Aalborg University; Dept. of Communication; Langagervej 8;

DK-9220 Aalborg Oest, Denmark.Tel. 45 9635 9077; Fax. 45 9815 9434.

Iowa State University; International Institute of Theoretical and Applied Physics; Agronomy Hall; Ames IA 50011;

Iowa; US. Tel. 515-294-9871; Fax 515-294-2619

Networked computers and methods of distance learning are increasingly being used to meet the growing educational need for lifelong learning on flexible conditions.

Transcendence of constraints is at many levels a key element in the tapestry of expectations to the implementation of ICT in processes of collaborative learning: transcendence of the limitations imposed on collaboration through the parameter of time; transcendence of distances enabling global access to learning resources hitherto unknown; transcendence of cultures connecting people across national borders, and transcendence of disciplines allowing for design of more holistic, problem-oriented processes of learning in virtual environments. "Learning Together Apart" (Kaye 1992, pp. 1) could be a suitable slogan for the expectation to learning through ICT now and in the future.

This paper reports on the outcome of a cross-disciplinary and international collaboration between two web-based courses, which - each in their way, as well as jointly - mirror an attempt (through the use of two types of ICT) to transcend and collaborate, not only across disciplines, but also across national borders, and to deal with the establishment of a dimension of practice in their learning processes: a Danish Distributed CSCL course - from the faculty of humanities - on how to design teaching and learning in pedagogically appropriate ways using ICT-technology (i.e. the whole research area of CSCL), and an American mixed-mode CSCL course (on-campus and web-delivered) - from the faculty of Sciences - on global environmental issues.

Distributed collaborative learning in virtual environments generally takes place through the learner's manipulation of symbols (e.g. text, graphics, pictures, video, etc.) (Sorensen, 1993). To establish a dimension of practice in virtual learning processes may be a complex task, which perhaps either requires the integration of CSCL tools (e.g. shared whiteboard, shared document tools, etc.) or the use of online simulation (i.e. virtual practice). But there is also the possibility of achieving a dimension of practice through cross disciplinary collaboration between courses.

The overall intention behind the collaboration has been "mutual learning" and the dissemination of knowledge across both disciplines and national borders. In very broad terms, the Danish course is an example of what it teaches, and the collaboration has brought a dimension of virtually based "practice" and of "reflection in practice" into the Distributed CSCL situation of the Danish students. As for the American course, some pedagogical aspects of the Global change course were evaluated using the pedagogical tools within the course itself, and the designers enjoyed the benefit of feedback from the Danish students on design, delivery and pedagogical techniques.

The collaboration has implied a transcendence of both geographical and conceptual borders. First, a transcendence of geographical borders, enabling knowledge dissemination and access to learning resources in a global sense. Second, the collaboration has implied a cross-disciplinary dimension. Finally, the collaboration has crossed also the strong and traditional borders between the Sciences and the Humanities.

From the perspective of CSCL-technology, we intersected two ICT-tools within the cross-disciplinary, collaborative learning context (the web and videoconferencing) to explore their synergism.

Theme: Future visions

Topic category: 1) Pedagogic issues and educational design, 2) use of technologies