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number of collaborative design patterns within
LAMS, reflecting essential collaboration methods,
namely: Brainstorming, Student Teams Achieve-
ment Divisions, Jigsaw, Group Investigation, Co-
op Co-op, Guided Reciprocal Peer Questioning,
Three Step Interview, Annotations, and Double
entry journal.
Based on the results of this field study, we also
plan to provide novices and teachers with extra
support in their attempts to design collaborative
online courses, namely: a) good examples of online
courses incorporating the previously mentioned
collaborative structures, b) engagement of teach-
ers in teams aiming to design collaborative online
collaborative courses, c) training teachers for col-
laborative online learning design by encouraging
them to participate as learners in teams within the
context of such courses. Finally, the use with real
teachers of the previously-mentioned collabora-
tion patterns - as implemented within LAMS - is
in our future plans. In this way, the effectiveness
of these patterns in the form of this specific
implementation could be explored.
ment essential learning designs and sequences of
collaborative learning activities.
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7. FUTURE RESEARCH DIRECTIONS
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We end this chapter with a brief note on the
implication of this study towards future research
directions in learning design, computer science
education and teacher education. Our study clearly
suggests that CS teachers need support in their
everyday teaching practices. To this end, more
research is needed to: (a) investigate the most
significant teaching weaknesses -especially for
CS teachers- through specific field studies (b)
form appropriate design patterns for teachers tak-
ing into account their needs (c) form and evaluate
sequences of learning activities appropriate for
the learning of Computer Science concepts in all
levels of education at the same time taking into
account the students' diversity and (d) investigate
ways of teacher education to encourage teachers
in general and CS teachers in particular, to imple-
Cohen, L., & Manion, L. (1989). Research methods
in education . London, UK: Routledge.
Dalziel, J. (2003). Implementing learning de-
sign: The learning activity management system
(LAMS ) . In Proceedings ASCILITE 2003:
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from http://www.ascilite.org.au/conferences/
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mean by collaborative learning? In Dillenbourg,
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computational approaches (pp. 1-19). Oxford,
UK: Pergamon.
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