Collaboration and Authenticity in Technologically Enriched and Virtual Learning Contexts.

Autor/inn/en	Linnakyla, Pirjo; Kankaanranta, Marja; Arvaja, Maarit
Titel	Collaboration and Authenticity in Technologically Enriched and Virtual Learning Contexts.
Quelle	Aus: Day, Christopher W. (Hrsg.): Educational research in Europe. Yearbook 2000. Leuven: Garant (2000) S. 91-103Verfügbarkeit
Beigaben	Literaturangaben 53
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildungsforschung; Wissensgesellschaft; Schule; Kooperatives Lernen; Lernprozess; Lernmethode; Virtuelles Klassenzimmer; Europäische Dimension; E-Learning; EERA (European Educational Research Association)
Abstract	The article discusses the theoretical views and empirical findings of the research project CATO (Collaboration and authenticity in technologically enriched and virtual learning contexts) which promotes integration of information technology in open, authentic and collaborative learning contexts to enhance the quality of learning and teaching through understanding changing instructional ecology and relations between individuals, artefacts and social groups. The study has a strong educational and computer science orientation. It assumes that learning is enriched by information technology; it is responsive to changes in the knowledge production in the society; it is based on a constructivist view of learning, mediated by collaboration, and anchored in authentic acitivities and technology-supported or virtual learning environments. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)