You are here:

A Principle for CSCL Design: Emergent Division of Labor PROCEEDINGS

, National Institute of Multimedia Education, Japan ; , Kobe University, Japan ; , , Ibaraki University, Japan

EdMedia: World Conference on Educational Media and Technology, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper deals with an aspect of human activities that is referred to as emergent division of labor (EDL). This refers to the nature of collaboration wherein people interactively and contingently organize, maintain, and reorganize division of labor. The authors argue that this field of EDL is crucial for collaborative learning to serve as a rich repertory of learning opportunities. The practice of EDL is demonstrated with an ethnomethodological analysis of a collaborative learning scene in a face-to-face situation, and the conditions necessary to accomplish EDL are discussed based on the case. Furthermore, from the viewpoint of EDL, design principles of computer support for collaborative learning (CSCL) are proposed.

Citation

Kato, H., Mochizuki, T., Funaoi, H. & Suzuki, H. (2004). A Principle for CSCL Design: Emergent Division of Labor. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2652-2659). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved June 25, 2018 from .

Keywords

View References & Citations Map

References

  1. Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research, Helsinki: Orienta-Konsultiti.
  2. Fukui, M., Kato, H., Funaoi, H., Suzuki, H., Yamaguchi, E., & Inagaki, S. (2002) Effectiveness of the collaborative concept mapping system on supporting collaborative learn ing, Transactions of JSISE, 19(4), 292-297.
  3. Funaoi, H., Inagaki, S., & Yamaguchi, E. (2002). Improvement of a Collabor ative Concept Mapping Software to Reconstruct Learning Processes, In Proceedings of the 26th Annual Meeting of JSSE, 253-254. (In Japanese)
  4. Hutchins, E. (1990). The technology of team navigation; In Intellectual teamwork: social and technological foundatio n of cooperative work Lawrence Erlbaum Associates , 191-220.
  5. Kato, H., Yamazaki, K., Suzuki, H., Kuzuoka, H., Miki, H., & Yamazaki, A. (2002) Designing a video-mediated collaboration system based on a body metaphor, In CSCL2: Carrying Forward the Conversation. Lawrence Erlbaum Associates 409-423. Lave, J., Wenger, E. (1991). Situated learning: Legitimate Peripheral Participation, Cambridge University Press Levi-Strauss, C. (1966). The Savage Mind University of Chicago Press (Trd).
  6. Suzuki, H., Funaoi, H., Kato, H., Yamaguchi, E., & Inagaki, S. (2002). Enhancing collaborative learning through designing CSCL system that supports emergent division of labor, Proceedings of the 26th Annual Meeting of JSSE, 161-162. (In Japanese) Vygotzky, L.S. (1986). Thought and Language, MIT Press; Revised edition
  7. Yamazaki, K., Miki, H., Kuzuoka, H., Yamazaki, A., Kato, H., & Suzuki, H. (2003). Body and Mutuality: Body reconstruction in video communication space; In Cognitive Studies of Human-Artifacts Interactions; What is ‘Usability’? Kyoritsu Shuppan Co., Ltd., 75-98. (In Japanese)

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.