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Teachers as Designers of Collaborative Distance Learning
PROCEEDINGS

, University of Bergen, Norway

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-33-4 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper describes a theoretically based approach to the design of collaborative distance learning environments by subject experts. There is an obvious growth in the use of distributed and online learning environments. There is some evidence to believe that collaborative learning environments can be effective, especially when using advanced technology to support learning in and about complex domains. There is also an extensive body of research literature in the areas of situated cognition and problem-based learning that provides a theoretical perspective for the design of such learning environments. What is lacking are intelligent support tools to make it possible for subject experts (teacher-designers) to be more intimately involved in the design and implementation of collaborative distance learning environments. I provide a description of such design tools, explicitly drawing on a socially-situated view of problem-based learning in technology-mediated environments. I conclude with an illustration of the tools as applied by teachers to the domain of environmental education.

Citation

Spector, J.M. (1999). Teachers as Designers of Collaborative Distance Learning. In J. Price, J. Willis, D. Willis, M. Jost & S. Boger-Mehall (Eds.), Proceedings of SITE 1999--Society for Information Technology & Teacher Education International Conference (pp. 855-861). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2019 from .

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