Reading+overviews

- M. D. Merrill & C. G. Gilbert (2008) · ** Learner centred ** – guided, carefully sequenced progression of problems. Students taught component skills and progress through to solving real-world tasks. · ** Problem centred ** – minimal guidance in problem solving. · ** Peer learning ** - students teach and learn from each other. Works best when provided with scaffolding, structured questions and evaluation rubrics. · ** Peer interaction in a problem-centred approach ** – activation, demonstration and application allows mental models with peer interaction and integration. Requires deeper processing and more careful examination of assumptions. · ** Peer integration without progression of problems ** – requires associative memory much like the dissemination of information not linked to the activation of mental models. · ** Progression of real ** -**world problems –** far more effective when peers interact to solve a progression of real-world problems. Allows learners to adapt mental models to new problems and peer critique causes more flexibility and fine-tuning. · ** Activation principle ** – learners activate previously acquired schema. · ** Demonstration principle ** – learners see the solution of complex tasks through guidance and posed questions. · ** Application principle ** – learners apply gained knowledge and skills to solve new complex, ill-structured problems. · ** Integration principle ** – constructive peer criticism recommending possible improvements.
 * Effective peer interaction in a problem-centred instructional Strategy **

4. Helps in the formation of identity with members feeling part of the crucial aspects of learning in organisations.
==== 5. Vertical and horizontal communities both operate in business and other situations. Whilst being part of both learners can share knowledge independent of reporting relationships through professional associations etc. ====

** Knowledge Networks **
==== · People maintain a knowledge network that they call upon resources to help when they require assistance. The form of networks can vary from: - email lists, IM lists, discussion threads, chatrooms, Web conferencing, Knowledge network building tools and blogs. ====

Two main questions posed:

 * ==== Did the students learn? ====
 * ==== Does the technology adequately support the students’ collaboration? ====

The intersubjective space must hold collaboratively learning together like glue. Depending on the problem activity either:

 * ==== Tightly coupled activities. ====
 * ==== Loosely coupled activities. ====

Two factors which make management of the intersubjective space difficult:

 * ==== Communication ====
 * ==== Coordination ====

WDP (WikiDesignPlatform) provides a suite of awareness, navigational, communicative and analysis components and scaffolds.
==== HCI (Human-Computer Interaction), scaffolding design to support student collaboration, which may include, checklists, surveys and prototypes to assist focus and problem solving in collaborative learning. ====

Transcripts provide a range of theoretical and practical functions:

 * 1) ==== Teaching on experimental design and methods. ====
 * 2) ==== Students’ participation in data collection. ====
 * 3) ==== Experience in data collection, participation and reflection in collaborative activities. ====
 * 4) ==== Concrete data for exploring and evaluating a theoretical framework. ====
 * 5) ==== A source of design problems and for design innovation. ====
 * 6) ==== Teaching and practicing various kinds of analysis methods. ====
 * 7) ==== A shared repository of data. ====
 * 8) ==== A basis for classroom discussion. ====


 * Summary ** The technology is easy to use, co-editing documents and automatic publication is a standard feature of wikis. Students feel they own and control the workspace. Also, the ability to customise, preformat and provide scaffolding for interactions make it a productive framework.