Abstract
This chapter explores some transversal methodological dimensions.
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Notes
- 1.
Newell, A. (1982). The Knowledge Level. Artificial Intelligence, 18(1), 87–127.
- 2.
Murray, T. (1999). Authoring Intelligent Tutoring Systems: An Analysis of the State of the Art. International Journal of Artificial Intelligence in Education, 10, 98–129.
- 3.
To explore the notion of indirect design in the context of CSCL see Jones, C., Dirckinck-Holmfeld L. & Lindström, B. (2006). A relational, indirect, meso-level approach to CSCL design in the next decade. International Journal of Computer-Supported Collaborative Learning, 1(1), 35–56.
- 4.
An issue in TEL is the noise created by simplifications, misconceptions and false ideas related to the fact that it may be addressed, and is often addressed, on the basis of uninformed idiosyncratic views, typically related to personal experiences or anecdotes.
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Tchounikine, P. (2011). Methodological Considerations. In: Computer Science and Educational Software Design. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-20003-8_8
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DOI: https://doi.org/10.1007/978-3-642-20003-8_8
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