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The Complexity of Distributed Collaborative Learning: Unit of Analysis

Abstract : The problem area of this paper is manifested in the new conditions that characterise distributed collaborative learning. The core argument is that distributed collaborative learning implies an interconnected complexity that can only be properly understood by extending the unit of analysis from technology and pedagogy themselves to real-life social contexts in which networked computers are being used. Experiments and small-scale field trials are only steps towards a deeper understanding of how complex relationships create conditions for learning. The argumentation is built on three elements; (1) activity theory as a powerful framework that informs analysis, (2) empirical studies of distributed collaborative learning, and (3) how the theoretical foundation and the practical experiences should be integrated into new designs.
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Submitted on : Friday, November 23, 2007 - 8:48:52 AM
Last modification on : Wednesday, September 18, 2019 - 1:31:55 AM
Long-term archiving on: : Monday, April 12, 2010 - 4:19:44 AM


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  • HAL Id : hal-00190521, version 1



Annita Fjuk, Sten Ludvigsen. The Complexity of Distributed Collaborative Learning: Unit of Analysis. First European Conference on Computer-Supported Collaborative Learning, 2001, Maastricht, Netherlands. pp.237-244. ⟨hal-00190521⟩



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