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Extra resources for The Role of Technology in CSCL: Studies in Technology Enhanced Collaborative Learning (Computer-Supported Collaborative Learning Series)
As described above an IPoC is automatically added to the PoC-Pool as soon as the learner runs into a cooperative unit as defined by the course structure. When a learner wants to execute the IPoC he or she initiates the group formation process. The system then identifies potential partners which satisfy the requirements for participation. The requirements can be defined as being in the same course and having the same IPoC in the PoC-Pool but not yet executed. Depending on the cooperation mode an additional requirement might be to be online at the moment.
For 42 M. -R. Pfister example, the system could ask those learners first to join the group who have a distance to the IPoC similar to the learner initiating the collaboration. 6. CONCLUSION This paper presents a novel approach to classify cooperative learning activities and to integrate cooperation systematically into web-based courses. The notion of Points of Cooperation (PoC) is introduced, and especially Intended Points of Cooperation (IPoCs) are analysed in more detail. The comparison with traditional web-based training shows a significant increase in possibilities to achieve and convey knowledge, and to apply different methods and media in web-based learning scenarios.
Since IPoCs are defined as knowledge units by the author during the authoring process, cooperative learning becomes an integrated part of each course. However, the actual instantiation of a Point of Cooperation is a non-trivial task: participants need to be selected according to appropriate criteria, matching communication tools have to be activated, the PoC execution has to be controlled in keeping with time and budget constraints, and the results of the cooperation processes need to be handled.