Designing biases that augment socio-cognitive interactions

Abstract : This chapter questions the assumption that the best environment for computer-supported collaborative learning is the one that most closely reproduces the features of face-to-face collaboration. Empirical studies have failed to establish the superiority of group interaction with richer media. Instead, the chapter explores media features that do not exist in face-to-face interactions and explains how these features might augment group cognition. The first feature, the persistency of the information display, turns the medium into a shared working memory. The second feature, storing the context in which the message is emitted, should enhance the construction of a shared understanding. The third feature, the display of a graphical summary of group interactions, is expected to facilitate group regulation. In these three examples, the medium is more than a neutral wire. It constitutes a functional component within the distributed cognitive system formed by the learners and the collaborative environment. (http://www.springerlink.com/content/u077239317657586)
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Chapitre d'ouvrage
R. Bromme, F. Hesse and H. Spada. Barriers and Biases in Computer-Mediated Knowledge Communication, Springer Netherlands, pp.243-264, 2005, Computer-Supported Collaborative Learning Series, New York: Springer, 〈10.1007/0-387-24319-4_11〉
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https://telearn.archives-ouvertes.fr/hal-00190826
Contributeur : Jerome Zeiliger <>
Soumis le : vendredi 23 novembre 2007 - 08:58:32
Dernière modification le : lundi 2 octobre 2017 - 16:06:02

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Pierre Dillenbourg. Designing biases that augment socio-cognitive interactions. R. Bromme, F. Hesse and H. Spada. Barriers and Biases in Computer-Mediated Knowledge Communication, Springer Netherlands, pp.243-264, 2005, Computer-Supported Collaborative Learning Series, New York: Springer, 〈10.1007/0-387-24319-4_11〉. 〈hal-00190826〉

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