Assessment of (Computer-Supported) Collaborative Learning
Assessment
of (Computer-Supported)
Collaborative
Learning
Abstract:
Within the
(Computer-Supported) Collaborative Learning (CS) CL research community; there
has been an extensive dialogue on theories and perspectives on learning from
collaboration, approaches to scaffold (script) the collaborative process, and
most recently research methodology. In contrast, the issue of assessment of
collaborative learning has received much less attention. This article discusses
how assessment of collaborative learning has been addressed, provides a
perspective on what could be assessed, and highlights limitations of current
approaches. Since assessment of collaborative learning is a demanding
experience for teachers and students alike, they require adequate computer-supported
and intelligent tools for monitoring and assessment. A roadmap for the role and
application of intelligent tools for assessment of (CS) CL is presented
Existing
System:
·
The existing system will not discuss the
problem of assessment of collaborating learning.
·
A roadmap for the role and application
of intelligent tools for assessment of (CS) CL is not presented in the existing
system.
·
Two basic CL principles were introduced
early-on to ensure that all members contribute to the group: individual accountability
and positive (goal) interdependence.
Proposed
System:
·
Proposed system discusses how assessment
of collaborative learning has been addressed provides a perspective on what
could be assessed.
·
This paper provides a roadmap for the
role and application of intelligent tools for monitoring and assessment of (CS)
CL.
·
There are roughly two dominant foci in
(CS) CL research:1) understanding (successful) CL practices, and 2) determining
effective conditions for (successful) CL.
·
Assessment of (CS) CL is a challenging
endeavor. It involves multiple processes and outcomes at multiple levels by
STRIJBOS: ASSESSMENT OF (COMPUTER-SUPPORTED) COLLABORATIVE LEARNING multiple
agents.
·
This proposed system might be conceived
as premature.
·
We can make the assessment of CL less
complex, less demanding, and more worthwhile for teachers and students.
·
We have the rudimentary components, all
that is left is to figure out how they can be applied, adapted, and further
developed to meet the needs of teachers and students
KEYWORDS:
Generic Technology Keywords: Database,
User Interface, Programming
Specific Technology Keywords: C#.Net,
ASP.Net, MS SqlServer-08
Project Keywords: Presentation, Business Object, Data Access Layer
SDLC Keywords: Analysis, Design, Code, Testing, Implementation, Maintenance
SYSTEM
CONFIGURATION
HARDWARE
CONFIGURATION
|
S.NO
|
HARDWARE
|
CONFIGURATIONS
|
|
1
|
Operating System
|
Windows 2000 & XP
|
|
2
|
RAM
|
1GB
|
|
3
|
Processor (with Speed)
|
Intel
Pentium IV (3.0 GHz) and Upwards
|
|
4
|
Hard Disk Size
|
40 GB and above
|
|
5
|
Monitor
|
15’ CRT
|
SOFTWARE
CONFIGURATION
|
S.NO
|
SOFTWARE
|
CONFIGURATIONS
|
|
1
|
Platform
|
Microsoft Visual Studio
|
|
2
|
Framework
|
.Net Framework 4.0
|
|
3
|
Language
|
C#.Net
|
|
4
|
Front End
|
Asp.net, html
|
|
5
|
Back End
|
SQL Server 2008
|
Categories:
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