Networked Collaborative Learning Social interaction and Active Learning

The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCL's sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, a multidimensional model for the sustainability of NCL is proposed. The model is characterized by four dimensions: pedagogical approaches, e-teacher professional development, instructional design models and valuation/assessment approaches. Each of these dimensions is examined on the basis of the author?s direct experience gained through applying NCL to his university teaching.

Technology-enhanced learning and networked collaborative learning; The pedagogical dimension; The e-teacher professional dimension; The instructional design dimension; The evaluation and assessment dimension; Conclusions.

Guglielmo Trentin is senior researcher and project manager at the Institute for Educational Technology (ITD) of the Italian National Research Council (CNR). His studies have largely focused on the use of ICT in formal and informal learning. In this field he has managed several projects and scientific activities, developing technological applications and methodological approaches to support networked learning and knowledge sharing. He teaches Network Technology and Knowledge Flow at the University of Turin. He has published extensively on technology enhanced formal and informal learning.