Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3382
Title: Fostering Collaborative Problem Solving for Pupils with Cognitive Disabilities
Authors: Lingnau, Andreas
Zentel, Peter
Cress, and Ulrike
Issue Date: Jul-2007
Publisher: International Society of the Learning Sciences, Inc.
Citation: Lingnau, A., Zentel, P., & Cress, a. (2007). Fostering Collaborative Problem Solving for Pupils with Cognitive Disabilities. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 1 (pp. 447-449). New Brunswick, NJ, USA: International Society of the Learning Sciences.
Abstract: Verbal communication, particularly the ability to give directions and understand them, is a key not only for learning but also for every day life. Since one main objective of schools for pupils with cognitive disability is to prepare them to manage their every day life on their own as much as possible, we expect that teaching pupils to learn and work collaboratively by sharing tasks and give directions to each other will support this process and provide them in becoming more independent. In this paper we will present a short study and approaches we have elaborated to increase quality and quantity of users' contributions and foster verbal communication between pupils in collaborative problem solving tasks.
URI: https://doi.dx.org/10.22318/cscl2007.447
https://repository.isls.org//handle/1/3382
Appears in Collections:CSCL 2007

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