TY - GEN
T1 - Technology-enhanced learning communities on a continuum between ambient to designed
T2 - 11th International Conference on Computer Supported Collaborative Learning: Exploring the Material Conditions of Learning, CSCL 2015
AU - Kali, Yael
AU - Tabak, Iris
AU - Ben-Zvi, Dani
AU - Kidron, Adi
AU - Amzalag, Meital
AU - Baram-Tsabari, Ayelet
AU - Barzilai, Sarit
AU - Brami, Uzi
AU - Duek, Oshra
AU - Elias, Nelly
AU - Kent, Carmel
AU - Laslo, Esther
AU - Levy, Keren S.
AU - Rafaeli, Sheizaf
AU - Tal, Tali
AU - Tamar Weiss, Patrice L.
AU - Hoadley, Christopher
AU - Kirschner, Paul A.
N1 - Funding Information:
This research was supported by the I-CORE Program of the Planning and Budgeting Committee and The Israel Science Foundation grant 1716/12.
Publisher Copyright:
© ISLS
PY - 2015
Y1 - 2015
N2 - This symposium brings together the theoretical and practical tools of scientists in both the social and educational sciences in order to examine the types of interaction, knowledge construction, social organization and power structures that: (a) occur spontaneously in technology-enhanced learning communities or (b) can be created by design. We refer to these, respectively, as the study of ambient, naturally occurring, environments, and of designed environments. We present a set of seven studies that demonstrate the strong potential for the cross-fostering of ideas between educational scientists, who focus on the interventionist design-based study of learning, and social scientists, who focus on the analytic study of ambient social interaction and knowledge construction. Each study demonstrates specific insights regarding lessons that can be learned from the ambient to the designed arena, and vice versa, using lenses that integrate our various disciplinary research perspectives.
AB - This symposium brings together the theoretical and practical tools of scientists in both the social and educational sciences in order to examine the types of interaction, knowledge construction, social organization and power structures that: (a) occur spontaneously in technology-enhanced learning communities or (b) can be created by design. We refer to these, respectively, as the study of ambient, naturally occurring, environments, and of designed environments. We present a set of seven studies that demonstrate the strong potential for the cross-fostering of ideas between educational scientists, who focus on the interventionist design-based study of learning, and social scientists, who focus on the analytic study of ambient social interaction and knowledge construction. Each study demonstrates specific insights regarding lessons that can be learned from the ambient to the designed arena, and vice versa, using lenses that integrate our various disciplinary research perspectives.
KW - Design
KW - Learning communities
KW - Networked society
KW - Technology-enhanced learning
UR - http://www.scopus.com/inward/record.url?scp=84987972565&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84987972565&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:84987972565
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 615
EP - 622
BT - Exploring the Material Conditions of Learning
A2 - Lindwall, Oskar
A2 - Hakkinen, Paivi
A2 - Koschmann, Timothy
A2 - Tchounikine, Pierre
A2 - Ludvigsen, Sten
PB - International Society of the Learning Sciences (ISLS)
Y2 - 7 June 2015 through 11 June 2015
ER -