17 research outputs found
The “Edutab Box”: A Computer-Supported Collaborative Learning System — Practical Activities and Future Directions
Development of the Assessment Design and Delivery of Collaborative Problem Solving in the Assessment and Teaching of 21st Century Skills Project
Dream Lucidity
In this paper, the authors examine digital environments as a learning spaces and site of extended cognition by demonstrating the presence of active learning in both video games and their linked online collaborative communities. The authors use Shaun Gallagher\u27s theory of extended mind to posit the notion that the shared cognitive space created in the game between creator and player can be extend to include many others through the digital communities of those players though gaming literacy. The authors conducted a think-aloud protocol with participants playing Yume Nikki, a minimalist Japanese indie game, then reading materials on hikikomori, a condition the creator is believed to have. They conclude from their results that active and creative learning of human communities should not be undervalued when designing virtual environments even when the environment is single-player
Rethinking expertise in the web 2.0 era: Lessons learned from project durian
Social software facilitates the linking of people in unprecedented ways and leads to new knowledge creation and application practices. Even though expertise remains an important constituent of these practices, there is a knowledge gap in the literature regarding its role. This chapter was written with the aim of filling this gap by using Project Durian as a case study. Project Durian presented a unique opportunity to study expertise as mediated by social software because it involved both social software and various layers, forms, and configurations of expertise. In this chapter, data from Project Durian are used to examine the outsourcing of tasks and the role that social software played in that outsourcing. Data analysis indicated that, in the hybrid practice that was established, expertise was spatio-temporally distributed, involved individuals with a broad range of skills, facilitated the crossing of disciplinary boundaries, and was renegotiated. The implications of these findings for expertise in the Web 2.0 era are discussed. © 2013, IGI Global