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Data-driven design for computer-supp...

Zheng, Lanqin.

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Data-driven design for computer-supported collaborative learning = design matters /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Data-driven design for computer-supported collaborative learning/ by Lanqin Zheng.
Reminder of title:	design matters /
Author:	Zheng, Lanqin.
Published:	Singapore :Springer Singapore : : 2021.,
Description:	xv, 162 p. :ill., digital ;24 cm.
[NT 15003449]:	Part 1 Data-driven Design for Computer-Supported Collaborative Learning Activities -- Chapter 1 A Framework for Designing Computer-Supported Collaborative Learning Activities -- Chapter 2 The Model and Method for Task Design in CSCL -- Chapter 3 Learning Analytics for CSCL Design -- Chapter 4 Data-Driven Design for Cognitive and Metacognitive Scaffolding in CSCL -- Chapter 5 Data-Driven Design for Online Collaborative Learning Environment -- Part 2 Implementation: Case Studies on CSCL Activities -- Chapter 6 Interest-Driven Creation Collaborative Learning Activities in Informal Learning Setting: A Case Study -- Chapter 7 Integrating Productive Failure into Collaborative Learning in a Programing Course: A Case Study -- Chapter 8 Facilitating Cross-Cultural Collaborative Learning through Group Awareness Environment: A Case Study -- Chapter 9 Promoting Higher-Order Thinking through Collaborative Peer Assessment: A Case Study -- Part 3 Assessment Design Decision Based on Design-Centered Approach in CSCL -- Chapter 10 Design-Based Research: Applications and Implications -- Chapter 11 An Innovative Method for Evaluating a Design Plan of CSCL Activity -- Chapter 12 An Innovative Approach to Evaluating the Consistence between Design and Implementation of CSCL Activities -- Chapter 13 Optimize CSCL Design Based on Design-Centred Approach.
Contained By:	Springer Nature eBook
Subject:	Education - Data processing. -
Online resource:	https://doi.org/10.1007/978-981-16-1718-8
ISBN:	9789811617188

Data-driven design for computer-supported collaborative learning = design matters /
Zheng, Lanqin.

Data-driven design for computer-supported collaborative learningdesign matters /[electronic resource] :by Lanqin Zheng. - Singapore :Springer Singapore :2021. - xv, 162 p. :ill., digital ;24 cm. - Lecture notes in educational technology,2196-4971. - Lecture notes in educational technology..

Part 1 Data-driven Design for Computer-Supported Collaborative Learning Activities -- Chapter 1 A Framework for Designing Computer-Supported Collaborative Learning Activities -- Chapter 2 The Model and Method for Task Design in CSCL -- Chapter 3 Learning Analytics for CSCL Design -- Chapter 4 Data-Driven Design for Cognitive and Metacognitive Scaffolding in CSCL -- Chapter 5 Data-Driven Design for Online Collaborative Learning Environment -- Part 2 Implementation: Case Studies on CSCL Activities -- Chapter 6 Interest-Driven Creation Collaborative Learning Activities in Informal Learning Setting: A Case Study -- Chapter 7 Integrating Productive Failure into Collaborative Learning in a Programing Course: A Case Study -- Chapter 8 Facilitating Cross-Cultural Collaborative Learning through Group Awareness Environment: A Case Study -- Chapter 9 Promoting Higher-Order Thinking through Collaborative Peer Assessment: A Case Study -- Part 3 Assessment Design Decision Based on Design-Centered Approach in CSCL -- Chapter 10 Design-Based Research: Applications and Implications -- Chapter 11 An Innovative Method for Evaluating a Design Plan of CSCL Activity -- Chapter 12 An Innovative Approach to Evaluating the Consistence between Design and Implementation of CSCL Activities -- Chapter 13 Optimize CSCL Design Based on Design-Centred Approach.

This book highlights the importance of design in computer-supported collaborative learning (CSCL) by proposing data-driven design and assessment. It addresses data-driven design, which focuses on the processing of data and on improving design quality based on analysis results, in three main sections. The first section explains how to design collaborative learning activities based on data-driven design approaches, while the second shares illustrative examples of computer-supported collaborative learning activities. In turn, the third and last section demonstrates how to evaluate design quality and the fidelity of enactment based on design-centered research. The book features several examples of innovative data-driven design approaches to optimizing collaborative learning activities; highlights innovative CSCL activities in authentic learning environments; demonstrates how learning analytics can be used to optimize CSCL design; and discusses the design-centered research approach to evaluating the alignment between design and enactment in CSCL. Given its scope, it will be of interest to a broad readership including researchers, educators, practitioners, and students in the field of collaborative learning, as well as the rapidly growing community of people who are interested in optimizing learning performance with CSCL.

ISBN: 9789811617188

Standard No.: 10.1007/978-981-16-1718-8doiSubjects--Topical Terms:

524970
Education
--Data processing.

LC Class. No.: LB1028.5

Dewey Class. No.: 371.334

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520 $a This book highlights the importance of design in computer-supported collaborative learning (CSCL) by proposing data-driven design and assessment. It addresses data-driven design, which focuses on the processing of data and on improving design quality based on analysis results, in three main sections. The first section explains how to design collaborative learning activities based on data-driven design approaches, while the second shares illustrative examples of computer-supported collaborative learning activities. In turn, the third and last section demonstrates how to evaluate design quality and the fidelity of enactment based on design-centered research. The book features several examples of innovative data-driven design approaches to optimizing collaborative learning activities; highlights innovative CSCL activities in authentic learning environments; demonstrates how learning analytics can be used to optimize CSCL design; and discusses the design-centered research approach to evaluating the alignment between design and enactment in CSCL. Given its scope, it will be of interest to a broad readership including researchers, educators, practitioners, and students in the field of collaborative learning, as well as the rapidly growing community of people who are interested in optimizing learning performance with CSCL.
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