A proposed framework for the design of a CMC learning environment: Facilitating the emergence of authenticity;Proposition d’un plan pour élaborer un environnement d’apprentissage CMC (computer mediated communication) favorisant l’émergence de l’authenticité;Ein vorgeschlagenes richtlinienprogramm zur gestaltung eines CMC lernumfeldes: Wie lässt sich die authentizität besser erkennen

Educational Media International

Volumn 40, Issue 1-2, 2003, Pages 7-14

  Hung, David ^a   Chen, Der Thanq ^b  

^a NANYANG TECHNOLOGICAL UNIVERSITY   (Singapore)

^b UNIVERSITY OF CANTERBURY   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34548501401     PISSN: 09523987     EISSN: 14695790     Source Type: Journal    
DOI: 10.1080/0952398032000092080     Document Type: Article

References (11)

1. [Line 8]Barab, S and Kirshner, D (2001) Guest editors' introduction: rethinking methodology in the learning sciences, Journal of the Learning Sciences, 10, 1&2, 5-15.
2. [Line 38]Barab, S, Hay, K and Yamagata-Lynch, L (2001) Constructing networks of action-relevant episodes: An in situ research methodology, Journal of the Learning Sciences, 10, 1&2, 63-112.
3. [Line 69]Barab, S, Squire, K and Dueber, W (2000) A co-evolutionary model for supporting the emergence of authenticity, Educational Technology Research & Development, 2, 27-62.
4. [Line 99]Ellis, CA, Gibbs, SJ and Rein, GL (1991) Groupware: some issues and experiences, Communications of the ACM, 34, 1, 38-58.
5. Hutchins, E (1991) The social organization of distributed cognition. In Resnick, L, Levine, J and Teasley, S (eds) Perspectives of socially shared cognition, American Psychological Association, Washington, DC.
6. Jonassen, D (1999) Designing constructivist learning environment. In Reigeluth, CM (ed.) Instructional-Design theories and models (VoI II): A new paradigm of instructional theory, Lawrence Erlbaum Associates, Mahwah, NJ, pp. 215-239.
7. Jonassen, D (2000) Revisiting activity theory as a framework for designing student-centered learning environments. In Jonassen, D and Land, S (eds) Theoretical foundations of learning environments, Lawrence Erlbaum Associates, Mahwah, NJ, pp. 89-121.
8. [Line 224]Scardamalia, M and Bereiter, C (1991) Higher levels of agency for children in knowledge building: a challenge for the design of new knowledge media. The Journal of the Learning Science, 1, 1, 37-68.
9. Schank, R. Berman, T and Macpherson, K (1999) Learning by doing. In Reigeluth, CM (ed.) Instructional-Design theories and madels (Vol II): A new paradigm of instructional theory. Lawrence Erlbaum Associates, Mahwah, NJ. pp. 161-181.
10. Spiro, R and Jeling, J (1991) Cognitive flexibility and hypertext: theory and technology tor non-linear and multidimensional traversal of complex subject matter. In Nix, D and Spiro, R (eds) Cognition, education, and multimedia, Lawrence Erlbaum Associates, Mahwah, NJ.
11. Vygotsky, L (1982) Mind in Society, Harvard University Press. Cambridge: MA.