Advertisement

Collaborative Dialogue Technologies in Distance Learning

  • M. Felisa Verdejo
  • Stefano A. Cerri
Conference proceedings

Part of the NATO ASI Series book series (volume 133)

Table of contents

  1. Front Matter
    Pages I-XIV
  2. Introduction

    1. M. Felisa Verdejo, Stefano A. Cerri
      Pages 1-7
  3. Pedagogy and Learning Experiences

    1. Front Matter
      Pages 9-9
    2. Morten Flate Paulsen, Beatriz Barros, Peter Busch, Benita Compostela, Mirabelle Quesnel
      Pages 11-20
    3. Thore Danielsen
      Pages 21-32
    4. Gary Alexander, Paul Lefrere, Steve Matheson
      Pages 65-77
    5. Henk Ellerman, Ad Schellekens, Willibrord Huisman
      Pages 78-96
    6. A. Sousa Pereira, J. Arnaldo Martins, J. A. Veiga Pires
      Pages 109-116
  4. Models and Systems

    1. Front Matter
      Pages 117-117
    2. Christian Lemaître, Victor Germán Sánchez, Cristina Loyo
      Pages 126-141
    3. José Cuena, Ana García-Serrano, M. Felisa Verdejo
      Pages 142-155
    4. André Boder, Christine Gardiol
      Pages 202-209
    5. Encarna Pastor, Gonzalo Sánchez, Javier Alvarez
      Pages 258-269
    6. Mette Ringsted, Finn Grønbæk, Peter Busch, Hanne Shapiro
      Pages 270-281
    7. Antonio Ulloa, Antonio De Girolamo, Stephen Delaney
      Pages 282-290
  5. Back Matter
    Pages 291-298

About these proceedings

Introduction

In April 1993, an interdisciplinary NATO Advanced Research Workshop on "Collaborative dialogue technologies in distance learning" was held in Segovia, Spain. The workshop brought together researchers in fields related to distance learning using computer-mediated communication. The statement of justification of the NATO ARW follows hereafter. Justification of the NATO Advanced Research Workshop on Collaborative Dialogue Technologies in Distance Learning Computer Mediated Communication (CMC) systems have features that reduce some temporal, physical and social constraints on communication. Theories of communication have shifted from viewing communication as a linear transmission of messages by a sender to a receiver, to viewing it as a social paradigm, where individuals are actors in a network of interdependent relationships embedded in organizational and social structures. Recent research focuses on models of information-sharing to support not only the activities of individuals but also the problem-solving activities of groups, such as decision-making, planning or co­ writing. This area of research is called Computer Supported Cooperative Work (CSCW). The Artificial Intelligence (AI) approach uses knowledge-based systems to enhance and facilitate all these processes, including the possibility of using natural language. The traditional model of distance education places a strong emphasis on indepen­ dent study, supported by well developed learning materials. This model can be characterized as one-way media. However, the potential of CMC to provide better guidance to the student in Higher Distance Education has been quickly recognized for at least two kind of activities: information sharing and interaction.

Keywords

Collaborative Learning Computer Computer Conferencing Computerkonferenz Dialogmodellierung Dialogue Modelling Distance Education Distance Learning Gruppenarbeit Gruppenlernen Multimedia architecture communication istance education learning

Editors and affiliations

  • M. Felisa Verdejo
    • 1
  • Stefano A. Cerri
    • 2
  1. 1.Departamento de Ingeniería Eléctrica, Electrónica y de Control Escuela Técnica Superior de Ingenieros IndustrialesUniversidad Nacional de Educacion a DistanciaMadridSpain
  2. 2.Dipartimento di Scienze dell’ InformazioneUniversità di MilanoMilanoItaly

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-642-57899-1
  • Copyright Information Springer-Verlag Berlin Heidelberg 1994
  • Publisher Name Springer, Berlin, Heidelberg
  • eBook Packages Springer Book Archive
  • Print ISBN 978-3-642-63394-2
  • Online ISBN 978-3-642-57899-1
  • Buy this book on publisher's site