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Titlebook: Collaborative Dialogue Technologies in Distance Learning; M. Felisa Verdejo,Stefano A. Cerri Conference proceedings 1994 Springer-Verlag B

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书目名称Collaborative Dialogue Technologies in Distance Learning
编辑M. Felisa Verdejo,Stefano A. Cerri
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丛书名称NATO ASI Subseries F:
图书封面Titlebook: Collaborative Dialogue Technologies in Distance Learning;  M. Felisa Verdejo,Stefano A. Cerri Conference proceedings 1994 Springer-Verlag B
描述In April 1993, an interdisciplinary NATO Advanced Research Workshop on "Collaborative dialogue technologies in distance learning" was held in Segovia, Spain. The workshop brought together researchers in fields related to distance learning using computer-mediated communication. The statement of justification of the NATO ARW follows hereafter. Justification of the NATO Advanced Research Workshop on Collaborative Dialogue Technologies in Distance Learning Computer Mediated Communication (CMC) systems have features that reduce some temporal, physical and social constraints on communication. Theories of communication have shifted from viewing communication as a linear transmission of messages by a sender to a receiver, to viewing it as a social paradigm, where individuals are actors in a network of interdependent relationships embedded in organizational and social structures. Recent research focuses on models of information-sharing to support not only the activities of individuals but also the problem-solving activities of groups, such as decision-making, planning or co­ writing. This area of research is called Computer Supported Cooperative Work (CSCW). The Artificial Intelligence (AI)
出版日期Conference proceedings 1994
关键词Collaborative Learning; Computer; Computer Conferencing; Computerkonferenz; Dialogmodellierung; Dialogue
版次1
doihttps://doi.org/10.1007/978-3-642-57899-1
isbn_softcover978-3-642-63394-2
isbn_ebook978-3-642-57899-1Series ISSN 0258-1248
issn_series 0258-1248
copyrightSpringer-Verlag Berlin Heidelberg 1994
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A Pedagogical Framework for CMC Programmess, the programme’s CMC environment, pedagogical techniques, and pedagogical styles. The programme environment is defined by the programme’s constraints, demands, and choices; the universe of CMC resources comprises all external and internal CMC resources. As a common subset of these realms, a progra
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Computer Support for Collaboratione the first computer-based tools for mediating information between people were built, there has been a quest for the computer-based tools for establishing, maintaining and strengthening the interpersonal relations — providing computer support for collaboration. This paper is a journey through the en
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Learning in Groups: Some Experiences of Online Workso called online environments. Our understandings of how groups work in face-to-face environments may not relate directly to how groups work in online environments. In particular, the way in which “time” is perceived and used online, and the dynamics of group work online (especially the dynamics of
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Innovative Support Technologies for Tele- and Team-Work at Universitiesies for decentralized and cooperative learning. Until now the main effort has been to establish a suitable learning environment for computer supported tele- and team-work. The infrastructure includes teachware provided with monitoring software agents, online libraries and several information and com
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Cooperative Open Systems Architectureupported cooperative work and distributed artificial intelligence. A cooperative network architecture based on a network of knowledge-based systems called Facilitators is presented. The facilitators are specialists in cooperation, and have the global information about the domain of cooperation, as w
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