Collaborative planning for problem solution in distance learning

• M.A. Redondo ^[1] ; C. Bravo ^[1] ; J. Bravo ^[1] ; M. Ortega ^[1]
  1. [1] Universidad de Castilla – La Mancha – Spain
• Localización: Computers and education in the 21st century / Manuel Ortega Cantero (ed. lit.), José Bravo Rodríguez (ed. lit.), 2000, ISBN 1-280-20019-7, págs. 263-274
• Idioma: inglés
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• Resumen

  • Today, in a great number of situations and teaching experiences aided by acomputer (distance or present), such computer is only a passive element.During the teaching session, the work plan is designed by the teacher. Theteacher selects the appropriate environment for the concepts to study. This wayof work does not envisage the possibility of the learner being alone actingwith the computer. With the use of design environments, a fusion of themonitoring of the learner together with the learning by discovery is achieved.We establish a pedagogic organisation of the domain that will be based on thestructuring of the domain concepts, the relationships between them, theadaptability of the cognitive abilities of the learner (difficulty levels onlearning), abstraction of the knowledge, and so on. This structuring makesplanning of the teaching–learning session possible. In this paper we presentsome tools that facilitate the planning design in a collaborative way in learningcommunities, where the students provide their partial view of the problem andof the solution. We employ as study domain the design of domoticinstallations, that is to say, the design of installations for the integral buildingautomation.