LEADER 02346oam 2200433zu 450 001 9910872549103321 005 20241212215203.0 035 $a(CKB)1000000000021680 035 $a(SSID)ssj0000453962 035 $a(PQKBManifestationID)12173413 035 $a(PQKBTitleCode)TC0000453962 035 $a(PQKBWorkID)10487354 035 $a(PQKB)10454672 035 $a(NjHacI)991000000000021680 035 $a(EXLCZ)991000000000021680 100 $a20160829d2003 uy 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$a2003 Conference on Creating, Connecting and Collaborating 210 31$a[Place of publication not identified]$cIEEE Computer Society Press$d2003 215 $a1 online resource 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a9780769519753 311 08$a076951975X 330 $aThis paper describes our approach of utilizing a computational environment to apply a learner's learning process as a first class object. With this approach, the learner's learning process can be used as communicative media among learners and teachers or learning content object providers (LCOPs). We argue that the design of a computer system is as equally crucial as the selection of an instructional method. The selection of which instructional method to apply and the design of a computer system together form a learning environment, which determines a learner's learning experience. This paper first discusses the learning experience design approach for the development of computer technology in general. Then we present a particular design of learning experience, where learners and LCOPs can communicate with each other via learning materials in the computational environment. We have developed an architectural framework for the learning experience, and applied the framework to three different educational settings. 606 $aComputer-assisted instruction$vCongresses 606 $aGroup work in education$vCongresses 615 0$aComputer-assisted instruction 615 0$aGroup work in education 676 $a371.334 702 $aKambayashi$b Y. 801 0$bPQKB 906 $aPROCEEDING 912 $a9910872549103321 996 $a2003 Conference on Creating, Connecting and Collaborating$92324726 997 $aUNINA