Teacher and Developer: A Compromise for the Creation of CSCL Applications
César Osuna, Universidad Autonoma de Guadalajara ; Yannis Dimitriadis, Alejandra Martinez, Rocio Anguita, Universidad de Valladolid, Spain
Society for Information Technology & Teacher Education International Conference, in Norfolk, VA ISBN 978-1-880094-41-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
In this paper we present a methodology that reduces the level of complexity when analyzing, designing and evaluating technology-based collaborative learning applications. Its main characteristics are the agreement or compromise reached by teachers and developers in the creation of those applications and the interaction between both roles. The above-mentioned methodology is based on iterative and participative analysis, progressive design and collaborative evaluation. The analysis is performed by means of the presentation of a series of five templates that comprise and model the domain of a collaborative learning situation and Design is supported by a class model. The validation process is attained through usability-based techniques. The methodology is part of the DELFOS project (A Description of tele-Educational Layer Framework Oriented to Learning Situations).
Osuna, C., Dimitriadis, Y., Martinez, A. & Anguita, R. (2001). Teacher and Developer: A Compromise for the Creation of CSCL Applications. In J. Price, D. Willis, N. Davis & J. Willis (Eds.), Proceedings of SITE 2001--Society for Information Technology & Teacher Education International Conference (pp. 268-269). Norfolk, VA: Association for the Advancement of Computing in Education (AACE).