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Research has demonstrated the added value of Group Support Systems (GSS) when they are applied under the right circumstances. However, the design of a GSS session remains a complex task and is vital for successful intervention using the technology. GSS supported sessions are dynamic and mostly unpredictable events, and preparation is therefore difficult.(More)
When new technologies come to market they seem to improve the efficiency of existing structures, procedures and processes in the areas of application. Technologies never seem to overthrow paradigms and principles in the first place. However information and communication technologies have appeared to be a Trojan horse as soon as young children have grown up(More)
In the design of a Telematic Learning Environment (TLE) in which student teachers learn collaboratively, we consider three clusters of design elements as important: the Telematic Work Environment, the guidance of the instructor and the task instruction. We will have a look at the way group and task behaviour, triggered by these design elements influence the(More)
Web 2.0 Personal Learning Environments (PLEs) are becoming a promising area of development in eLearning. While enhancing students' control over the entire learning process including constructing learning environment appears to be an essential objective of introducing Web 2.0 PLEs to education, there is little consensus on how to attain this objective. In(More)
Social tagging is a relatively new type of social software that stores user-generated textual keywords to describe a resource or aspects of that resource. In this paper we explore the mechanisms that social tagging can trigger to change the behavior of knowledge workers. We argue that social tagging has the potential to activate mechanisms of connection(More)
In recent educational literature, it has been observed that improving student’s control has the potential of increasing his or her feeling of ownership, personal agency and activeness as means to maximize his or her educational achievement. While the main conceived goal for personal learning environments (PLEs) is to increase student’s control by taking(More)
The use of tele-guidance environments with student teachers and their teacher educators was implemented during teaching practice and evaluated for four European teacher education programmes in the REFLECT project. Tele-guidance can be contrasted with more common supervision methods such as face-to-face meetings between the student teachers and the(More)