E-Science in the classroom - Towards viability

E-Science has the potential to transform school science by enabling learners, teachers and research scientists to engage together in authentic scientific enquiry, collaboration and learning. However, if we are to reap the benefits of this potential as part of everyday teaching and learning, we need to explicitly think about and support the work required to set up and run e-Science experiences within any particular educational context. In this paper, we present a framework for identifying and describing the resources, tools and services necessary to move e-Science into the classroom together with examples of these. This framework is derived from previous experiences conducting educational e-Science projects and systematic analysis of the categories of ‘hidden work’ needed to run these projects (Smith, Underwood, Fitzpatrick, & Luckin, forthcoming). The articulation of resources, tools and services based on these categories provides a starting point for more methodical design and deployment of future educational e- Science projects, reflection on which can also help further develop the framework. It also points to the technological infrastructure from which such tools and services could be built. As such it provides an agenda of work to develop both processes and technologies that would make it practical for teachers to deliver active, and collaborative e-Science learning experiences on a larger scale within and across schools. Routine school e- Science will only be possible if such support is specified, implemented and made available to teachers within their work contexts in an appropriate and usable form

Designing for interaction

At present, the design of computer-supported group-based learning (CS)GBL) is often based on subjective decisions regarding tasks, pedagogy and technology, or concepts such as ‘cooperative learning’ and ‘collaborative learning’. Critical review reveals these concepts as insufficiently substantial to serve as a basis for (CS)GBL design. Furthermore, the relationship between outcome and group interaction is rarely specified a priori. Thus, there is a need for a more systematic approach to designing (CS)GBL that focuses on the elicitation of expected interaction processes. A framework for such a process-oriented methodology is proposed. Critical elements that affect interaction are identified: learning objectives, task-type, level of pre-structuring, group size and computer support. The proposed process-oriented method aims to stimulate designers to adopt a more systematic approach to (CS)GBL design according to the interaction expected, while paying attention to critical elements that affect interaction. This approach may bridge the gap between observed quality of interaction and learning outcomes and foster (CS)GBL design that focuses on the heart of the matter: interaction

Formative peer assessment in a CSCL environment

In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalised in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case-based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams. The assessment assignments contained the discussion of assessment criteria, the assessment of a group report of a fellow group, and writing an assessment report. A list of feedback rules was one of the assessment tools. A qualitative oriented study was conducted, focussing on the attitude of students towards peer assessment and practical use of peer assessment assignments and tools. Results showed that students’ attitude towards peer assessment was positive and that assessment assignments had added value. However, not all students fulfilled all assessment assignments. Recommendations for implementation of peer assessment in CSCL environments as well as suggestions for future research are discussed

La participación en foros electrónicos.

Promover comunidades de aprendizaje es vital en nuestros días ya que ésto ocurre en contextos colaborativos. La producción de conocimiento se ha incrementado enormemente, haciendo posible para una sola persona tener toda la información; por ello la colaboración par el aprendizaje, nuevamente es indispensable. Pero, ¿Cómo propicia el aprendizaje la colaboración explorada a través de la participación de los estudiantes? ¿Todos participamos con un mismo propósito? ¿Son similares los patrones de participación en una clase presencial a los que encontramos en un ambiente virtual? Éstas y otras preguntas se exploran en esta investigación desarrollada con un grupo de estudiantes en la Universidad Don Bosco

Doing What Comes Naturally? Student Perceptions and Use of Collaborative Technologies

This study investigates how students perceive and use collaborative technologies while also examining the meanings students assign to both collaboration and technology. A qualitative inductive analysis of students’ assignments in a professional communication course demonstrates that students use technology to collaborate for its Accessibility, A/synchronicity, and Collaborativity. Students perceive and use technology within a functional literacy framework wherein technologies are tools providing pragmatic means to complete a shared-document assignment. These results are important for integrating collaborative assignments and collaborative technologies to promote social learning within the classroom

A Qualitative Study Of Pedagogical Issues Arising From The Introduction Of The Malaysian – Smart School Initiative

The Malaysia Smart School initiative began in 1999. The intention was to equip Malaysian schools with an impressive array of information technology (IT) facilities and to bring about associated innovation in teaching and learning as well as to equip Malaysian children with the necessary skills to be effective in a modern society. It was initially beset with difficulties arising from the economic situation in Malaysia. Our research focused on the pedagogical changes which teachers had to bring about and how to enacted them. Our approach was to analyse the work of 17 teachers using a qualitative software tool using a literature-based framework of analysis. It was clear from the sample of lessons studied in-depth, that remained constraints on the teacher. There were no accompanying curriculum changes which meant that teachers needed to understand the key purpose of the innovation and should be given the necessary support to enable it to happen

The effect of roles on computer-supported collaborative learning.

Strijbos, J. W. (2004). The effect of roles on computer-supported collaborative learning. Unpublished doctoral dissertation, Open University of the Netherlands, The Netherlands