Search results for "Collaborative learning"

Turning social inclusion into exclusion during collaborative between students with and without SEN

2023

Creating opportunities for meaningful social relationships between students with and without special educational needs (SEN) through collaborative learning has been suggested as a way to facilitate all students’ social inclusion in classroom activities. However, little attention has been given to the peer interaction processes leading to unsuccessful knowledge co-creation in mixed-ability peer groups including students with and without SEN. This study addressed this research gap by conducting detailed observational analyses of the social exclusion during group work of students with and without SEN, and how the students with SEN responded to their positioning as unequal learning partners. Th…

Collaborative knowledge construction in authentic school contexts

2005

Compromiso Estudiantil en el Contexto Universitario Colombiano y Desempeño Académico

2014

20 páginas A pesar de la ampliación de la cobertura en la educación superior latinoamericana, persisten graves problemas de deserción que llevan a cuestionar el papel de las experiencias educativas en el fomento del compromiso académico de los estudiantes. Esta investigación se realizó en Colombia y buscó determinar la relación que existe entre el compromiso estudiantil y el desempeño académico de un grupo de universitarios colombianos. El estudio transversal y correlacional empleó la versión en español de la encuesta National Survey of Student Engagement (NSSE) que mide el nivel de participación de los estudiantes en cinco dimensiones: reto académico, aprendizaje activo y colaborativo, int…

Serious game design : supporting collaborative learning and investigating learners' experiences

2014

Samarbeid og lærerprofesjonalitet

2021

This article is about the importance of collaboration in the development of teacher professionalism, and we have asked the research question: How can group collaboration between vocational education and training (VET) students contribute to the development of their teacher professionalism? The data basis is interviews with ten VET students in practical pedagogical education for vocational teachers that we conducted in the winter of 2020. In addition, we studied all internship documents that the ten students produced during the internship period. The students are in practical training at their own school with their own students and collaborate with each other to strengthen their own teacher …

The state-of-the-art of collaborative technologies for initial vocational education : a systematic literature review

2018


 
 
 Future workplaces require collaboration skills in which members of different work communities use technologies to solve complex problems. Vocational education and training (VET) programs need to meet the challenge to prepare students to be part of a competent workforce. Particularly initial vocational education is under pressure to develop learners’ collaboration skills and abilities. To date, however, no attempt has been made to perform a comprehensive review of the use of computer-supported collaborative learning (CSCL) technologies across different vocational education settings to account for contextual factors of VET. In this systematic review, 26 published studies …

Using Talking Books to Support Early Reading Development

2009

This chapter explores the question of how interactive multimedia talking books can promote young children’s literacy development. Whilst commercially available talking books can motivate young children to read, there is little evidence that they are linked to the development of skills known to promote reading itself. The ‘Bangers and Mash’ talking books (Chera, 2000), were designed to address this issue, and we review studies that evaluated their effectiveness as classroom resources that could promote reading-related skills and abilities. We then consider the various barriers to collaborative learning in Early Years classrooms, and describe how resources like talking books could address som…

FROM A COLLABORATIVE DESIGNING OF STORYTELLING TO A ROBOTIC AND VIRTUAL WORLD REPRESENTATION

2012

This paper presents an experiential learning lab focused on building a digital storytelling using both robots with LEGO Mindstorms and virtual worlds with Kodu Game Lab. The experiential laboratory (32 hours) has involved 33 children of secondary schools in a collaborative learning setting in formal (school labs) and informal learning context (external cultural association). In a first phase of the activity children used Lego Mindstorm robotic kits, assembling them and creating a physical environment (pasterboard arenas) where robots were programmed for moving and taking actions. In a second phase children were invited to transfer the physical world built for robots in a new digital storyte…

Shared and personal learning spaces: Challenges for pedagogical design

2012

Abstract The development of new tools for collaboration, such as social software, plays a crucial role in leisure time and work activities. The aim of this article is to summarize the research in the field of computer-supported collaborative learning (CSCL). This is done particularly from the perspective of the blurred line between individual (personal) and group-level (shared) learning that the use of the new tools has forced us to re-think. First, individual and group-level perspectives to learning are discussed to make sense of the major notions of how learning is understood in CSCL research. Second, based on this theoretical grounding, it will be further elaborated what this means to th…

Do videowikis on the web support better (constructivist) learning in the basics of information systems science?

2012

This paper describes the combination of a wiki and screen capture videos as a complementary addition to conventional lectures in an information management and information systems development course. Our basis was collaborative problem-based learning with the problems defined by students. The idea was that students were expected to find concepts or issues from four lecture themes which are not well-defined or clarified for them. The students worked in small groups of two or three students or they completed the coursework individually. First, the students selected the theme which was most unclear for them. Second, the students selected the problematic things from this area and created the pre…