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Fostering NCL in Higher Education: New Approaches for Integrating Educational Technology Instructional Design into Teachers’ Practice

Fostering NCL in Higher Education: New Approaches for Integrating Educational Technology Instructional Design into Teachers’ Practice

Serena Alvino, Guglielmo Trentin
Copyright: © 2012 |Pages: 21
ISBN13: 9781613500804|ISBN10: 1613500807|EISBN13: 9781613500811
DOI: 10.4018/978-1-61350-080-4.ch017
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MLA

Alvino, Serena, and Guglielmo Trentin. "Fostering NCL in Higher Education: New Approaches for Integrating Educational Technology Instructional Design into Teachers’ Practice." Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching, edited by Anders D. Olofsson and J. Ola Lindberg, IGI Global, 2012, pp. 331-351. https://doi.org/10.4018/978-1-61350-080-4.ch017

APA

Alvino, S. & Trentin, G. (2012). Fostering NCL in Higher Education: New Approaches for Integrating Educational Technology Instructional Design into Teachers’ Practice. In A. Olofsson & J. Lindberg (Eds.), Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching (pp. 331-351). IGI Global. https://doi.org/10.4018/978-1-61350-080-4.ch017

Chicago

Alvino, Serena, and Guglielmo Trentin. "Fostering NCL in Higher Education: New Approaches for Integrating Educational Technology Instructional Design into Teachers’ Practice." In Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching, edited by Anders D. Olofsson and J. Ola Lindberg, 331-351. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-61350-080-4.ch017

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Abstract

Networked Collaborative Learning (NCL) is undeniably a double-edged sword. On the one hand it can yield high-quality learning and enhance both teachers’ and learners’ satisfaction. On the other hand, however, it requires careful planning and specific skills for the design and management of online learning activities. This is one of the main reasons for the limited adoption of NCL in a number of educational contexts. The focus of this chapter is a specific proposal aimed to foster the wide diffusion of Educational Technology (ET) and NCL in higher education (HE). In this perspective the chapter analyses the main barriers that limit the diffusion of Network-Based Educational Technology (NBET) approaches, in particular NCL, and then, in order to overcome them, presents an innovative approach to faculty training in Educational Technology Instructional Design. This approach is founded on multidimensional scaffolding, which supports teachers to integrate rules, heuristics, and best practices for design of active and collaborative online learning into their everyday activity.

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