Contents and Communication Modelisation in Synchronous Learning

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Raymond, D., Kanenishi, K., Matsuura, K., Baudin, V., Gayraud, T., Yano, Y. & Diaz, M. (2005). Contents and Communication Modelisation in Synchronous Learning. In P. Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005 (pp. 1606-1611). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/20307.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2005
Montreal, Canada
June 27, 2005
ISBN 1-880094-56-8
  Piet Kommers & Griff Richards
AACE

More Information on EDMEDIA
Table of Contents

Authors

David Raymond, Tokushima University, Faculty of Engineering, Japan; Kazuhide Kanenishi, Kenji Matsuura, Tokushima University,Center for Advanced Information Technology, Japan; Veronique Baudin, Thierry Gayraud, Laboratoire d’Analyse et d’Architecture des Systemes, Centre National de la Recherche Scientifique (LAAS-CNRS), France; Yoneo Yano, Tokushima University, Faculty of Engineering, Japan; Michel Diaz, Laboratoire d’Analyse et d’Architecture des Systemes, Centre National de la Recherche Scientifique (LAAS-CNRS), France

Abstract

Asynchronous web-base learning environments are not usually interactive and adaptive. The use of synchronous communication tools may be a solution to this problem. However, synchronous collaborative learning environments are often restricted to a set of communication tools and they do not propose any strategy to organize interactions and communications among users. This paper proposes a model called Content and Communication Management System (CCMS) to structure synchronous communications and organize interactions within group of distributed learners. This model is a conceptual model that aims to be related to synchronous collaboration tools. It focuses on collaboration at communication and interaction level and addresses the relationship between other components of Computer Supported Collaborative Learning (CSCL) environments. It gives back the control of communication and interaction to educators enabling them to organize communication and interactions reflecting their own pedagogical strategies.

Keywords

• Collaboration
• Communication
• Interaction
• Information Communication Technologies

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