SITUATED AND SOCIALLY SHARED COGNITION IN PRACTICE: Designing a Collaborative Network Learning Experience for Adult Learners
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Korhonen, V. (2001). SITUATED AND SOCIALLY SHARED COGNITION IN PRACTICE: Designing a Collaborative Network Learning Experience for Adult Learners. In C. Montgomerie & J. Viteli (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2001 (pp. 1002-1007). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/8716.
World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2001
Craig Montgomerie & Jarmo Viteli
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Table of Contents
The main purpose of this presentation is to draw attention to assumptions that guide the instructional design process when implementing and organizing network-based learning environments in practice. In this case, the situated and socially shared cognition model and participation metaphor create the guiding paradigm for collaborative learning action, which stress the socially shared knowledge construction and collaborative context of learning environment. The case design reviewed here is the Nursing Science module in Open University, which is carried out through a WebCT-based network learning environment. As a conclusion, a collaborative learning model and instructional design paradigm integrating the dimensions of intentionality, content, context, community, participation, facilitation and self-assessment, are discussed.
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