力。
ATM英文Automatic Teller mACHINE的缩写,即自动柜员机,又称自动取款机。
BBS英文Bulletin Board System的缩写,公告牌系统或电子公告板。
BSS英文Base Station System的缩写,即基站系统,指移动通信中的空中接口部分。
CARM英文Chinese Association of Rehabilitation Medicine的缩写,即中国康复医学会。
CATV英文Cable Television的缩写,即有线电视。
CBD英文Central Business District的缩写,又称中央商务区。
CCEL英文China Certification Committee for Environment Labelling Production 的缩写,即中国环境标志产品认证委员会。
钟启泉:深度学习——课堂转型的标识
深度丨钟启泉:深度学习——课堂转型的标识“深度学习”是指学习者能动地参与教学的总称。
深度学习的三个视点——主体性、对话性、协同性,正是应试教育课堂的缺陷所在。
深度学习是从问题开始的教学,着力于从“基于教科书水准”上升到“超越教科书水准”,而“对话指导”与“反思指导”则是支撑深度学习的两根支柱。
深度学习是课堂转型的标识。
革新的教师面临的课题是,汲取学习科学的养分、践行学习单元的设计和超越“个人能力主义”。
关键词深度学习;单元设计;驱动性问题;情境学习论;课堂转型汲取学习科学的养分从20世纪80年代开始,认知科学家就把深度学习视为“学校教育标准的根本原理”,并进行了一系列课程、教材与教学的设计、开发与验证,诸如“项目化学习”(project-based learning)、“问题化学习”(problem-basedlearning)、基于具身认知(embodied cognition)的“具身化设计”(embodied design)、“电脑辅助协同学习”(computer supported collaborative learnin,简称CSCL)、“移动辅助无缝学习”(mobile-assisted seamless leaning,简称MSL)等等。
这些新型的教学范式都具有共同的重要特征[20]。
特征一,驱动性问题。
保障深度学习品质的重要特征,就是引领教学的“驱动性问题”(driving question)。
驱动性问题必须同现实世界的状况紧紧相连,让学习者感到所面对的问题是有意义的、重要的。
驱动性问题使得项目活动得以组织与开展。
它提供了面向学习目标、进行科学实践的境脉,给予整个项目活动以连续性与一贯性。
随着学生寻求对驱动性问题的解法,核心科学观念的整合性理解得以发展。
优质的驱动性问题能引发学生醉心学习的心情,带来问题解决的必要性与重要性,以及优异的真切感受。
克拉希克(J.S.Krajcik)指出,优质的“驱动性问题”有若干特征:1.学生能够设计并且实施旨在回答问题的调查,即应当是“可实施”的。
信息化教学模式与教学方法
信息化教学模式与教学方法一、信息化教学模式简介(一)个别授导个别授导(Tutorial)是经典的CAI模式之一,此模式企图在一定程度上通过计算机来实现教师的指导性教学行为,对学生实施个别化教学,其基本教学过程为:计算机呈示与提问——学生应答——计算机判别应答并提供反馈。
在多媒体方式下,个别授导型CAI的教学内容呈示可变得图文并茂、声色俱全,并可使交互形式更为生动活泼。
(二)操练与练习操练与练习是发展历史最长而且应用最广的CAI模式,此类CAI并不向学生教授新的内容,而是由计算机向学生逐个呈示问题,学生在机上作答,计算机给予适当的即时反馈。
运用多媒体,可将许多可视化动态情景作为提问的背景。
应当注意,从严格意义上说,操练(Drill)与练习(Practice)之间是有一定概念区别的:操练基本上涉及记忆和联想问题,主要采用选择题和配伍题之类的形式;练习的目的重在帮助学生形成和巩固问题求解技能,大多采用短答题和构答题之类的形式。
(三)教学测试此模式本质上属于CMI(计算机管理教学)范畴,用于检验与调控学生的个别化学习进程,包括提供事前测试、分配学习任务、提供事后测试,以及进行测试分析和提供分析报告。
(四)教学模拟教学模拟是利用计算机建模和仿真技术来表现某些系统(自然的、物理的、社会的)的结构和动态,为学生提供一种可供他们体验和观测的环境。
教学模拟是一种十分有价值的CAI 模式,在教学上有广泛的应用。
例如,可以模拟电子运动、原子裂变、落体运动等,帮助学生加深对原理的理解;可以模拟果蝇的遗传过程,让学生在短时间内“发现”生物的遗传定律;可以模拟构造一个微型公园,让学生通过合理设计和妥善经营形成相关的操作技能和解决问题的能力,等等。
(五)教学游戏教学游戏与计算机模拟有密切关系,多数教学游戏本质上也是一种模拟程序,只不过在其中刻意加入趣味性、竞争性、参与性的因素,做到“寓教于乐”。
例如,在教学游戏中,学生可以扮演某些角色,如作为探险家在蛮荒险地求生存,作为企业家在市场竞争中求发展等等,从而使学生在娱乐中形成相关的能力。
2016年专业英语词汇及翻译
一、专业词汇英译中(加粗为复习重点)anchored instruction 抛锚式教学case-study 案例chunk 大块,矮胖的人或物,组块,信息块cognitive map 认知地图cognitive structure 认知结构collaborative adj.合作的,协作的collaborative learning environment 协作学习环境commentary n.注释,评述,实况报道community 社区,共同体community of practice 实践共同体compact adj.紧凑的,紧密的;vt. 使坚实compatibility 兼容性compatibility n. 共存,相容,[计]兼容性complementary adj. 互补的,补充的Computer Supported Collaborative Learning (CSCL)计算机支持的合作学习computer-based training 计算机辅助训练concerted action 协同动作,协调行动correspondence education 函授教育,第一代远程教育curriculum n.(复数curricula) 课程decision-making 决策digital native 数字原住民direct satellite broadcasts DBS 直播卫星discipline n.纪律, 学科disciplined inquiry 学科探究distance education 远程教育distinguish from 区别,识别e-learning 数字化学习ethicaladj.与伦理有关,道德的(尤其职业道德的),民族的experiential learning 经验学习,实践学习fill in the gap 填补空白,弥补不足Gigabyte [GB,千兆]字节,terabytes 1024G homogeneous adj. 由同类组成的,同质的humanistic education 人本主义教育in conjunction with 与…一起,共同in light of 按照,根据in the context of 在…情况下,在…背景下information streams 信息流infrastructure n.基础结构,基础设施inquiry learning 探究性学习Institute of Electrical and Electronics Engineers (IEEE)电子电气工程师学会instructional interventions 教学介入或干预instructional system design 教学系统设计instructional system development 教学系统开发Internet nessaging 互联网消息接发(如飞信)knowledge aggregation 知识集成learning management system 学习管理系统Learning Technology Standards Committee (LTSC) 学习技术标准委员会lifelong learning 终身学习literary criticism n. 文学评论,文艺评论live data feed 实时数据更新mental model 心理模式mental representation 心理表征meta-cognitive adj.元认知的micro-content 微内容MMS (Multimedia Message Service) 多媒体信息服务multimedia presentation system 多媒体播放系统Multiple Intelligence 多元智能multiple intelligences 多元智能n gen (net generation) 网络一代novice n.新手,初学者obsolete adj. 已过时的,废弃的,不再用的ontology n.本体, 本体论(事物的本体) performance measurement 性能测定,业绩评价personal digital assistants (PDAs) 个人数字助理,掌上电脑pivotal adj.枢轴的(中枢的),关键的portfolio 文档资料,文件夹,档案袋e-portfolio 电子档案post-modernism 后现代主义problem-based learning 基于问题的学习qualitative adj.性质上的,定性的quantitative adj.数量的,定量的random access 随机存取,随机检索reflection n.沉思,反思,回忆,反射reflective adj.反思的,沉思的Resource-Based Learning Environments基于资源的学习环境rubric 评价量规,标准scaffolding n. 脚手架,搭脚手架用的材料search engine 搜索引擎self-assessment n.自测,自我评估Sesame Street 芝麻街(美国著名儿童教育电视片smart-phone n.智能手机SMS (Short Message Service) 手机短信服务snapshot n.快照,急射,简单印象social book-marking 社会性书签social software 社会性软件sociolinguistics n. 社会语言学spiral organization 螺旋形的组织stem from 源自,来源于,由某事物造成synchronous adj.同时的, [物] 同步的asynchronous 异步的syndication system 联合推送系统the Zone of Proximal Development 最近发展区trade-off 交易,折衷,权衡,协调visualization n.可见的,可视的、形象化WAP (Wireless Application Protocol) 无线应用协议weblog 网络日志Wi-Fi (Wireless Fidelity) 无线高保真wiki 维基, 一种多人协作的写作工具二、完形填空1、() maintains that real world contexts imbedded in educational media serve as anchors of learning in the sense that learners construct knowledge while solving the subsequent problems. The theory was developed by the Cognition & Technology Group with John Bransford's lead.抛锚式教学理论Anchored Instruction Theory主张嵌入在教育媒体的现实世界背景作为学习的锚,因为学习者在解决相关问题时可以建构知识。
常用缩略语词
常用缩略语表abbr (also abbrev)abbreviation缩写AD anno domini公元a.m.(US A.M.)before midday上午Apr April四月Aug August八月Ave Avenue街BA Bachelor of Arts文(科)学士BBC British Broadcasting Corporation英国广播公司BC before Christ公元前BSC Bachelor of Science理(科)学士CD-ROM Compact-Disc Read一only Memory光盘只读存储器cf compare比较CIA(US) Central Intelligence Agency中央情报局cl centilitre(s)厘升cm centimetre(s)厘米Co 1.company公司;2.county郡,县Corp(US) Corporation公司cv curriculum vitae简历Dec December十二月Dept department部门Dip diploma文凭Dr doctor博士,医生EC European Community欧洲共同体eg for example例如esp especially尤其etc et cetera;and SO on,and other things of a similar kind 等等ext extension number of a telephone电话分机号码F Fahrenheit华氏FA(Brit) Football Association(英国)足球协会FBI(US) Federal Bureau of Investigation联邦调查局fig figure,illustration数字;图形FM frequency modulation调频Fri Friday星期五ft foot,feet英尺g(also gr or gm) gram(s)克gall gallon(s)加仑GB Great Britain大不列颠GMT Greenwich Mean Time格林威治标准时ha hectare(S)公顷hr(pl hrs) hour小时Hz hertz赫兹ID identification;identity身份证明ie that is;in other words换句话说,也就是IMF International Monetary Fund国际货币基金组织lnc(also inc)(US) Incorporated股份有限的IQ intelligence quotient智商ISBN International Standard Book Number国际标准书号Jan January~月Jul July七月Jun June六月kg kilogram(s)千克KHz kilohertz千赫(兹)km kilometer(s)千米,公里kph kilometers per hour每小时…公里kW(also kw) kilowatt(s)千瓦Lieut(also Lt) Lieutenant中尉Ltd(Brit) Limited(英国)有限的MA Master of Arts文学硕士Mar March三月max maximum最大值Messrs Messieurs先生MHZ megahertz兆赫(兹)min l.minimum最小;2.minute(s)分钟ml millilitre(s)毫升mill millimetre(s)毫米Mon Monday星期一IMP(esp Brit) Member of Parliament国会议员mpg miles per gallon每加仑…公里mph miles per hour每小时…公里MSC Master of Science理学硕士mth(US mo)(pl mths,US mos) month月份NATO(also Nato) North Atlantic Treaty Organization北大西洋公约组织No(also no in US,symbol#)(pl Nos,nos) number号Oct october十月OPEC Organization of Petroleum Exporting Countries石油输出国组织,欧佩克oz.ounce(s)盎司P(pl pp) page页par(also para) paragraph段PC(pl PCs) personal computer个人计算机PhD Doctor of Philosophy哲学博士pl(grammar) plural复数p.m.(US P.M.) after midday下午PO Post Office邮局PR public relations公共关系qt quart(s)夸脱RAF(Brit) Royal Air Force(英国)皇家空军Rd road大道ref reference参照Sen l.Senator参议员;2.(also Snr,Sr)Senior 年长的Sq square(measurement)平方St l.Saint圣…;2.street…街Sun Sunday星期日t(US tn) ton(s)吨TB tuberculosis肺结核tel telephone(number)电话(号码)Thur(also Thurs) Thursday星期四TOEFL(US) Test of English as a Foreign Language英语作为外语的考试,托福考试Tue(also Tues) Tuesday星期二TV television(set)电视(机),UFO(also ufo) unidentified flying obj ect不明飞行物UK United Kingdom(England,Scotland,wales and Northern Ireland)联合王国UN United Nations联合国US United States(of America)美国USA United States of America美国,美利坚合众国USSR(until1991) Union of Soviet Socialist Republics苏联V volt(s)伏特VCR video cassette recorder录像机VIP(informal) very important person非常重要的人物vol(pl vols) volume卷W 1.watt(s)瓦特;2.west(ern)西(部的)WC water closet厕所,洗手间Wed Wednesday星期三WP word process sin9;word processor文字处理;文字处理机XL extra large(size)特大yd(pl yds) yard码yr(pl yrs) year年ADSL Asymmetrical Digital Subscriber Line的缩写,又名网络快车。
首字母缩略词 5
ADSL 英文Asymmetrical Digital Subscriber Line的缩写,又名网络快车。
APEC英文Asian-Pacific Economic Cooperation的缩写,即亚太经济合作组织。
AQ英文Adversity Quotient的缩写,逆境商数,指一个人处理逆境的能力。
ATM英文Automatic Teller mACHINE的缩写,即自动柜员机,又称自动取款机。
BBS英文Bulletin Board System的缩写,公告牌系统或电子公告板。
BSS英文Base Station System的缩写,即基站系统,指移动通信中的空中接口部分。
CARM英文Chinese Association of Rehabilitation Medicine的缩写,即中国康复医学会。
CATV英文Cable Television的缩写,即有线电视。
CBD英文Central Business District的缩写,又称中央商务区。
CCEL英文China Certification Committee for Environment Labelling Production的缩写,即中国环境标志产品认证委员会。
CD-ROM英文Compact Cisk- Read Only Memory的缩写,即光盘只读存储器,也就是人们常说的光驱。
CEO英文Chief Enective Officer的缩写,即首席执行官。
CET英文College English Test的缩写,即大学英语测试。
CFO英文Chief Finance Officer的缩写,即首席财务主管。
CGFNS英文Commission on Graduates of Foreign Nuring Schools的缩写,即外国护士毕业生委员会。
CGO英文Chief Government Officer的缩写,即首席沟通主管,主要负责与政府机构之间的交流与沟通。
CSCL
(6)团体(Community)
• 在CSCL中,团体主要是一种“学习共同体”的 形式。“学习共同体”是指一个由学习者和助学 者(包括教师、专家、辅导者等)共同构成的团 体。他们彼此之间经常在学习过程中进行沟通、 交流,分享各种学习资源,共同完成一定的学习 任务。
(7)分工(Division of Labor)
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(2)社会交换理论
• 社会交换理论中有众多派别都可以用来解释人们合作学习的现象,其 中以蒂博特和凯利的相互依赖说为基础。蒂博特和凯利认为,最具有 社会意义的行为只有得到强化或得到某种方式的回报,才会被重复。 在人际传播中,一方行为的后果部分地依赖于另一方的行为,于是双 方就会关心自己影响对方行为或在对方身上施展权势的能力。权势的 基础是一方为获取回报而对另一方的依赖性。如,甲为了获取回报而 越是依赖于乙,乙就对甲拥有越多的权势。为了合理利用这种权势, 他们认为,应该建立一些行为规则来大致地规范双方的行为,这些规 则规定人们怎样交换资源和协调行为等。这些规则有可能是双方在交 换关系中有意识地形成,也有可能是无意识地形成,或者是更大的社 会群体所强加的。 CSCL中当然也存在着权势以及行为回报等问题, 为了保证CSCL的有效进行,我们有必要在CSCL中引入一些具体规 则来规范各方的行为。这也正是本文的切入点。
(5)规则(Rules)
• 在CSCL中,契约就是具体规则的表现。 “契约 ”是学习共同体成员之间共同签定的一种协议或 心理上的一种默认。协议涉及:学习目标,学习 资源,以及成员之间具体职责的界定等。它在 CSCL中是大家都应该遵守的一种规则,对学习 活动的进展起着保证作用。CSCL中,存在着两 种形态的“契约”,一种是含蓄隐蔽的,我们称 之为“心理契约”,另一种是外显明确的,我们 称之为“学习契约”。
从面对面的协作学习_计算机支持的协作学习到混合式协作学习
从面对面的协作学习、计算机支持的协作学习到混合式协作学习彭绍东(湖南师范大学教育科学学院,湖南长沙410081)[摘要]混合式协作学习(Blended Collaborative Learning,简称BCL)是指恰当选择与综合运用各种学习理论、学习资源、学习环境、学习策略中的有利因素,使学习者形成学习共同体,并在现实时空与网络虚拟时空的小组学习活动整合和社会交互、操作交互以及自我反思交互中,进行协同认知,培养协作技能与互助情感,以促进学习绩效最优化的理论与实践。
BCL是从面对面的协作学习(Face to Face Collaborative Learning,简称F2FCL)经计算机支持的协作学习(Computer Supported Collaborative Learning,简称CSCL)发展后出现的一种新的协作学习类型。
BCL是CSCL与F2FCL 整合、混合学习与协作学习整合的必然选择。
笔者自2006年9月开始一直致力于BCL研究。
在基于“教育技术原理”、“信息技术教育研究”硕士课程的BCL设计研究中,初步建立了BCL的理论体系、实践体系与研究方法体系。
本文重点介绍其中BCL的产生脉络、含义界定,比较F2FCL、CSCL、BCL的优缺点,并简介国内外BCL研究动态。
[关键词]F2FCL;CSCL;BCL;产生脉络;含义界定[中图分类号]G43[文献标识码]A一、混合式协作学习产生的逻辑脉络与含义界定学习是一个古老、现实而又永恒的话题。
人类为了自身的生存和社会的发展,在不断探讨学习规律,并利用学习规律调整学习策略,以求不断提高学习绩效。
(一)混合式协作学习产生的逻辑脉络从教育的技术角度来疏理人类学习特别是网络时代的人类学习发展轨迹,我们不难看出存在如下两条脉络:第一条脉络是,自农耕时代言传身教的私塾制向工业化时代成批教学的班级授课制转变后,又经过数百年的发展,迎来了信息时代的曙光,人们希冀乘网络快车在信息高速公路上通过e-Learning这种电子化、数字化、网络化的学习方式来实现教育的革命。
公共场所常见词汇
MMS英文Multimedia Messaging Service的缩写,即多媒体信息服务。
MODEM英文Modulator Demodulator的缩写,即调制解调器。
MPA英文Mster of Public Administration的缩写,即公共管理硕士。
PDA英文Personal Digital Assistant的缩写,字面意思是“个人数字助理”。
PMP英文Project Management Professional的缩写,即项目管理专业人员资格认证。
PNIR英文Perfomanent Normal Trade Relationship的缩写,即永久正常贸易关系。
CS英文customer satisfaction的缩写,指企业为了使顾客完全满意自己的产品或服务,综合、客观地测定顾客的满意程度,并根据调查分析结果,促使整个企业一体来改善产品、服务及企业文化的一种经营战略。
CSCL英文computer-supported Collaborative Learning的缩写,是一种利用计算机技术(尤其是多媒体网络技术)来辅助和支持的协作学习。
ATM英文Automatic Teller mACHINE的缩写,即自动柜员机,又称自动取款机。
BBS英文Bulletin Board System的缩写,公告牌系统或电子公告板。
BSS英文Base Station System的缩写,即基站系统,指移动通信中的空中接口部分。
CARM英文Chinese Association of Rehabilitation Medicine的缩写,即中国康复医学会。
问题情境创设课题参考文献
课题题目:问题情境创设参考文献60篇(中文+英文)以下是相关的30篇中文参考文献:[1]钟秉林. (1998). 认知心理学的学习观. 心理科学进展, 6(4), 39-44.[2]蒋莉莉,章玉凡. (2016). 基于问题的深度学习研究. 教育研究, 37(1), 14-22.[3]杨溥. (1998). 教育技术应用中的创设学习环境. 电化教育研究, 19(4), 45-51.[4]吴捷,张文新,黄亚达. (2009). 问题情境学习环境的设计和应用. 电化教育研究, 10, 51-54.[5]梁长荣. (2012). 基于问题学习的教育课堂策略初探. 现代教育科学, 18, 34-36.[6]李玉季. (2002). 浅析问题情境创设在课堂教学中的作用. 教育研究与实验, 02, 68-69.[7]叶秀兰. (2016). 从“问题情境创设”看高校教育教学改革. 创新教育研究, 05, 58-61.[8]安家喻,侯伟. (2015). 情境教学法研究综述. 大连民族学院学报, 17, 56-61.[9]王端乾等. (2017). 学科教育技术基础. 上海教育出版社.[10]杜晓红. (2016). 高校教师教学能力培养研究. 北京师范大学出版社.[11]李纲. (2016). 教育技术:理论、应用与开发. 浙江大学出版社.[12]朱仲义. (2009). 创设性教学模式研究. 高等教育研究, 05, 80-86.[13]陈琪. (2014). 问题情境创设的课堂教学模式探析. 科学咨询研究, 06, 63-66.[14]曾荣玲. (2000). 认知心理学与现代教学设计. 安徽师范大学出版社.[15]刘红彦. (2006). 教育软件设计及应用. 电子工业出版社.[16]王雪,王书平. (2005). 基于构造主义的课堂教学设计理论与实践. 中国教育出版社.[17]岳晓东. (2010). 构造主义视阈下的教师职业发展研究. 北京大学出版社.[18]刘建中. (2008). 创设一体化学习环境. 重庆出版社.[19]张维喆,张晓龙. (2011). 问题情境创设的新课标语文课堂教学研究. 教育研究与实验, 03, 53-56.[20]张晋新. (2006). 学习共同体理论:教育革新的新起点. 吉林教育科学研究, 06, 34-37.[21]李淑芳. (2004). 共构学习环境寓教于乐. 幼儿教育研究, 01, 15-18.[22]陆国华. (2016). 认知心理学视野中的问题情境教学法. 教育理论与实践, 36, 9-13.[23]周秀莲. (2012). 探究性学习情境创设的研究. 河南教育科学, 30(9), 5-8.[24]徐国煜,潘永利,赵晓源. (2014). 论情境创设与校本课程开发的关系. 课程·教材·教法, 34(9), 32-37.[25]高晓慧. (2012). “情境学习”新视角——进一步理解“教育是人性化拉伸”.求索, 04, 45-48.[26]贾治国. (2011). 问题性情境创设——课堂教学设计的创新理念与行动实践. 辽宁师范大学学报, 34(2), 139-141.[27]何儒生,黄永光. (2010). 学习情境与语文学习空间的创建. 课程·教材·教法, 30(7), 26-32.[28]田海军. (2009). 基于主题-解决问题的知识建构学习环境设计分析. 信息技术教育, 28(10), 39-41.[29]杜继才,姜迪远,张维明,等. (2008). 基于认知心理理论的“学科教育技术基础”课程设计与实践. 电化教育研究, 29(3), 84-87.[30]王卫红,王熙,罗璨. (2016). 创设学习环境新理念——基于学习者主体性的深耕. 电化教育研究, 36(4), 76-81.外文参考文献30篇:[1]Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.[2]Collins, A. (1992). Towards a design science of education. In New directions in educational technology (pp. 15-22). Springer, Berlin, Heidelberg.[3]Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.[4]Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47(1), 61-79.[5]Krajcik, J., & Blumenfeld, P. (2006). Project-based learning. In The Cambridge Handbook of the Learning Sciences (pp. 317-333). Cambridge University Press.[6]Barab, S. A., & Duffy, T. M. (2000). From practice fields to communities of practice. In Theoretical foundations of learning environments (pp. 25-55). Routledge.[7]Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23-48.[8]Hung, D., Tan, S. C., & Koh, T. S. (2006). Engaged learning: Making learning an authentic experience. In Engaged learning with emerging technologies (pp. 29-48). Springer, Dordrecht.[9]Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.[10]Savery, J. R., & Duffy, T. M. (1995). Problem-based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31-38.[11]Dillenbourg, P. (1999). What do you mean by collaborative learning? Collaborative-learning: Cognitive and Computational Approaches, 1(3), 1-19.[12]Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In Cambridge handbookof the learning sciences (pp. 409-426). Cambridge University Press. [13]Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.[14]Dewey, J. (1938). Experience and education. Kappa Delta Pi.[15]Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.[16]Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge-building: A challenge for the design of new knowledge media. The Journal of the Learning Sciences, 1(1), 37-68.[17]Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003).[18]Design experiments in educational research. Educational Researcher, 32(1), 9-13.[19]Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. National Academy Press.[20]Cognition and Technology Group at Vanderbilt. (1997). The Jasper Project: Lessons in curriculum, instruction, assessment, and professional development. Educational Researcher, 26(1), 3-13.[21]Penuel, W. R., Fishman, B. J., Cheng, B. H., & Sabelli, N. (2011). Organizing research and development at the intersection of learning, implementation, and design. Educational Researcher, 40(7), 331-337. [22]Bell, P., Hoadley, C. M., & Linn, M. C. (2004). Design-based research in education. In Internet environments for science education (pp. 73-85). Routledge.[23]Reiser, B. J., & Tabak, I. (2014). Scaffolding. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed., pp. 44-62). Cambridge University Press.[24]van Merriënboer, J. J., & Kirschner, P. A. (2007). Ten steps to complex learning: A systematic approach to four-component instructional design. Routledge.[25]Boud, D., & Feletti, G. (1997). The challenge of problem-based learning (2nd ed.). St. Martin’s Press.[26]Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., …& Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting Learning by Design into practice. The Journal of the Learning Sciences, 12(4), 495-547.[27]Kuhn, D., & Pease, M. (2006). Do children and adults learn differently? Journal of Cognition and Development, 7(3), 279-293.[28]Bereiter, C. (2002). Education and mind in the knowledge age. Lawrence Erlbaum Associates.[29]Linn, M. C., & Eylon, B. S. (2011). Science learning and instruction: Taking advantage of technology to promote knowledge integration. Review of Educational Research, 81(4), 565-600.[30]Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.[31]Cobb, P., & Bowers, J. (1999). Cognitive and situated learning perspectives in theory and practice. Educational Researcher, 28(2), 4-15.。
CSCL
从历史的角度来谈计算机支持的协作学习Gerry Stahl, Timothy Koschmann, Dan Suthers简体中文翻译者:周楠 (Nan Zhou)作为学习科学里一个逐渐兴起的分支,计算机支持的协作学习(以下简称CSCL) 研究人们如何借助计算机共同学习。
就像我们在本文将看到的一样,这样一个简单的命题实际上包含着相当复杂性。
学习与科技相互作用,体现出错综复杂的关系。
这个领域涵盖了协作,计算机辅助和远程教育,让我们对什么是学习产生了新的思考,从而对普遍接受的研究前提也有必要作新的量度。
就像许多活跃的科学研究领域一样,CSCL与其他相对成熟的学科之间有着复杂的关系,它以难以精确描述的方式发展,作出了看似矛盾的重要贡献。
研究者们长期以来对CSCL的理论,方法,和定义持不同观点。
我们有必要将CSCL研究看作是去认识计算机对学习提供的可能性以及找出我们应该致力的研究方向,而不是作为一个既成的广为接受的实验室或教室应奉行的准则。
本文将从一些CSCL研究题目的广泛理解开始,近而逐渐剖析其复杂的本质。
接下来我们将介绍CSCL的历史发展并阐述我们对CSCL未来发展的观点。
在教育背景中的CSCL作为一个研究特定方式的学习的领域,CSCL密切关注各种层次和形式的教育:从幼稚园到研究生院这样的学校教育,以及象博物馆这样的非正式教育。
随着世界各地的学区和政客以让学生更多地接触计算机和网络作为目标,计算机在教育中的作用变得重要。
在学习科学里,鼓励学生在小组中共同学习日益得到重视。
但是,我们究竟能否融合计算机支持与协作学习,或者说科技与教育,来有效地促进学习还是一个挑战,这也正是CSCL所面对的挑战。
计算机与教育计算机在教室里的作用常常受到质疑。
批判者认为计算机枯燥乏味,阻碍人与人之间的交往,是电脑玩家的温室,而计算机所提供的训练是机械的,缺乏感情的。
CSCL所基于的理念与此刚好相反:它主张发展新的软件和应用,以提供人们共同学习的环境以及创造性的活动,从而人们可以探索知识,相互交流。
浅述licc课堂观察量表和课堂观察模式的实施
浅述licc课堂观察量表和课堂观察模式的
实施
"LICC"(Lesson Observation Instrument for Computer-supported Collaborative Learning)是一种用于课堂观察的量表和观察模式,旨在评估计算机支持的协作学习环境中的课堂实施情况。
下面是对"LICC"课堂观察量表和观察模式的简要介绍:
1. 课堂观察量表:LICC课堂观察量表是一套用于记录和评估计算机支持的协作学习环境中课堂行为和实施的指标。
这些指标包括教师和学生在课堂中的行为、教学活动的特点、学生参与度和互动等方面。
观察者使用量表来进行系统性的课堂观察,并将观察到的情况记录在量表上。
2. 课堂观察模式:LICC课堂观察模式是一种基于"LICC"量表的实施方法。
它提供了一种结构化的方式,以便观察者能够有效地观察和记录课堂中的关键行为和要素。
观察者按照预先设定的指标和标准进行观察,并根据量表中的评分指标对观察到的行为进行评估和打分。
通过使用"LICC"课堂观察量表和观察模式,研究者和教育工作者可以对计算机支持的协作学习环境中的课堂实施进行客观的评估和分析。
这有助于了解教学活动的有效性、学生参与度和协作程度等因素,并为改进教学实践和设计更好的学习环境提供依据。
1/ 1。
5E学习环
5E学习环”在物理教学中的应用林芸张军朋【摘要】:正一、引言"5E学习环"(5E—learning cycle)是美国科学教育专家拜比(Bybee)将卡普拉斯(Robert Karplus)提出的三段式学习环,即探索(explore)、概念介绍(concept introduct ion)和概念运用(concept applica-tion),在实践研究的基础上进一步细分形成的五个紧密相连的阶段,依次为:参与(Engagement)、探索(Ex-【作者单位】:华南师范大学物理与电信工程学院;【关键词】:物理教学了解学生学习兴趣引导学生教师杠杆概念四个阶段实践证明教学策略【分类号】:G633.7【正文快照】:一、引官“SE学习环”(SE一learning eyele)是美国科学教育专家拜比[…〕(Bybee)将卡普拉斯(Robert Karplus)提出的三段式学习环,即探索(exPlore)、概念介绍(eoneept introduetion)和概念运用(eoneept appliea-tion),在实践研究的基础上进一步细分形成的五个紧密相连的阶段网络环境下协作学习的理论与实践——理论体系、平台、模式与基地协作学习(CL)是20世纪70年代初兴起于美国,并在70年代中期至80年代中期取得实质性进展的一种教学理论与策略。
目前,合作学习已广泛应用于美国、以色列、德国、英国、加拿大、澳大利亚、荷兰、日本、尼日利亚等国的中小学教学,对于改善课堂内的社会心理气氛,大面积提高学生的学业成绩,促进学生良好的非认知品质的发展起到了积极的作用,其实效令人瞩目。
黄荣怀教授将协作学习定义为:“协作学习是学生以小组形式参与、为达到共同的学习目标、在一定的激励机制下最大化个人和他人习得成果,而合作互助的一切相关行为”。
CSCL可以看成是CL与CSCW(Computer Supported Collaborative Work)的交叉研究领域,是指利用计算机技术(尤其是多媒体和网络技术)来辅助和支持协作学习。
BCL理论在高中英语教学中的实践和探索
BCL理论在高中英语教学中的实践和探索陕西省西安高新一中沣东中学侯瑶 710086进入2020年,疫情给各行各业都抛出了新的挑战。
就教育行业来说,E-learning (在线学习)得到了迅猛的发展,传统的教育内容与各类新型的应用软件深入地广泛地融合,对于课堂的延伸和教育的现代化是一次很好的实践。
对比传统的课堂学习,在线学习更加突出学生的主体地位,能以丰富的触手可及的网络资源促进学生的自主学习,改变传统的师生关系,实现学生个性化的学习和发展。
事实上,早在学者发现科技可以跟教育结合的时候,就有人提出用在线学习改革或者替代传统的课堂学习,但数天的一线教师的教育实践恰恰证明,即便有数不清的优势和好处,E-learnin是无法替代传统的课堂教学的,但是能在课堂教学的目的和功能上有所补充.反思在线教学应用过程中所产生的弊端,借鉴传统课堂的优点,以及结合复课后在二者结合所做的有效或无效尝试的经验,我们引进混合式学习(Blended Collaborative Learning)的概念。
混合式学习是融合传统面授课堂和网络教学的优势,运用不同的学习理论、技术手段以及应用方式来实现教学的一种策略。
混合学习采用以教师讲授为主,结合基于“协作”理念的小组学习形式以及学生自主学习形式,既发挥教师引导、启发和监控教学过程的主导作用,又注重培养学生学习主动性和创造性的主体地位。
目前以及之前的挺长一段时间内,随着网络技术的发展,Computer Supported Collaborative Learning (CSCL) 的普及使用率都是极高的,即便是在教育欠发展地区,也都是配备有多媒体设备并且多媒体课件的使用也基本或者完全普及(义务教育以及高中教育阶段)。
然而随着对CSCL的深入研究,发现其在课堂上能够调动的仅有视觉和听觉两种感官,主要也起的只是信息搬运和课件展示的目的,学生的的学习效果并不理想。
除此之外,国内基础教育阶段各类教育模式和理论所倡导的被广泛应用于目前的课堂教学组织中的协作学习(Cooperative Learning),即以学习小组或团队为基本形式,在共同的目标和一定的激励机制下进行合作互助的一种学习策略,在实际应用过程中,也存在学生信息获取渠道单一,课堂节奏把控障碍,课堂教学容量过少,以及协作学习时间挤占课堂有效教学时间等问题.那么,受到“混搭风”的启发,我们逐渐把CSC与CL混合,从而出现混合式协作学习BCL(Blended Collaborative Learning)。
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Computer-Supported Collaborative Learning: Learning the Work of PlayD. Michelle Hinn1 (Workshop Participant)Michael B. Twidale2 University of Illinois, Urbana-Champaign Champaign, IL 61820 USA+1 217 265 05101hinn@2twidale@X. Christine Wang University at Buffalo, SUNY Buffalo, NY 14260-1000 USA +1 716 645 2455 ext. 1267 wangxc@ABSTRACTThe similarities among three independent studies, conducted by the authors, of informal learning in human-human-computer interaction (HHCI) in three different contexts are presented: (1) university undergraduates playing multiplayer videogames; (2) adult computer users offering informal help-giving in a variety of workplace scenarios; and (3) elementary school children playing “edutainment games” on a classroom computer during free choice time. These studies have been the basis for a collaboratory founded at the University of Illinois at Urbana-Champaign called Project CSC* -- the “CSC” referring to “computer-supported collaborative” and the asterisk referring to the unix search convention chosen to reflect that instances of learning, play, and work appeared throughout each of our independent research studies. KeywordsMultidisciplinary Design/Interdisciplinary Design; Computer Supported Cooperative Work (CSCW); Social Computing and Social Navigation; E-Learning and Education; Entertainment; User Studies; User-Centered Design/Human-Centered Design; Video Analysis PERSONAL INTEREST – HINNMy work in the area of social learning through gaming began during my time at Microsoft Game Studios as a Graduate Usability Intern where I researched and piloted methods for multiplayer usability testing. The most personally intriguing piece of this work involved my observations of the spontaneous, informal learning that took place as the participants were learning how to play the game. Even in games that were designed as strictly competitive two-player games, there was often a shared dialogue between the gamers as they learned the basics of the game and about the game playing skills of each other. I became interested by the lack of attention that groups of collaborative gamers paid to in-game help systems and game manuals and I wondered if identifying the ways that gamers learned from one another, interacted with one another during multiplayer gaming would benefit the design of in-game learning opportunities more in line with how learning and teaching naturally occurred amongst gamers. RELATED WORK – HINNWhen a gamer is learning to play a video game, it is difficult, albeit amusing, to think of this new user attending a formal training course that parallels new users learning productivity applications in the workplace, such as “Introduction to Super Smash Brothers Melee.” It is more reasonable to imagine the gamer referring to the manual, in-game help system, or perhaps a third party manual. Or the gamer might refer to game forums on the internet where they can post and read the posts of other gamers about game play “stuck points.” But perhaps more commonly, the gamer will refer to friends of theirs for game play advice and/or watch and learn from others vicariously as they play through the game.With multiplayer games, particularly multiplayer console games where players are located at the same place at the same time, it is common practice that multiple informal teaching and learning moments will occur between the gamers – whether or not the game player realizes that they are actively participating in a learning activity, a term seemingly reserved for the domains of traditional, school-based education and corporate training activities. After returning to the University of Illinois after my internship with Microsoft Game Studios, I began collecting data on social learning as it occurred (or didn’t occur) during multiplayer gaming [3].I recruited twenty-four participants for the study through the educational psychology subject pool of a large Midwestern university. The participants were asked to bring either one or two same-sex friends to the study. The 24 sessions were divided into eight male and eight female dyad sessions and four male and four female triad sessions and in each session participant groups played two differentconsole games - Tennis 2K2, a sports game, for the Sega Dreamcast and Halo, a “first-person shooter” game, for the Microsoft Xbox. Half of the dyads and all of the triads played both of these games in competitive (e.g., against one another) game play mode and the remaining half of the dyads played both of these games in cooperative (e.g., in order to win the game participants were required to work together) game play mode.The primary data source was the series of 24 two-hour game play sessions, videotaped using two video cameras - one to capture the on-screen game play and the other to capture the facial expressions and gestures of the participants. The video data were analyzed with regard to the help giving and help seeking activities that occurred during game play. A demographics questionnaire given to the participants at the beginning of their session determined the gaming background of each of the participants and the experience level of each of the groups (i.e., novice/expert, novice/novice, expert/expert) with regard to game genre (i.e., puzzle games, first-person shooter games) and gaming platform (i.e., P.C-based, gaming console-based). The final data source used in the study were the transcripts of post-game play interviews conducted with the participants, focused on following up on help seeking/giving events that occurred during the session. Although other examples of HCI studies in videogame play have appeared in the literature (e.g., [5]; [6]), few have looked at this human-human interaction, this social learning that occurs in the same place and at the same time (e.g., [2]).APPLIED RESEARCH – HINN, TWIDALE, WANGWhile conducting my research on informal learning in collaborative game play activities, I became involved with two other researchers (Michael Twidale and Christine Wang) looking at informal learning that occurred during computer-based school activities [10] and computer-based work activities [9]. As the three of us began to collaborate, we discovered that in all three cases we had issues of learning embedded in other activities. In the case of workplace learning, the main focus of people was to get their work tasks done, but when problems are encountered, people asked colleagues for help and advice. In the case of playing a competitive console game, the main focus was to have an enjoyable time by competing, but if one opponent is far less skilled than the other, the more skilled gamer may need to help the other learn enough skills for both players to be able to have an enjoyable game. In interacting with peers and waiting one’s turn to play a game in a classroom, children seem compelled to help each other improve. We termed our collaboration Project CSC* -- the “CSC” referring to “computer-supported collaborative” and the asterisk referring to the unix search convention chosen to reflect our thinking that learning, play, and work appeared throughout each of our independent research studies. One aspect of the interactions between participants in all three cases was the use of commentaries on the action being undertaken. The nature of the commentaries varied somewhat, but they appear to be an important part of the wider interaction process. For instance, what I found in the console game situation was that time-criticality played an important role, and help could be solicited or offered, accepted or rejected depending on how crucial the game play moment was. Additionally, different kinds of commentary also occurred. Some was more analogous to sports broadcasting – a commentary and analysis for the benefit of a wider (imaginary) audience, although clearly of interest to the participants. Another kind is best described as “trash talking,” when players would insult one another and/or their skills at the game. This was often accompanied with a form of help giving, albeit a harsher version. For example, one player might say “what an idiot – haven’t you figured out that it’s the ‘a’ button to shoot?”In the case of workplace learning, this commentary could be a help giver telling the user what to do by giving a demonstration [1]. The demonstrations observed usually involved a sequence of actions performed and described interspersed with higher level commentaries such as particular values to use that had been found useful for the work being done, and reasons why these operations and values were used for this kind of work in this work group. For example, an explanation of how to attach a document to an email also covered the choice of which mailing lists to send it to, how to find details of these lists on the intranet, and the important distinctions of who was on which lists that would help in deciding which lists to select, bearing in mind subtleties of work relations and office politics.In the school situation, two children playing would discuss the game while other children would watch and offer suggestions, or offer to help or to show the pair how to solve a particular challenge in the game. These additional participants had usually either just been playing, or were on the waiting list to take a turn later during the session. The main differences from the workplace commentaries were that as the game was being played in real time, there were occasions when advice was time-critical, leading to shouts of advice to avoid a problem or seize an opportunity. Sometimes children could not seem to resist helping or offering advice, either through a burning desire to help, to show off their knowledge, or to see greater progress in the unfolding game and the group achievement of a final high score. Thus some of the help offered was unwanted, and distracting, and even ignored or rejected by the i ntended recipientsMany of the activities observed were different kinds of scaffolding (e.g., [7]; [8]) that support the learning objective. Social scaffolding includes splitting up a task to make it easier to perform. For example, one child might focus on the keyboard options for periodic special cases whileanother concentrates on the mouse to operate more general movement. Running commentaries can act as external memory, making the learner aware of issues that they need to act upon soon, and the consequences and meaning of the actions just taken. A partner may act as an emergency override, doing very little most of the time but ready to intervene if the user is about to do something dangerous, undesirable or difficult to recover from. The presence of such a social safety net can encourage more adventurous exploration than when investigating on one’s own where the consequences of explorations must be recovered from also on one’s own.In the case of workplace help, the running commentaries create a structure for the learner to make sense of the actions being done. Rather than being an arbitrary sequence of semi-magic steps, the explanations give the steps meaning and help in chunking them together into groups that help structure the activity. For example, help in how to create a web page may involve use of more than one application, and needs to cover issues of making sense of testing local copies of the HTML, and then testing the web page after it has been uploaded to the server. Otherwise the learner may become confused by very similar looking actions that have completely different meaning depending on where they are done in the larger action sequence.In the case of game-playing, one can consider a design technique called “rubberbanding” where, in a single player game, AI computer opponents might be “forced back” by the program if it’s too far ahead of the human player, as if being snapped back by a rubberband. In the case of a multiplayer game, an example of social versus programmed scaffolding would be where a more expert player might pause for a minute in a race to allow their competitor(s) to come closer to them to make the game at hand more challenging.In all three contexts, we found that learning is interleaved with other activity, either work or play. If the studies are representative of widespread computer use, as we believe to be the case, then this carries significant design implications both for built-in support for learning (such as help systems and tutorials) as well as for wider learning infrastructures of manuals, training etc. The interleaving of the pairs (work & learning and play & learning) has led us to wonder about three-way interleaving. Do games have a component of work in them? Does the playing of games have implications for work? Does workplace learning have a playful component in it, or if not, should it? The last question does seem particularly surprising. Learning a feature in MS Word does not appear to be as much fun as figuring out how to get to Championship Level in Tennis 2K2. However, the informal help-giving interactions that we saw in work settings often had some aspects of playfulness about them. Sometimes it was a break from routine work, or a chance to interact with a colleague as a change from solitary work. Sometimes social interactions (greeting people as they arrived or passed by) turned into a request for help. Nardi notes that even mundane work related applications such as spreadsheets led to the emergence of local developers who chose to spend more time ‘tinkering’ (a t e rm implying playfulness); learning about the technology and interacting with programmers [4].BIOGRAPHY STATEMENTS1. D. Michelle Hinn (Workshop Participant) is a DoctoralCandidate in the Department of Educational Psychology at the University of Illinois, Urbana-Champaign where she has been a National Science Foundation Fellow. She has worked at Microsoft Game Studios as a Graduate Usability Intern and is an active member of the International Game Developers Association’s Game Accessibility Committee.Additionally, she has worked for Computer Sciences Corporation, the National Center for Supercomputing Applications (NCSA), and the University of Nevada at Reno. Hinn is the co-editor of the 2001 book “Visions of Quality: How Evaluators Define, Understand, and Represent Program Quality” (published by Elsevier Science) and is on the editorial board of the Computers in Entertainment Magazine, a publication of the Association for Computing Machinery. She has also authored several award-winning papers on the topic of universal accessibility from organizations such as the American Evaluators Association and the International Visual Literacy Association.2.Michael B. Twidale is an Associate Professor in theGraduate School of Library and Information Science at the University of Illinois at Urbana-Champaign. His most recent research has been focused on the informal workplace learning of computer applications (Over The Shoulder Learning) and the development of functionalities and interfaces to support the process.Twidale is on sabbatical at Waikato University, New Zealand until August 2004.3.X. Christine Wang is Assistant Professor of EarlyChildhood Education at the State University of New York at Buffalo. She obtained her Ph.D. from the University of Illinois at Urbana-Champaign in 2003. Her research focuses on children's collaboration in technology-rich environments, technology in teacher's education, and digital divide issues. Wang has published articles and book chapters in these areas. In addition, she is actively involved in the Technology and Young Children Interest Forum affiliated with the National Association of Education of Young Children (NAEYC).REFERENCES1.Eales, R. T & Welsh, J. (1995): Design for CollaborativeLearnability. In J. L. Schnase, and E. L. Cunnius (eds.): The First International Conference on ComputerSupport for Collaborative Learning, Indiana University Bloomington, Indiana, USA, 1995.Lawrence Erlbaum Associates, Inc., pp. 99-106.2.Garner, T. L. (1991). The sociocultural context of thevideo game experience. Unpublished doctoral dissertation, University of Illinois, Urbana-Champaign.3.Hinn, D. M. (in progress). Learning the work of play(University of Illinois at Urbana-Champaign CSC* Technical Report).4.Nardi, Bonnie A. (1993). A Small Matter OfProgramming: Perspectives on E nd User Computing.Cambridge, MA: MIT Press.5.Pagulayan, R. J., Steury, K. R., Fulton, B., & Romero, R.L (2003). Designing for fun: User-testing case studies.In M. Blythe, K. Overbeeke, A. Monk, and P. Wright, (Eds.), Funology: From Usability to Enjoyment (pp.137-150). Kluwer Academic Publishers.6.Pagulayan, R. J., Keeker, K., Wixon, D., Romero, R., &Fuller, T. (2003). User-centered design in games. In J.Jacko and A. Sears (Eds.), Handbook for Human-Computer Interaction in Interactive Systems (pp. 883-906). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.7.Quintana, C. Krajcik, J., & Soloway, E. (2002). A CaseStudy to Distill Structural Scaffolding Guidelines for Scaffolded Software Environments. Proceedings CHI 2002: 81-88.8.Rogoff, B. (1990). Apprenticeship in Thinking:Cognitive Development in Social Context. New York: Oxford University Press.9.Twidale, M. B. (1999). Over the shoulder learning:supporting brief informal learning embedded in the work context. Technical Report ISRN UIUCLIS-1999/2+CSCW.10.Wang, X. C., & Ching, C. C. (2003). Social constructionof computer experience in a first-grade classroom: Social processes and mediating artifacts. Early Education and Development, 14(3), 335-361.。