デジタル大学:学習環境の設計(第2版)<br>The Digital University, Building a Learning Community (Computer Supported Cooperative Work (CSCW)) (2002. XIX, 252 p. w. 29 figs. 23,5 cm)

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デジタル大学:学習環境の設計(第2版)
The Digital University, Building a Learning Community (Computer Supported Cooperative Work (CSCW)) (2002. XIX, 252 p. w. 29 figs. 23,5 cm)

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基本説明

Contents: Managing Distance Learning - New Challenges for Faculty; Managing Tertiary Education in a Global Virtual Environment; Support for Authoring and Managing Web-Based Coursework; and more.

Full Description


This is the thoroughly revised second edition of one of the first books to provide an overview of how key aspects of university life - such as teaching, academic research, administration, management and course design - are being affected by digital and web-enabled technologies. More than three-quarters of the material has been revised and updated. Still further, three new chapters now address the following aspects: the virtual classroom, vicarious learning, and educational metadata. The main body of the text focuses on asynchronous collaboration by examining the following four key topics: principles, experiences, evaluation, and benefits. A timely and up-most important guide to all aspects of modern university education in the digital age.

Table of Contents

The Contributors                                   xiii
Foreword xvii
Introduction 1 (6)
The Need 1 (1)
The Solution 2 (1)
The Structure of the Book 3 (4)
Universities, Dearing, and the Future 7 (20)
Collaborative Tasks 8 (8)
Teaching 8 (3)
Research 11 (1)
Support 12 (1)
Administration 13 (1)
Comment 14 (2)
The Future of Higher Education: The Dearing 16 (8)
Report
Teaching 16 (2)
Administration 18 (1)
The Changing Face of Higher Education 19 (3)
Comment 22 (2)
Conclusion 24 (3)
References 25 (2)
Managing Distance Learning: New Challenges 27 (14)
for Faculty
Introduction 27 (1)
A New Management MindSet 28 (1)
A New Style of Management 29 (1)
Managing Metaphor 30 (1)
Managing Meaning 31 (2)
Managing Culture 33 (1)
Managing Roles 33 (2)
Managing Time 35 (1)
Managing Awareness 36 (1)
Managing Collaboration 36 (1)
Managing Faculty Development 37 (1)
New Centers of Learning 38 (3)
References 38 (3)
Collaborative Interactions in Support of 41 (16)
Learning: Models, Metaphors and Management
Introduction 41 (1)
A Model of the Interaction Space 42 (5)
Teaching Theaters become Stages for 42 (2)
Collaboration
Collaborative Spaces 44 (3)
Metaphors and the HyperCourseware Prototype 47 (5)
HyperCourseware Prototype 48 (2)
Interface Design for Collaboration 50 (2)
Policies for Managing Learning Activities 52 (3)
Conclusion 55 (2)
References 55 (2)
Managing Tertiary Education in a Global 57 (14)
Virtual Environment: Networked Educational
Management
Introduction 58 (1)
Conventional Educational Management 59 (1)
New Forms of Educational Management 60 (1)
New Forms of Private Enterprise Management 61 (1)
Networked Educational Management 62 (4)
Networking 63 (1)
Globalization 64 (1)
Flexibility 64 (1)
Boundary Orientation 65 (1)
Conclusion 66 (5)
References 67 (4)
Eclass 71 (24)
Introduction 71 (5)
An Overview of eClass 72 (2)
Motivation 74 (2)
Definition of Terms, Roles, and Activities 76 (3)
Roles 76 (1)
Situation 76 (1)
Tools 77 (1)
Tasks and Activities 77 (1)
What eClass Supports, and the Assumptions 78 (1)
eClass Makes
eClass in Detail 79 (9)
The eClass Model of the Classroom 79 (2)
The Tools of eClass 81 (7)
Evaluation Results 88 (2)
Students Find eClass Worthwhile 89 (1)
Students Take Less Notes 89 (1)
eClass Does Not Encourage Skipping 90 (1)
Augmentation of Pen and Paper Notes is 90 (1)
Worth the Effort
What Can Be Improved 90 (2)
Conclusion 92 (3)
References 93 (2)
Learning Gains in a Multi-User Discussion 95 (18)
System Used with Social Science Students-the
Comentor Experience
Introduction 95 (1)
Muds and Moos 96 (3)
Definition 96 (1)
Educational MUDs and MOOs 97 (2)
Pedagogy in MUDs and MOOs 99 (1)
coMentor 99 (7)
Introduction to coMentor 99 (2)
CoMentor Design Philosophy 101 (2)
Evaluation 103 (1)
Results 104 (2)
Extending the Spatial Metaphor of Rooms 106 (2)
VLE Interoperability 108 (5)
References 110 (3)
The Application of Business Groupware 113 (12)
Technologies to Support Collaborative
Learning With Face-to-Face Students
Educational Context 114 (1)
Computer Supported Collaborative Learning 114 (1)
Other Relevant MBA Experiences 115 (1)
Specific Context 115 (1)
Specific Pedagogic Objectives 116 (1)
Design Considerations 117 (1)
The Exercise 117 (1)
Post-Exercise Phase 118 (1)
Practical Problems 119 (1)
Benefits 119 (1)
Generic team Skills 120 (1)
Roles of Asynchronous Participants 120 (1)
Groupware Issues: Web and Notes Facilities 121 (1)
Were the Educational Objectives Achieved? 121 (1)
The Future 122 (1)
Conclusions 123 (2)
References 123 (2)
A Review of the Use of Asynchronous E- 125 (14)
Seminars in Undergraduate Education
Introduction 125 (1)
Benefits of E-Seminars 126 (3)
Enhanced Student Interaction 126 (1)
Critical Reflection 127 (1)
Enhanced Team and Communication Skills 128 (1)
Access to New Ideas, Perspectives and 129 (1)
Cultures
Issues that Require Further Research 129 (5)
Student Motivation to Participate in 129 (1)
E-Seminars
Assessment of E-Seminar Discussions 130 (1)
The Role of Student Individual Differences 131 (3)
Best Practice Guidelines 134 (2)
Group Size and Composition 134 (1)
Moderation and Lecturer Presence 134 (1)
Requirements for Participation and 135 (1)
Assessment
Technical Issues 135 (1)
Group Atmosphere 135 (1)
Conclusion 136 (3)
References 136 (3)
Support for Authoring and Managing Web-Based 139 (28)
Coursework: The Taco Project
Introduction 140 (2)
Background 142 (4)
Requirements for a Web-Based Coursework 143 (3)
System
The Taco System 146 (6)
The Taco Authoring Interface 149 (1)
The Taco Student Interface 150 (2)
Results From the Pilot Study 152 (2)
Evaluation by Lecturers 152 (1)
Evaluation by Students 153 (1)
Observation on Student Behavior 154 (1)
Evaluation of Taco in Continuing Use 154 (2)
Improvements Identified During the Trials 156 (3)
User Interface 156 (1)
The Process of Authoring Coursework 156 (1)
Coping with Distributed System 157 (1)
Environments in HEIs
Participatory Design in the Development 158 (1)
of Educational Technology
Conclusions 159 (8)
References 161 (2)
Appendix A: List of Requirements for a 163 (1)
Web-Based System
Question Types 163 (1)
Confidence Assessment 164 (1)
Marking Schemes 164 (1)
Feedback to Student 164 (1)
Assignment Types 164 (1)
Authoring Assignments 165 (1)
Reports and Feedback to Lecturers 165 (1)
Security 166 (1)
Using Lotus Notes for Asynchronous 167 (14)
Collaborative Learning and Research
Asynchronous Collaboration 167 (1)
Academic Courses 168 (2)
Professional Development for Practicing 168 (1)
Management Developers
A Modular Programme for the Development 169 (1)
of Learning Technology Professionals
Second Year Law Undergraduates 169 (1)
Research and Professional Network Support 170 (2)
Student Accounts of Residence Abroad 170 (1)
PASOLD Database 171 (1)
Public Health Research & Development 171 (1)
Network
User Configurable Webs 171 (1)
Asynchronous Information Sharing 172 (1)
Teaching Developments Database 172 (1)
Scholarly Activities 172 (1)
Lancaster University (LU) News 172 (1)
Support Issues 173 (2)
Administration 173 (2)
Problems Encountered in Supporting Distance 175 (3)
Learner Use of Notes
Replication 176 (1)
The Groupware Mindset 176 (1)
Hardware 177 (1)
Development versus Stability 177 (1)
Advantages of Using Notes to Support 178 (3)
Learners
References 178 (3)
Quality of Use of Multimedia Learning 181 (12)
Systems: Practical Considerations
Introduction 181 (1)
Learning Effectiveness Versus Quality of Use 182 (1)
Engineering Quality of Use Following ISO 13 183 (6)
407
Plan the Human Centered Process 184 (1)
Specify the Context of Use 184 (2)
Specify the User and Organizational 186 (1)
Requirements
Produce Design Solutions 187 (1)
Evaluate Designs Against User Requirements 188 (1)
A Case Study in Quality of Use 189 (2)
A Guide to Available Tools and Methods 191 (2)
References 192 (1)
Design for Motivation 193 (10)
Are Objectives Clear and Meaningful? 193 (2)
Is Assessment Relevant? 195 (1)
Are Learning Activities Student-Centered? 196 (1)
Do We Form a Learning Community? 196 (2)
Do Online and Real-Life Activities 198 (1)
Interplay?
Is Students' Motivation Directly Addressed? 199 (1)
Are Teachers Motivated? 199 (1)
Are Learning Technologies Wisely Used? 200 (1)
Are Challenges Big Enough and Worthwhile? 201 (2)
References 202 (1)
Educational Metadata: Friendly Fire? 203 (12)
Introduction 203 (2)
Metadata 203 (1)
Education and Metadata 204 (1)
The MALTED Project 204 (1)
The Malted System 205 (1)
System Architecture of MALTED 205 (1)
Handling Metadata in Malted 206 (4)
Searching via Metadata 207 (1)
Tagging Material with Metadata 207 (2)
Malted Metadata Interface 209 (1)
Discussion 210 (2)
Material Usage and Metadata 210 (2)
Conclusion 212 (3)
Technical Implementation 212 (1)
Metadata Schema 212 (1)
Future Work 213 (1)
References 213 (2)
Learning Activities in a Virtual Campus 215 (14)
Context of the Work 215 (1)
Platform Services 216 (4)
The Virtual Desktop 216 (1)
The Enrolment Service 217 (1)
The Workgroup Service 218 (1)
The Work Organization Service 219 (1)
The Delivery Service 220 (1)
Delivery Service 220 (4)
Describing the Learning Resource 220 (1)
LOM as the Basis of Notice Design 221 (3)
Supporting the Learning Activities 224 (1)
Conclusion 225 (4)
References 226 (3)
The Relevance and Impact of Collaborative 229 (18)
Working for Management in a Digital University
Management Issues 230 (1)
A View on the Development of Management 231 (1)
Thinking
The Balance of Power Between Competition 231 (1)
and Cooperation
Demands on Universities 232 (2)
The Problems of Managing HE in the Late 232 (1)
20th Century
Asynchronous Working Requires a Culture 233 (1)
Shift in Management Thinking
The Way in Which Collaborative Working 234 (1)
Might Impact A University
Features of a ``Collaborative University'' 234 (1)
Characteristics of a Digital University 235 (5)
Information must be Accurate, Appropriate 236 (1)
and Available
Contribution of the Internet 237 (1)
Example of a Process Based on 237 (1)
Collaborative Working: No. 1 Staff
Recruitment
Example of a Process Based on 238 (1)
Collaborative Working: No. 2 Course
Development
Example of a Process Based on 239 (1)
Collaborative Working: No. 3 Research
Management
The Process for Developing Collaborative 240 (3)
Working Using Electronic Information Systems
How to Build Information Structures for 240 (1)
Collaborative Institutions
Technical Infrastructure for 241 (2)
Collaborative Management
Where Previous Management Theories Might be 243 (3)
Absorbed within the Broader Concept of
Collaborative Working
Relationship with Representative 244 (2)
Management Philosophies
Conclusions 246 (1)
Acronyms 247 (2)
Index 249