A tutorial task and tertiary courseware model for collaborative learning communities

J. Newman, H. Lowe, S. Neely, X. Gong, D. Eyers, J. Bacon

Research output: Contribution to journalArticle

Abstract

RAED provides a computerised infrastructure to support the development and administration of Vicarious Learning in collaborative learning communities spread across multiple universities and workplaces. The system is based on the OASIS middleware for Role-based Access Control. This paper describes the origins of the model and the approach to implementation and outlines some of its benefits to collaborative teachers and learners.
LanguageEnglish
Pages159-166
Number of pages7
JournalElectronic Journal on E-Learning
Volume2
Issue number1
Publication statusPublished - Feb 2004

Fingerprint

Middleware
Access control
learning
community
workplace
infrastructure
university
teacher

Keywords

  • collaborative learning communities
  • courseware
  • collaborative learning
  • e-learning

Cite this

Newman, J., Lowe, H., Neely, S., Gong, X., Eyers, D., & Bacon, J. (2004). A tutorial task and tertiary courseware model for collaborative learning communities. Electronic Journal on E-Learning, 2(1), 159-166.
Newman, J. ; Lowe, H. ; Neely, S. ; Gong, X. ; Eyers, D. ; Bacon, J. / A tutorial task and tertiary courseware model for collaborative learning communities. In: Electronic Journal on E-Learning. 2004 ; Vol. 2, No. 1. pp. 159-166.
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Newman, J, Lowe, H, Neely, S, Gong, X, Eyers, D & Bacon, J 2004, 'A tutorial task and tertiary courseware model for collaborative learning communities' Electronic Journal on E-Learning, vol. 2, no. 1, pp. 159-166.

A tutorial task and tertiary courseware model for collaborative learning communities. / Newman, J.; Lowe, H.; Neely, S.; Gong, X.; Eyers, D.; Bacon, J.

In: Electronic Journal on E-Learning, Vol. 2, No. 1, 02.2004, p. 159-166.

Research output: Contribution to journalArticle

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Newman J, Lowe H, Neely S, Gong X, Eyers D, Bacon J. A tutorial task and tertiary courseware model for collaborative learning communities. Electronic Journal on E-Learning. 2004 Feb;2(1):159-166.