The paper tackles the issue of teaching dimension in Computer Supported Collaborative Learning (CSCL) contexts. In particular, it describes two web-based courses run in 2006 respectively by the Institute for Educational Technology of Genoa and the University of Genoa, which, while sharing the socio-constructivst theoretical framework, adopt different approaches as far as the teaching dimension is concerned: while in the former course tutors were asked to cover all the functions typically required by e-tutors, in the latter experience functions were distributed across a variety of actors. The aim of the work is to foster reflections about strong points and weaknesses of the two approaches, thus leading to considerations concerning the applicability of the models even in contexts different from the original ones.
TEACHING DIMENSION IN WEB-BASED LEARNING COMMUNITIES
Pozzi F
2008
Abstract
The paper tackles the issue of teaching dimension in Computer Supported Collaborative Learning (CSCL) contexts. In particular, it describes two web-based courses run in 2006 respectively by the Institute for Educational Technology of Genoa and the University of Genoa, which, while sharing the socio-constructivst theoretical framework, adopt different approaches as far as the teaching dimension is concerned: while in the former course tutors were asked to cover all the functions typically required by e-tutors, in the latter experience functions were distributed across a variety of actors. The aim of the work is to foster reflections about strong points and weaknesses of the two approaches, thus leading to considerations concerning the applicability of the models even in contexts different from the original ones.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
