Elsebeth K. Sorensen (
eks@hum.auc.dk)Aalborg University; Dept. of Communication; Langagervej 8;
DK-9220 Aalborg Oest, Denmark.Tel. 45 9635 9077; Fax. 45 9815 9434.
Eugene S. Takle (
gstakle@iastate.edu)Iowa State University; International Institute of Theoretical and Applied Physics; Agronomy Hall; Ames IA 50011;
Iowa; US. Tel. 515-294-9871; Fax 515-294-2619
Abstract:
Networked computers and methods of distance
learning are increasingly being used to meet the growing educational need
for lifelong learning on flexible conditions. Transcendence of constraints is at many levels a key element in the
tapestry of expectations to the implementation of ICT in processes of
collaborative learning: transcendence of the limitations imposed on
collaboration through the parameter of time; transcendence of distances
enabling global access to learning resources hitherto unknown;
transcendence of cultures connecting people across national borders, and
transcendence of disciplines allowing for design of more holistic,
problem-oriented processes of learning in virtual environments. "Learning
Together Apart" (Kaye 1992, pp. 1) could be a suitable slogan for the
expectation to learning through ICT now and in the future. This paper reports on the outcome of a cross-disciplinary and
international collaboration between two web-based courses, which - each
in their way, as well as jointly - mirror an attempt (through the use of
two types of ICT) to transcend and collaborate, not only across
disciplines, but also across national borders, and to deal with the
establishment of a dimension of practice in their learning processes: a
Danish Distributed CSCL course - from the faculty of humanities - on how
to design teaching and learning in pedagogically appropriate ways using
ICT-technology (i.e. the whole research area of CSCL), and an American
mixed-mode CSCL course (on-campus and web-delivered) - from the
faculty of Sciences - on global environmental issues. Distributed collaborative learning in virtual environments generally
takes place through the learner's manipulation of symbols (e.g. text,
graphics, pictures, video, etc.) (Sorensen, 1993). To establish a
dimension of practice in virtual learning processes may be a complex
task, which perhaps either requires the integration of CSCL tools (e.g.
shared whiteboard, shared document tools, etc.) or the use of online
simulation (i.e. virtual practice). But there is also the possibility of
achieving a dimension of practice through cross disciplinary
collaboration between courses. The overall intention behind the collaboration has been "mutual
learning" and the dissemination of knowledge across both disciplines and
national borders. In very broad terms, the Danish course is an example of
what it teaches, and the collaboration has brought a dimension of
virtually based "practice" and of "reflection in practice" into the
Distributed CSCL situation of the Danish students. As for the American
course, some pedagogical aspects of the Global change course were
evaluated using the pedagogical tools within the course itself, and the
designers enjoyed the benefit of feedback from the Danish students on
design, delivery and pedagogical techniques. The collaboration has implied a transcendence of both geographical and
conceptual borders. First, a transcendence of geographical borders,
enabling knowledge dissemination and access to learning resources in a
global sense. Second, the collaboration has implied a cross-disciplinary
dimension. Finally, the collaboration has crossed also the strong and
traditional borders between the Sciences and the Humanities. From the perspective of CSCL-technology, we intersected two ICT-tools
within the cross-disciplinary, collaborative learning context (the web
and videoconferencing) to explore their synergism.
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Theme: Future visions
Topic category: 1) Pedagogic issues and educational design, 2) use of technologies