Scaffolding in Innovation, Implementation and Evaluation of ICT Supported Education
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World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2003
Honolulu, Hawaii, USA
David Lassner & Carmel McNaught
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Table of Contents
We describe and analyze two virtual university courses based on different pedagogical approaches. From the viewpoint of faded scaffolding we will highligt learner's possibility to become a subject of his/her own learning. As scaffolding fades the responsibility and activity of learner increases. Here we refer both to the theory of problem-based-learning and to collaborative social theory of learning. Non-authorised scaffolding and evaluation faces the challenges of ICT based virtual environment. According to our empirical notions, learners utilize best by doing and their thinking could be seen related to their engagement in action. Innovations are considered in light of technical limitations and possibilities. Special attention is paid on scaffolders competence to motivate, recognize and understand group processes and the qualities of linguistic socialization in virtual environments. Virtual technology offers appropriate tools for scaffolders as we describe them.
Lahti, J., Marjomaa, E. & Littleton, K. (2003). Scaffolding in Innovation, Implementation and Evaluation of ICT Supported Education. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 2138-2141). Chesapeake, VA: AACE. Retrieved December 7, 2013 from http://www.editlib.org/p/14162.
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