Youenn Leborgne's Library tagged collaboration →  View Popular

www.openstreetmap.org/ - Preview

open map website collaboration

References about ways in which games may support formal and informal learning, in addition to guidelines for capitalizing on learning opportunities within games

www.dlib.org/...02kirriemuir.html - Preview

e-learning collaboration community IDGBL_MS game

Notions:
video games, social, interactivity, violence, collaboration, transfer (context), creativity, challenge, peer, motivation

Evidence that games in themselves aren't necessarily addictive nor expensive
Their popularity mainly comes from visual action (not necessarily violent action) and interactivity

Violence:
- all media present some violent content
- evidence that violent games breed violent behaviour but the same goes for other media
- two-player aggressive video games, whether competitive or cooperative, reduce the level of aggress in children's play
- attracts boys but is a turn-off for girls (critical issue since video games are the entry point of children to computers)

Skills (depending on games):
- eye-hand coordination
- rules and patterns induction from observation (Pacman example) may generate in much of the games' excitement
- quickness
- parallel processing (more accessible to children whose main media was tv)
- interacting dynamic variables
- visual-spatial skills (Rubik's cubes may do that too)
- coordinate visual information coming from multiple perspectives (same as parallel processing?)
- creative thinking
- character development
- reflection
- construction, programming or other specific skill
- curiosity
- peer-teaching

Fantasy role-playing games are particularly interesting

Multiple levels: constant challenge, tangible progress, scaffolding create a long-term appeal. Provides guidelines to incorporate in all learning situations

** Interesting chemistry game example **

Transfer from medium to skill depends on how the medium is used: often seems to require verbal formulation (need to bring games to the classroom?)

www.hup.harvard.edu/...GREMIN.html - Preview

e-learning design IDGBL_MSc collaboration social peer context game

Notions:
situated cognition, community, activity, authentic activity, induction, abstraction, cognitive apprenticeship, enculturation, social, collaboration

A must-read, seminal paper

Example of learning words from dictionary definition compared to learning vocabulary outside of school shows the situated nature of cognition
A concept is always under construction

Tools share significant features with knowledge:
- only fully understood through use
- using them entails changing the user's view of the world and adopting the belief system of the culture in which they are used
It isn't possible to use a tool properly without understanding the community or culture in which it's used

** Learning is a process of enculturation which must involve activity, concept and culture in a collaborative way **

School activity too often tends to be hybrid, implicitly framed by one culture but explicitly attributed to another, which limits students' access to the structuring cues that arise from the context.
It is often very different from what authentic practictioners do (and from what people do when they naturally learn) and students rely on cues that are not those of real practitioners (authentic culture of an authentic community vs school culture)

In authentic settings, the problem statement is also the solution and the procedure for solving it.
Problem solving isn't carried out solely in the heads but in conjunction with the environment. Even students do that in unexpected ways in school but this becomes ineffective in authentic settings.

Cognitive apprenticeship methods try to enculturate students into authentic practices through activity and social interaction

** Very helpful examples illustrating excellent and natural learning strategies are provided **
- continuity with familiar knowledge
- several cases leading to students generating their own learning path (and participating in the community's activity)
- abstraction
All of which are carried out collaboratively with the teacher becoming a facilitator of the process

edr.sagepub.com/...32 - Preview

e-learning design ECDEL_MSc context social collaboration

Very interesting article about all forms of collaboration and social activities in World of Warcraft

portal.acm.org/citation.cfm - Preview

e-learning IDGBL_MSc collaboration social community

Notes:
e-learning design, induction, development, collaboration, social, peer, activities, tasks

1. The 5 stage framework and e-tivities

I HAVEN'T READ THAT CHAPTER ENTIRELY YET BUT I WOULD CERTAINLY BENEFIT FROM DOING SO

Her model makes an argument for increasing the skills and comfort of online learners through the use of appropriately scaffolded learning activities over five stages
(very effectively applied on IDEL, which first few weeks were like an introduction to the whole Masters)

** Figure 2.1 (p. 11) an the text in front are crucial as it sums it all up nicely **


2. Resources for practitioners: 5 spark ideas for e-tivities

** Fantastic and inspiring list of e-tivities that can be applied (sometimes needs adaptation) at the various stages of the model **

Stage 1: Access and motivation
Quick e-tivities; giving practice with technology; offer 1-1 support for anyone in need; provide rationale

Stage 2: Online socialization
Getting to know each other; understanding the approach the group will take; impatience means that some e-tivities will need to be disguised a little; watch for issues of equality when using humour (netiquette?)

Stage 3: Information exchange
Suggest and model strategies for active online learning; help participants to deal with mass of messages; help them personalise and prioritise learning tasks and social interactions

Stage 4: Knowledge construction

Stage 5: Development
Try to allow maximum choice; make summaries and archives accessible; focus on self-reflection and evaluation of the learning (often assessable to ensure alignment)

www.atimod.com/...intro.shtml - Preview

e-learning design IDEL_MSc ECDEL_MSc collaboration social peer resource reference

Notions:
constructionism, social, context, active interview, formative, conversation, facilitator, validity, reliability, collaboration

Interviews are widely used
All approaches to interviewing presume an image or subject behind the interview participant
Commonly viewed as one-way pipeline for tranporting knowledge but this only gives standardised data (passive "vessel of answers")

Active (or formative) interview:

Recently, recognised as a meaning-making conversation: unavoidably interactional and constructive (hence, active). We should therefore embrace this perspective.
Appreciating and striking a balance between the whats and hows of the interview process
We merely have to ask the right questions and others' reality will be ours
"Reliability" doesn't make sense anymore while "validity" needs to be redefined

** Interview must be seen as an interpersonal drama with a developing plot **

Reality is constantly assembled, using the interpretive resources at hand, in light of the respective contingencies of every moments: not meaning contamination but meaning construction
The subject behind the participant doesn't pre-exist but emerges in relation to the give-and-take of interviewing (hows) and the interview's purpose (whats)

** Examples given **

Active interviewers facilitate their respondents' explorations of alternative possibilities and considerations

This is fairer as it also rewards the participants by helping them make sense of their truths and identities

Analytic objective is to show how what is being said relates to the experiences and lives being studied in the circumstances at hand
Reports must deconstruct participants' talk to show the reader both the hows and whats of narratives of lived experience
Challenge is to consider what is said in relation to how, where, when and by whom experiential information is conveyed and to what end

** I included my own interesting views as comments in the paper **

www.amazon.com/...0803958951 - Preview

e-learning RM_MSc social context collaboration

Notions:
online, design, constructivism, collaboration, peer, social, community, context, reflection, feedback
References to course evaluation survey

Curricula customised to learners' prior knowledge, teaching strategies tailored to background and responses, open-ended questions that promote extensive dialogue among learners
Authentic tasks, reflective practice, collaborative construction of knowledge through negotiation

Extensive course planning is needed

Students use technology to articulate knowledge, reflect on learning, support meaning making, construct personal representations and mindful thinking

Distance education can be as effective as traditional education when appropriate methods, peer-interaction, timely teacher feedback

Elements that need careful consideration:

1. Presentation of content
Variety of multimedia resources, supportive course overview or welcome page

2. Interactions
Instruction should be design-driven and planned. Topic-based discussions, peer-critique and role-playing. Immediate communication behaviours. Role of instructor varies from content authority to facilitator.
Graded discussions result in stronger participation and sense of community. Socialising.

3. Individual and group activities
Balance between individual work, class discussions (skillfully facilitated so as to trigger self-directed learning and collaboration) and group work.
Group work:
- positive interdependence among learners
- regular group self-evaluation
- behaviours promoting each member's learning
- individual accountability and personal responsibility
- frequent use of social skills
Role of instructor

4. Assessment
Multiple forms of assessment (with some negotiation): discussions, tests, portfolios, individual and group projects
Peer-evaluation, timely feedback
Course evaluation to improve it (references given)

www.sciencedirect.com/science - Preview

e-learning design ECDEL_MSc peer collaboration social community context reflection feedback

Notions:
collaboration, constructivism, course design, threshold concept, dissonance, ways of thinking and practicing, tunnel vision, transfer, episteme, active learning

See also Bransford et al 2000

Constructivism as a toolkit rather than a credo

The social and creative elements can contribute richly to learning but they aren't as constitutive to constructivism as active learning

Constructivism more time-consuming and cognitively demanding than "transmission", while not always effective (performance-oriented learners)

Good teachers know what knowledge is troublesome and draw constructivist approaches to address it

Five sorts of troublesome knowledge: ritual, inert, conceptually difficult, foreign and tacit knowledge

- Make knowledge meaningful
- Good mastery, diverse practice and mindful abstraction
- Active problem-solving with knowledge connected to learners' world
- Active problem-solving where concepts are acquired through medium-scale project
- Confront students with discrepancies in their initial theories
- Introduce learners to metaphors or have them invent their own
- Exploration and model building before presenting the official story
- Ientify and elaborate alternative perspectives
- Debates requiring reprensenting differnet viewpoints
- Role playing that requires learners to get into mindsets different from their own
- "Surfacing and animating" tacit assumptions
- Authentic problem-based learning that foreground the game of the discipline
- Surfacing the game through analytic discussion and deliberate practice
- Combination of self-management and explicit modeling

Much of what is difficult about concepts concern the conceptual games around them

Threshold concepts change learners' ways of perceiving and thinking

Learning the language of the discipline involves threshold-like transitions, as do the discipline’s ways of thinking and practising (episteme)

Providing proof machines

Try various constructivist approaches. If not particularly troublesome, teaching by telling may be sufficient

www.informaworld.com/...tent=a755535048~tab=references - Preview

e-learning design ECDEL_MSc social collaboration community context

Notions:
technology, distributed knowledge, situated learning, information-age, lifelong learning, information overload, communities, approach

Attributes reflecting the information-age mindset:
1. Computers aren't technology (if technology is anything that isn't around when you you're born")
2. Internet better than TV
Opportunities to engage with ideas. Finding quality information we seek is not easy.
3. Reality no longer real
Data-manipulation means that photography can no longer be trusted. Nor can interlocutors identities and communications' content.
4. Doing rather than knowing
More diverse students who constantly need to update their skills.
5. Nintendo over logic
Trial and errors which used to be expensive are now the norm. This raises questions. Balance needed between didactic and discovery approaches
6. Multitasking way of life
Information overload
7. Typing rather than handwriting
Some children can't even write. Extension of memories. The power behind typing is important.
8. Staying connected
Value network increases as the number of users grow. Where one works/studies will be determined by many different factors.
9. Zero tolerance for delay
With emails has come the feeling that we need to respond. But we can also store and retrieves messages until we're ready to do it.
10. Consumer/creator blurring
"Rather than rewrite what I've found on a website, can I just put in the link and you can read the original?". Open-source movement also blurs the relationship.

Until the nature of the educational relationships change, we won't realize the full value of the communication, and information technology investments that we are making today
A challenge is to introduce new approaches that prepare students to integrate their personal aspirations, career goals, and educational experiences over their lifetimes
The individual will have opportunities to grow through and benefit from extensive alumni and professional networks.
Distributed education will become natural
Instructor: a more Socratic role
Peer-feedback

connect.educause.edu/...40216 - Preview

e-learning ULOE_MSc context social community collaboration

Notions and references:
formative assessment, feedback, self-regulation , self-assessment, autonomy, reflection, peer instruction, vote, confidence testing, time on task

References about the 7 principles of good feedback practice in relation to learner self-regulation.
References about 11 conditions under which assessment supports student learning.

The concepts of self-regulated learning and academic success are central to this paper.

Starting assumption is that students are already engaged in self-regulation but that some students are better at self-regulation than others.

Two case studies showing how ICT can support the development of learner self-regulation. Also provided are some illustrative examples of how learner self-regulation might be supported using multiple-choice tests.

For each case study, outline of mapping between the new settings and the 7 principles.

Example 1: psychology

Task questions are progressively more difficult, responses move from individual to group response and a model answer for comparison at each stage.
Opportunities for constructive formative assessment (scaffolding) linked to supportive peer discussion.

Students positive about experience (collaboration, self-confidence, understanding)

Findings have given them the confidence to propose a radical redesign of the 1st-year class

Example 2: mechanical engineering

Active-learning sessions

Peer-instruction: a form of Socratic Dialogue or ‘teaching by questioning'
Typically:
- teacher briefly explains concept
- MCQ by EVS
- "convince your neighbour that you have the right answer"
- retest or class-wide discussion
- teacher clarifies correct answer

Alternatives:
1: "just-in-time-teaching"
- MCQ: show areas of weakness
- focus of the EVS session is based on these areas of weakness
2
- confidence testing (CBM): students engage in metacognitive thinking

Huge success

More power when assessment principles underpin implementation (as in EVS) and when the implementation blends online/offline interactions (as with just-in-time-teach

eric.ed.gov/...detailmini.jsp - Preview

e-learning OA_MSc self peer collaboration assessment reflection feedback tool

Notions:
emotions, mental models, self-reflection, context, identity, peer assessment, negotiation, collaboration

"learning to learn" involves a far deeper and more personal self-reflexive process
Questionning of givens and perceptions and the mutual influence of the one on the other are essential

1. Development, engagement and exploration of the whole person

2. Assessment offers the potential leverage on learning to learn but is also inextricably linked with it

HE carries the belief that participants can develop the rational power necessary for mastery of a given discipline, but the assessment process seems not to admit this rationality
An authoritarian and summative approach to assessment reinforces the power differences between staff and students, measures a limited range of abilities and encourages surface approches to learning
Assessment is central to the development of autonomy
Shift from traditional mode of control of educator to a more facilitative role
How can the process of knowledge acquisition and assessment achieve the transfer of knowledge and not stifle creativity? Reconciling "public" and personal knowledge
The acquisition of personal knowledge is for the individual at one level an attempt at meaning making, and at the level of learning, to learn an attempt at understanding that process of meaning making
The "accuracy" of collaborative, peer, and self-assessment (underrepresented in HE) provides the possibility of greater formative value, for students and educators
There are reservations to both ends of Heron’s continuum (unilateral <-> self assessment strategies): more collaboration but institutions still have a role to play
The pitfalls of non-involvement of the learner are much more serious than those of involvement
The curriculum needs to be negociated between learner and educator
The learning process is more fundamental than its results
** List of a number of principles of assessment practices **
We may need to turn the process of learning to learn upon ourselves

www.informaworld.com/...tent~content=a713696137~db=all - Preview

e-learning ULOE_MSc idea self reflection context peer assessment collaboration design

Notions:
collaboration, digital immigrants, natives, traditional assessment, activities, PLEs

List of problems with traditional assessment methods and with regards to current change in our personal lives

Traditional assessment is expensive, inflexible, prompts memorisation, time-consuming for staffs, individualistic and perceived by students as something external to them.
E-systems mostly imitate traditional systems but online, holding back progress in assessment.

Some considerations of web 2.0 for assessment:
- user-generated content
- power of the crowd (knowledgeable users can sometimes make better decisions than individual experts)
- architecture of participation: easy to use tools, improving as more people use them
- openness (free sharing of information and resources)

Biggest problem is the opposition between digital immigrants and digital natives

** Characteristics of digital natives with respect to their learning styles **

** Characteristics of assessment 2.0 **

** List of web 2.0 tools suited to the characteristics of assessment 2.0 **

Assessment could provide real challenges using real tools

Web 2.0 is collaborative, inexpensive, easy to maintain, very scaleable

Older students and teachers aren't using web 2.0 services routinely.

Considerations about the future

If education is to change, that change has to be led by the assessment system

www.scribd.com/...Assessment-20 - Preview

e-learning collaboration personal assessment IDEL_MSc OA_MSc tool

Findings:

1. Remoteness affects quality of education
2. Educational technology should be introduced into remote areas first
3. Values are acquired. Doctrine and dogmas are imposed
4. Learning is a self-organising system

This gives us a goal for educational technology:

An educational technology and pedagogy that is digital, automatic, fault-tolerant, minimally invasive, connected and self-organised

Outdoctrination

www.ted.com/...how_kids_teach_themselves.html - Preview

self collaboration e-learning children tool

Notions:
EVS, MCQs, self-regulation, peer

A key message is that the power of MCQs (to enhance learning) is not increased merely by better test construction. Power is also achieved by manipulating the context within which these tests are used.

List of limitations to MCQs: better for lower-order skills (?) limited feedback, recognition rather than construction of answer, no role for students setting the goals and standards

The 7 principles of good feedback practice framework provide a clear lens through which to design and evaluate practice

Applying the 7 principles in relation to MCQs:
1. Clarifying goals, criteria and standards
Having students construct the tests themselves
2. Self-assessment and reflection
Administering MCQ in an open-book situation (quality of the questions particularly important). CBM can be used to increase reflection
3. Delivers high-quality feedback
Enhacing MCQ feedback by relating it to other classroom activities
4. Encourages dialogue around learning
Having students work in small groups to construct tests or to comments on tests. Having students to discuss their answer as they're taking the test or to initiate a class discussion of answers to tests
5. Feedback and motivation
Repeating opportunities to take MCQ tests (highly motivating). Motivation further enhanced when this formative procedure is linked to later summative tests of a similar format
6. Closing the gap
Repeating MCQ tests until a satisfactory performance is reached
6. Feedback shaping teaching
MCQs might be presented before students come to a lecture and even linked to homework assignments. The teacher then use the results of tests to identify areas of learning difficulty and to decide where to focus teaching effort in class or in further online tasks (form of "just-in-time teaching")

** Highly interesting list of case studies discussed against those 7 principles **

Increased power can be leveraged from MCQs when they are linked to a clear pedagogical goal and implemented in relation to a coherent set of principles

www.informaworld.com/...a772826527~db=all~jumptype=rss - Preview

e-learning assessment self peer collaboration OA_MSc feedback tool

Notions:
sustainable assessment, lifelong, long-term, participation, community of practice, constructive alignment, feedback, peer, collaboration, formal, informal, context

HE must equip students to learn beyond the academy once it's no longer available

A few limitations of both summative and formative assessment are identified
Ability to be an effective assessor of learning is central to sustainable assessment

Assessment tasks often emphasise problem solutions rather than problem formulation
Students are discouraged from working collaboratively
A few negative influences of assessment on students' behaviours are identified
Need for learners to identify for themselves what they need to learn

Formal features can be identified in what is otherwise taken as informal learning and vice-versa
Sustainable assessment is a way of building on summative and formative assessment to foster longer-term goals

Participating in communities of practice can be a helpful way of viewing students as learners
Learning in educational settings tends to be decontextualised (stark contrast to learning in work and life)

Points to be taken into account for making assessment practices more sustainable:
- importance of a standards-based framework to enabled students to view their own work in the light of acceptable practice
- belief by teachers that all students can succeed
- belief to foster confidence about students' capacity as learners because their beliefs about this affect achievement
- need to consider seperating comments from grades because grades distract from engaging with feedback
- need to focus assessment on learning rather than performance
- vital role of the development of self-assessment abilities
- encouragement of reflective assessment with peers
- ensuring that comments on assessment tasks are actually used to influence further learning

** List of illustrations of thinking about everyday practices that emphasise preparation for learning that is socially constructed, participative, embedded, contextualised **

www.informaworld.com/...tent~content=a747644284~db=all - Preview

e-learning OA_MSc assessment peer community collaboration social context feedback

Notions:
assessment, feedback, collaboration, constructivism

3 main dichotomies/classifications of assessment:
- positivist and interepretivist approaches
- formative and summative assessment ("feedback" and "feedout")
- process and product

Characteristics of constructivist teaching and learning are given.

** Characteristics of the on-line Masters programme in primary health care are detailed **

1. Integrating assessment and online collaborative learning processes

The emphasis in "third generation" distance education is on learning as a social process, involving active construction of new knowledge and understandings through group interaction and peer discussion.

** List of theoretical assumptions and perspectives on collaborative learning**

The course design places the collaborative learning experience at the heart of each study unit:
- At first, students study individually
- They then take part in a virtual seminar, including some peer assessment
- They finally take the assignment

The involvement in peer assessment is an important component of the online discussion:
- by looking at some other's attempt at a task, students learn from their own attempts
- they develop lifelong learning skills
- it helps them understand how assessment work

To prompt students into exchanging, discussions are allocated 10% of the assessment.

2. Feedback in the online environment

Feedback has an ‘extraordinarily large and consistently positive’ effect on student learning.

Partly occurs through the online discussions. Also opportunities for personalised one-to-one student/tutor, students/students and tutors/tutors communication.

** List of conditions under which feedback supports learning **

Dangers of overload

www.informaworld.com/...t=a747644280~db=all~order=page - Preview

e-learning assessment peer social collaboration OA_MSc feedback

Notions:
conceptions, approaches, context, experience

Aim:
This research study investigates the strength of associations between key aspects of the face-to-face and online student experiences, and the extent to which the students experienced associations between these contexts and their learning outcomes

Key aspects of the student learning experience in HE include: students' conceptions and approaches to learning (...)

Good online discussions foster effective collaborative learning

A cohesive conception of discussions as a way of learning is
strongly associated with a deep face-to-face approach to discussions and a deep online approach to discussions

If the students did not understand how discussions could help them interrogate, reflect on and revise their ideas, they tended not to approach either the face-to-face or online discussions in ways likely to improve their understanding

For the teacher/designer, this insignt is critical. It should be one of the main foundations informing the shape and design of such "distributed" discussions.

There are already clear implications that students need to be helped to a better understanding of what they can gain through mindful engagement in productive discussions (whether online, face-to-face or both) and that such an understanding needs to be reflected in the design of discursive learning tasks

www.informaworld.com/...content~db=all - Preview

e-learning design context peer social collaboration reflection ULOE_MSc

Notions:
vote, feedback, collaboration, MCQs

Increase interactivity in lectures of all sizes

** Suggestions about ways of using the system is available on their web pages: http://www.psy.gla.ac.uk/~steve/ilig/ **

Lecturers saw ways to use it in their context, sometimes in ways the researchers would never have thought of

Designing brainteasers which may be most productive in the long run, can take a long time and be difficult

A possible improvement would be to collect and document ways different teachers use it, which would inspire imitation

Benefits:
- interactivity keeps students focussed
- anonymity helps them contribute fully
- feedback is valued (provided in short supply, timely, used to self-direct)
- initiation of discussion is enjoyed and productive of deep learning
- allows various tactics for teaching staff (initiating small group discussions, providing students with feedback without having to mark)
- adopt flexible teaching (just-in-time teaching)

** List of challenges given **

www.heacademy.ac.uk/..._formative_feedback_juwah_etal - Preview

e-learning tool feedback collaboration OA_MSc

NOT WELL UNDERSTOOD

Successful uses of hypertext for teaching must allow learner to develop higher level skills, rather than making them passive recipients of the medium. Assignments must therefore emphasise those qualities and features of hypertext that furnish the greatest educational advantage: making connections.

An assignment example:
- asking students to open a hypertext document and follow various links
- asking them to record what they encounter
- asking them suggestions of additional links or material
After having understood that they had control over the materials and could contribute to it, students gradually became contributors of the materials by creating links and other materials

The In Memoriam project
Hypertext exercise encourages students to connect their knowledge.
The hypermedia materials show students possible connections and furnish the information with which to make their own connections

Hypertext, allows collaboration not only among those of equivalent academic rank or status but also among those of widely different rank or status

Networked hypermedia systems, in contrast to paper, record and reproduces the relations among texts, one effect of which is that they permit the novice to experience the reading and thinking pattern of the expert.

Once placed within a hypertext, a document no longer exists alone

Several projects where students creating hypertext essays about an author, which was then used as the basis for subsequent courses and so on... All those contributions ended up in The Postcolonial and Postimperial Web (visible online)

"Wreaders" for students interacting with hypertexts

Hypertext inevitably stiches together lexias ("hot" media acting as hypertext links) written in different modes, tones, genres...

Many original students uses of hypertext described

To assess such work, the author combines a combination of:
- the old (accuracy, quality of research, rhetorical effectiveness, ...)
- the new (visual literacy, skillful linking, clear and effective organisation, ...)

www.eastgate.com/...LandowHypertext.html - Preview

e-learning web multimedia connections collaboration tool assessment