Collaborative Learning

CO-LEARNING"–COLLABORATIVE OPEN LEARNING THROUGH OER AND SOCIAL MEDIA

by IZABEL MEISTER

Sharing practices on collaborative learning: the case of a CPD Course

by Diogo Casanova

Huet, I., Casanova, D. & Ramos, F. (2011). Sharing practices on collaborative learning: the case of a CPD Course. In Moreira et al., Old Meets New: Media in Education – Proceedings of the 61st International Council for Educational Media and the XIII International Symposium on Computers in Education (ICEM&SIIE'2011) Joint Conference (pp 138-145). Aveiro, Portugal. (ISBN 978-972-789-347-8)

Teaching and learning in Higher Education is changing dramatically in the past few years. The role of teachers is no... more Teaching and learning in Higher Education is changing dramatically in the past few years. The role of teachers is no longer the one of transmitting knowledge but one of facilitating. Both students and teachers learn with each other in a learning environment that is becoming far away from the traditional classroom context. More than ever, students build virtual learning communities outside the school environment, managing and selecting information that in most cases is not used for academic purposes. Teachers need to pursue such skills and used them for their own benefit but for that it is essential to be familiar with concepts such as active learning, communities of practice and ICT enhanced learning. This paper has thus two main objectives. First it intends to highlight the importance of creating a community of practice to discuss collaborative/cooperative teaching and learning strategies and to discuss the role of ICT for maximising the interaction between students and teachers, during a continuous professional development Course on Collaborative Learning. Secondly it will present an evaluation study to monitor the impact that such an experience might have for teachers’ practice.

Foreign Languages and the Environment: A Collaborative Instructional Project

by Joshua Pearce

Eleanor ter Horst and Joshua M. Pearce, “Foreign Languages and the Environment: A Collaborative Instructional Project”, The Language Educator, pp. 52-56, October, 2008.

The project described here—a collaborative venture between Modern Languages and Physics—provided an opportunity for... more The project described here—a collaborative venture between Modern Languages and Physics—provided an opportunity for students to increase their language proficiency while learning about concepts related to the environment. The Standards for Foreign Language Learning, and in particular the “Connections” goal, call for foreign language educators to integrate language instruction into other disciplines, while the “Communities” goal advocates using the language beyond the classroom. In the same vein, the Modern Language Association (MLA) has issued a report (“Foreign Languages and Higher Education: New Structures for a Changed World,” 2007, found at www.mla.org/flreport) that envisions “a broader and more coherent curriculum in which language, culture, and literature are taught as a continuous whole, supported by alliances with other departments and expressed through interdisciplinary courses.”

We-Thinking the Classroom

by Anna Feigenbaum

Mobile Information Communication and Technology Use in Secondary Schools: A Feasibility Study

by Jacqueline Batchelor

Mini-dissertation in partial fulfillment of the requirements for the degree Magister Educationis

Mobile technology has allowed the traditional boundaries that exist between formal and informal learning to blend. The... more Mobile technology has allowed the traditional boundaries that exist between formal and informal learning to blend. The purpose of this research is to understand and describe the use of established and new “support networks” and the process of knowledge acquisition and knowledge creation in a formal learning environment. Factors affecting the design, testing and ultimate feasibility of using mobile devises such as cell phones to enhance teaching and learning in well-resourced developed, and under-resourced developing schools are identified. Findings in this study point to the general acceptance of using mobile technology as a readily available vehicle, to provide access to contents and allow learners to contribute to the collective body of knowledge from their own perspective.

Opening up to a Digital Space of Emergence in Art Pedagogy (2011)

by Heidi May

Co-authored with Jody Baker.
Published in Media N - the Journal of the New Media Caucus, 7(2), 20-25

Networked art practices share conceptual overlaps with current discussions about pedagogy, particularly those that... more Networked art practices share conceptual overlaps with current discussions about pedagogy, particularly those that encourage interactive and collaborative methods of meaning-making in response to contemporary digital culture. Decentralized processes of learning, which exist in participatory artworks and nonhierarchal art education, are embraced by the open source movement. In this paper, we argue that open source media can be used to demonstrate a quest for knowledge that is not representational but rather performative-based - a temporal epistemology that is about critical inquiry of media and the ongoing discovery of creative ways of interacting with, and remixing, our reality. This paper incorporates the above ideas into a proposal for a team-taught digital studio/theory course that explores the “remix” phenomenon, operating online and utilizing open source culture. Drawing upon previous online teaching experience, the pedagogical intentions and anticipations for this course will be discussed.

QR_U (an open school): Questions, Responses & Unofficial Conversations

by Heidi May

CREATIVE SOCIAL ART PROJECT, 2011 and ongoing

QR_U (an open school) is an interactive and relational exhibition project I created with fellow artists Lois Klassen,... more QR_U (an open school) is an interactive and relational exhibition project I created with fellow artists Lois Klassen, Elisa Yon, and Adam Stenhouse. The project existed as a 10-day school-within-a-school at Emily Carr University of Art & Design in December, 2011.

Participants were presented with a series of questions about their relationships with art, learning, and technology. For more details, please visit the "virtual school" at http://qruopenschool.ca

Questions, Instructions, and Modes of Listening In the Joint Production of Guided Action: A Study of Student-Teacher Collaboration In Handicraft Education

by Oskar Lindwall

Co-authored with Anna Ekström and Roger Säljö, published in the Scandinavian Journal of Educational Research

This article concerns a central issue in education as an institutional activity: instructions and their role in... more This article concerns a central issue in education as an institutional activity: instructions and their role in guiding student activities and understanding. In the study, we investigate the tensions between specifics and generalities in the joint production of guided action. This issue is explored in the context of handicraft education—or more specifically, a teacher education program in sloyd. Handicraft is particularly interesting when analysing instructions, since the purposes of instructions are often dual: (1) to bring about a broad, instructionally relevant mode of understanding artefacts (including their origin, aesthetics, etc.), and (2) to guide manual action in the production of such artefacts. In the article, a detailed analysis of an instructional sequence, which includes the production of two distinct types of embroideries, is reported. The analysis sheds light on the role of educational examples in sloyd as well as on the related issue concerning the distinctive difference between the activities of listening to instructions as part of a lecture, on the one hand, and, on the other, listening to instructions in order to be able to accomplish a task.

Aplicabilidade de CMS como ferramenta de apoio colaborativo na educação tecnológica

by Ademir Mazer Jr

Co-authored with: Armando Rupal, Marcia Carletto and Gleifer Vaz. Published in 'Anais X Simpósio de Informática da Região Centro Sul - SIRC 2011'

English: This article describes the development process of a collaborative environment for learning using as support a... more English: This article describes the development process of a collaborative environment for learning using as support a CMS tool.

Portugues: O presente artigo demonstra o desenvolvimento de um projeto para criação de um Ambiente Colaborativo de Aprendizagem utilizando CMS como ferramenta de apoio.

Estrategias para motivar el aprendizaje colaborativo en cursos a distancia

by Norma I. Scagnoli

Strategies that support collaborative learning in distance education

by Norma I. Scagnoli

Provisioning 2.0: Diffusion kleinteiliger Software in sozialen Netzwerken

by Gunnar Stevens

Draxler, S., Sander, H. & Stevens, G. Provisioning 2.0: Diffusion kleinteiliger Software in sozialen Netzwerken. Control 665-677 (2010).at <http://webdoc.sub.gwdg.de/univerlag/2010/mkwi/&gt;

Der Trend zu verteilter Projektarbeit, als auch der Trend zu kleinteiliger, kontinu- ierlich weiterentwickelter... more Der Trend zu verteilter Projektarbeit, als auch der Trend zu kleinteiliger, kontinu- ierlich weiterentwickelter Software1 verstärken die Notwendigkeit Softwarewerk- zeuge schnell und flexibel in den lokalen Kontext von Arbeitsgruppen zu integrie- ren. Dies stellt neue Anforderungen an Provisioning-Werkzeuge (Wolf 2003; Gerlach, Güven et al. 2007; Reiswich 2008), welche die Bereitstellung, Konfigura- tion, Wartung und Administration von IT-Systemen in Unternehmen unterstützen sollen. Insbesondere gilt es die zumeist zentralistischen Ansätze um Formen des dezentralen, selbst-organisierten IT-Management zu ergänzen, um so die Aneig- nung und Diffusion von Werkzeugen und Werkzeugexpertise in agilen Projekt- teams zu unterstützen.
In diesem Beitrag stellen wir deshalb mit Peerclipse einen neuen Ansatz vor, der die Rolle der Kollegen als „Empfehlungssystem“ für die Auswahl und Aneig- nung geeigneter Tools softwaretechnisch unterstützt und das Gruppenbewusstsein über Werkzeugnutzung im Team fördert.

A Comparative Study on Primary Pupils’ Historical Questioning Processes in Turkey and England: Empathic, Critical and Creative Thinking

by Halil Eksi

Hilary COOPER Dursun DILEK
Educational Sciences: Theory & Practice
7 (2) • May 2007 • 713-725

This study is part of a larger ongoing Project. In this project, the documents (video
recordings and... more This study is part of a larger ongoing Project. In this project, the documents (video
recordings and transcripts) which were collected by the recording of history lessons
that were taught in different countries, have been analyzed in order to identify ways
in which children are involved in historical enquiry rather than didactic teaching, as
a basis for comparison, discussion and development. According to the project aim, in
this study, history lessons taught in a primary school in Turkey and in England were
comparatively analyzed. In the Turkish lesson, pupils work in groups to interpret
information in texts, maps and pictures, in order to reconstruct events surrounding
the Battle of Ankara in poetry, art, drama and music. In the English lesson, children
found out about Ancient Egypt’s ways of daily life, also working in groups. The data
gathered from these lessons –through a case study in England and an action research
in Turkey- were recorded via video and the video recordings were transcribed.
The documents were analyzed through document and descriptive analyses. The
analysis explores ways in which pupils extract information, transfer it to new contexts
and express it from different viewpoints. It shows how, in discussing sources,
pupils gradually become independent of adult support, spontaneously use special
vocabulary introduced by the teacher in new contexts and use causal vocabulary. It
is concluded that pupils are engaged in the process of historical enquiry to the extent
that, in an embryonic way, they explore the past, interrogate sources to construct
interpretations which include presenting the information from different perspectives
and developing arguments, using specialised vocabulary. The significance
of classroom organisation and ethos in developing historical enquiry is considered.

Preparing teachers for inclusive classrooms: Learning from a collaborative inquiry group

by Celia Oyler

Building a Volunteer Community: Results and Findings from Transcribe Bentham

by Tim Causer

Forthcoming 2012. Co-authored with Valerie Wallace

This paper contributes to the literature examining the burgeoning field of academic crowdsourcing, by analysing the... more This paper contributes to the literature examining the burgeoning field of academic crowdsourcing, by analysing the results of the crowdsourced manuscript transcription project, Transcribe Bentham. First, it describes how the project team sought to recruit volunteer transcribers to take part, and discusses which strategies were successes (and which were not). We then examine Transcribe Bentham’s results during its six-month testing period (8 September 2010 to 8 March 2011), which include a detailed quantitative and qualitative analysis of website statistics, work completed by the amateur transcribers, as well as the demographics of the volunteer base and their motivations for taking part. The paper concludes by discussing the success of our community building with reference to this analysis. We find that Transcribe Bentham’s volunteer transcribers have produced a remarkable amount of work – and continue to do so, carrying out the equivalent labour of a full-time transcriber – despite the nature and complexity of the task at hand.

IJILTH01.02: Javier E. DÍAZ-VERA, "'Learning is in the air.' Collaborative podcasting in tertiary education" (pp. 4-9)

by IJILTH Innovation and Leadership in the Teaching of Humanities

Le rôle du tuteur en ligne dans l'établissement d'un lien social: le cas de l'apprentissage collaboratif à distance

by Sylvie Grosjean

Stress and Coping Activity : Reframing Negative Thoughts

by Jamie Hughes

The Emergence of Inclusive Exploratory Talk in Primary Students' Peer Interaction

by Antti Rajala

Rajala, A., Hilppö. J., & Lipponen, L. (In Press). The Emergence of Inclusive Exploratory Talk in Primary Students’ Peer Interaction. International Journal of Educational Research. Doi: 10.1016/j.ijer.2011.12.011

Available online: http://dx.doi.org/10.1016/j.ijer.2011.12.011

In this study, we examine a prominent type of classroom talk, exploratory talk, in primary school peer interactions.... more In this study, we examine a prominent type of classroom talk, exploratory talk, in primary school peer interactions. Exploratory talk has been shown to be productive in facilitating problem solving and fostering school achievement. However, within the growing body of research concerning exploratory talk, the relation between exploratory talk and asymmetries of talk has not been scrutinized. In this study, we (i) introduce two novel types of talk, inclusive and exclusive exploratory talk, and show that they occurred in primary students’ peer interactions, (ii) identify and describe patterns of a/symmetry of talk and establish a relationship between these and the occurrence of exploratory talk, and (iii) illustrate two interactional sequences that are associated with the emergence of inclusive exploratory talk.
Keywords: Exploratory talk; collaborative learning; participation; IR analysis; asymmetries of talk; peer interaction

INVESTIGATING THE INFLUENCE OF SOCIAL AND SOCIOMATHEMATICAL NORMS IN COLLABORATIVE PROBLEM SOLVING

by Konstantinos Tatsis