From dialogue to monologue and back: Middle spaces in computer-mediated learning
From dialogue to monologue and back: Middle spaces in computer-mediated learning
复制标题
从对话到独白再回来：计算机介导学习的中间空间
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
C. Hoadley
中科院分区：
文献类型：
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作者：
Noel Enyedy;C. Hoadley
作者开发了一个用于设计工具的框架，以调解旨在导致学习的协作。我们确定了在计算机支持的协作学习和软件中常见的两类媒体：传播媒体和信息媒体。然后，这两种类型的媒体被映射到两种类型的社会活动中，这两种活动是学习的基础：对话和独白。借鉴学习理论中的文献，我们建议需要一些界面来帮助学生从对话过渡到独白，然后再转换回来。我们详细研究了两个学生参与计算机为媒介的科学学习活动的案例，这些活动涉及旨在支持这种转变的技术，并提出了一些方法，可以用软件和活动来支持“中间空间”，这些软件和活动超越了与信息和通信接口相关的一些传统权衡。
The authors develop a framework for the design of tools to mediate collaboration intended to lead to learning. We identify two categories of media that are common in computer-supported collaborative learning and software in general: communication media and information media. These two types of media are then mapped onto two types of social activities in which learning is grounded: dialogue and monologue. Drawing on literature in learning theory, we suggest the need for interfaces that help students to transition from dialogue to monologue and back again. We examine in detail two cases of students participating in a computer-mediated science learning activity that involved technologies designed to support this transition, and suggest ways that the “middle space” can be supported with software and activities that transcend some of the traditional tradeoffs associated with information and communication interfaces.