Thats a unique idea.You should consider the following idea to enhance your idea so that it would impact uniquely:  present an analysis of a longitudinal case study whose aim was to understand the processes of integration of a face-to-face and networked collaborative learning technology and pedagogy into a secondary school history-geography classroom. Students carried out a sequence of argumentative tasks relating to sustainable development, including argument generation, sharing and elaboration, debate using a computer-mediated communication, and organization of arguments in a shared diagram. Students' interactions and diagrams re analysed in terms of degree and quality of argumentativity, as ll as catachresis (‘getting round’ the software to perform a non-prescribed task). Results run counter to positive systems of ideas and values concerning collaborative learning and its technological mediation in that the scenario did not meet its pedagogical aims, having to be abandoned before its planned end.  discuss possible explanations for this ‘failure story’ in terms of the articulation beten everyday, technology-related and educational discourse genres, with their associated social milieux, as ll as the social structure of the classroom. The relevance of these aspects for future attempts to integrate such technologies is discussed. In conclusion,  discuss a vision of learning that takes into account students who do not accept to play the educational game. © 2012 Wiley Periodicals, Inc.
['Michael Baker', 'François-Xavier Bernard', 'I. Dumez-Féroc']
I am writing a research paper on a idea Integrating computer-supported collaborative learning into the classroom: the anatomy of a failure
[{"from": "human", "value": "I am writing a research paper on a idea Integrating computer-supported collaborative learning into the classroom: the anatomy of a failure"}, {"from": "gpt", "value": "Thats a unique idea.You should consider the following idea to enhance your idea so that it would impact uniquely:  present an analysis of a longitudinal case study whose aim was to understand the processes of integration of a face-to-face and networked collaborative learning technology and pedagogy into a secondary school history-geography classroom. Students carried out a sequence of argumentative tasks relating to sustainable development, including argument generation, sharing and elaboration, debate using a computer-mediated communication, and organization of arguments in a shared diagram. Students' interactions and diagrams re analysed in terms of degree and quality of argumentativity, as ll as catachresis (\u2018getting round\u2019 the software to perform a non-prescribed task). Results run counter to positive systems of ideas and values concerning collaborative learning and its technological mediation in that the scenario did not meet its pedagogical aims, having to be abandoned before its planned end.  discuss possible explanations for this \u2018failure story\u2019 in terms of the articulation beten everyday, technology-related and educational discourse genres, with their associated social milieux, as ll as the social structure of the classroom. The relevance of these aspects for future attempts to integrate such technologies is discussed. In conclusion,  discuss a vision of learning that takes into account students who do not accept to play the educational game. \u00a9 2012 Wiley Periodicals, Inc."}]