Context-oriented communication and the design of computer-supported discursive learning

11 Abstract Computer supported discursive learning (CSDL) systems for the support of 12 asynchronous discursive learning need to fulfil specific socio-technical conditions. To 13 understand these conditions, we employed design experiments combining aspects of 14 communication theory, empirical findings, and continuous improvement of the investigated 15 prototypes is employed. Our theoretical perspective starts with a context-oriented model of 16 communication which is—as a result of the experiments—extended by including the role of 17 a third-party such as a facilitator. The theory-driven initial design requirements lead to the 18 CSCL-prototype, KOLUMBUS, emphasizing the role of annotations. In KOLUMBUS, 19 annotations can be immediately embedded in their context of learning material. Practical 20 experience with the prototype in five cases reveals possibilities for implementing 21 improvements and observing their impact. On this basis, we provide guidelines for the 22 design of CSDL systems which focus on the support of asynchronous discursive learning.