Subject: Re: IFETS-DISCUSS Digest - 10 Feb 2000 to 11 Feb 2000
From: Ania Lian (ania@lingua.arts.uq.edu.au)
Date: Mon 14 Feb 2000 - 01:50:14 MET
Date: Mon, 14 Feb 2000 10:50:14 +1000 (EST) From: Ania Lian <ania@lingua.arts.uq.edu.au> Subject: Re: IFETS-DISCUSS Digest - 10 Feb 2000 to 11 Feb 2000
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On Mon, 14 Feb 2000, Albert Ip wrote:
> I like to consider a virtual version of the following scenario:
> - students are locked in a room and are given a task
> - the teacher then walks away hoping that the communication environment
> available in the room will magically help the students solve the problem
> - alternately or in addition, the students are given a pile of books before
> the teacher walks away
> What is collaboration? What are Learning objects?
> How and what kind of interaction between collaboration and LO will be
> beneficial to learners?
The learning objects will be the resources mobilised by students in the
act of problem solving. Collaboration will be reduced to an
exchange between the students present and these resources. Furthermore,
the possibility of management of these resources will
be laborious, limited by learners' memories, knowledge, and the points
found in the texts available. What such an environment fails
to provide are:
(a) access to a greater number of collaborative partners which exceeds the
limits of your classroom mates.
(b) management of resources in ways that are not limited by the
participators' knowledge nor by the design of the resources (e.g.
texts in books, or memories in people's heads).
It seems therefore that at least these two aspects need improvement. The
third one, of course, as usual, relates to the source of the problems that
learners are asked to resolve. What makes a learning-problem legitimate?
Ania Lian
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