Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4301
Title: Anchoring Discussions in Lecture: An Approach to Collaboratively Extending Classroom Digital Media
Authors: Abowd, Gregory D.
da Graca Pimentel, Maria
Kerimbaev, Bolot
Ishiguro, Yoshihide
Guzdial, Mark
Issue Date: Dec-1999
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Abowd, G. D., da Graca Pimentel, M., Kerimbaev, B., Ishiguro, Y., & Guzdial, M. (1999). Anchoring Discussions in Lecture: An Approach to Collaboratively Extending Classroom Digital Media. In Hoadley, C. M. & Roschelle, J. (Eds.), Proceedings of the Computer Support for Collaborative Learning (CSCL) 1999 Conference. Palo Alto, CA: International Society of the Learning Sciences.
Abstract: Collaborative environments typically provide a medium for realizing or capturing discussion. While valuable, the discussion is often decontextualized from the situation in which it makes sense. Anchored collaboration environments provide a mechanism for connecting collaboration to digital media content, such as Web-based syllabi and assignment descriptions. The most significant learning context in most classes is still the face-to-face whole class lecture or discussion. The Classroom 2000 project at Georgia Tech is capturing classroom experiences in multiple media: audio, video, presenter's slides, presenter's whiteboard markings, and students' notes. By connecting the Classroom 2000 captured lectures to a persistent collaboration space, we provide (a) a mechanism for asynchronous collaboration that is anchored in class contexts and (b) a means for treating class activity as persistent learning medium for later comment and collaborative extension. This paper describes a pilot study to create a collaborative discussion space anchored in captured classroom lectures.
URI: https://doi.dx.org/10.22318/cscl1999.1
https://repository.isls.org//handle/1/4301
Appears in Collections:CSCL 1999

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