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Article of Volume 3, Issue 3, September 2008

Context-oriented communication and the design of computer-supported discursive learning

Authors: Thomas Herrmann, Andrea Kienle

Abstract: Computer-supported discursive learning (CSDL) systems for the support of asynchronous discursive learning need to fulfil specific socio-technical conditions. To understand these conditions, we employed design experiments combining aspects of communication theory, empirical findings, and continuous improvement of the investigated prototypes. Our theoretical perspective starts with a context-oriented model of communication which is—as a result of the experiments—extended by including the role of a third-party such as a facilitator. The theory-driven initial design requirements lead to the CSCL-prototype, KOLUMBUS, emphasizing the role of annotations. In KOLUMBUS, annotations can be immediately embedded in their context of learning material. Practical experience with the prototype in five cases reveals possibilities for implementing improvements and observing their impact. On this basis, we provide guidelines for the design of CSDL systems that focus on the support of asynchronous discursive learning.

Keywords: Communication, Facilitation, Design of CSCL-systems, Evaluation

Citation: Herrmann, T. & Kienle, A. (2008) Context-oriented communication and the design of computer-supported discursive learning. ijcscl 3 (3)

DOI: 10.1007/s11412-008-9045-5

Preprint: Acrobat-PDF herrmann_kienle_3_3.pdf

About this article at springerlink.com [http://dx.doi.org/10.1007/s11412-008-9045-5] including a link to the official electronic version.