Designing collaborative activities in virtual environments for learning

机译：在虚拟环境中设计合作活动以进行学习

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This paper demonstrates the connection between organisation, collaboration and learning in virtual learning environments (VLEs). Our main focus is the investigation of the extent to which course developers and course instructors need to consider organisational measures and design in order to trigger (self-guided) learning and collaboration of participants within online learning environments. The design of these virtual learning environments involves an intricate balance between the following elements: the organisation of the content; how the instructional activities are sequenced; how the interactions between students, tasks, and materials are structured; and how the learning process is evaluated. Mentorship must be present throughout this process. Aspects of mentorship can manifest themselves in a variety of ways including: asking an expert, true mentoring, tutoring, and peer to peer support.

机译：本文展示了虚拟学习环境中的组织，协作和学习之间的联系（VLES）。我们的主要重点是调查该课程开发人员和课程教师需要考虑组织措施和设计的程度，以便触发（自我引导）学习和在线学习环境中的参与者的合作。这些虚拟学习环境的设计涉及以下元素之间的错综复杂的平衡：内容的组织;教学活动是如何测序的;学生，任务和材料之间的互动如何构建;以及如何评估学习过程。必须在整个过程中存在指导。委任方面可以以各种方式表现出来，包括：询问专家，真正的指导，辅导和对等支持。

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《International Conference on Information Technology Based Higher Education and Training》|2004年||共3页
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作者
Scheuermann F.; Kearney N.; Larsson K.; Fries R.; Toto R.;
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中图分类自动化技术、计算机技术;
关键词
computer aided instruction; groupware; distance learning; collaborative activity design; virtual learning environments; course developers; course instructors; organisational measures; self-guided learning; online learning environments; learning process evaluation; expert support; true mentoring support; tutoring support; peer to peer support;

机译：计算机辅助指令;远程学习;协作活动设计;虚拟学习环境;课程开发人员;课程教练;组织措施;自我指导学习;在线学习环境;学习过程评估;专家支持;辅导支持;辅导支持;辅导支持;同行对同行支持;

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Designing collaborative activities in virtual environments for learning

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