Name
Abstract | ||
|---|---|---|
Verbal communication, particularly the ability to give directions and understand them, is a key not only for learning but also for every day life. Since one main objective of schools for pupils with cognitive disability is to prepare them to manage their every day life on their own as much as possible, we expect that teaching pupils to learn and work collaboratively by sharing tasks and give directions to each other will support this process and provide them in becoming more independent. In this paper we will present a short study and approaches we have elaborated to increase quality and quantity of users' contributions and foster verbal communication between pupils in collaborative problem solving tasks. |
Year | Venue | Keywords |
|---|---|---|
2007 | CSCL | short study,work collaboratively,cognitive disability,foster verbal communication,day life,teaching pupil,collaborative problem,verbal communication,main objective |
Field | DocType | Citations |
Knowledge management,Psychology,Nonverbal communication,Mathematics education,Cognitive disabilities,Collaborative Problem Solving,Pedagogy | Conference | 6 |
PageRank | References | Authors |
0.91 | 4 | 3 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Andreas Lingnau | 1 | 116 | 25.91 |
| Peter Zentel | 2 | 20 | 3.39 |
| Ulrike Cress | 3 | 719 | 65.91 |