Effects of computer-supported collaboration script and incomplete concept maps on web design skills in an online design-based learning environment

Web design skills are an important component of media literacy. The aim of our study was to promote university students’ web design skills through online design-based learning (DBL). Combined in a 2x2-factorial design, two types of scaffolding were implemented in an online DBL environment to support the students through their effort to design, build, modify, and publish web sites on processes and outcomes measures, namely collaboration scripts and incomplete concept maps. The results showed that both treatments had positive effects on collaborative (content-related discourse quality, collaboration skills, and quality of published web sites) and individual (domain-specific knowledge and skills related to the design and building of websites) learning outcomes. There was synergism between the two scaffolds in that the combination of the collaboration script and incomplete concept maps produced the most positive results. To be effective, online DBL thus needs to be enhanced by appropriate scaffolds, and both collaboration scripts and incomplete concept maps are effective examples

"Colearning" - Collaborative Open Learning through OER and Social Media

This chapter introduces the concept of coLearning as well as discussing how open learning networks can produce, share and reuse OER collaboratively through social media. COLEARNING OBJECTIVES The aim of this investigation is to identify new forms of collaboration, as well as strategies that can be used to make the production and adaptation processes of OER more explicit for anyone in a social network to contribute. REUSABILITY This open content is an adapted version of a conference paper for OCW conference 2012, which was created by the same authors. This chapter can be reused by: Educators who would like to create reusable OER (images, videos, maps, units) Learners who are interested in tools for reusing and adapting OER Content developers who are looking for different media to enrich OER Social network users who would like to produce and share open media conten

Collaborative Concept Mapping: A Study of Group Work Satisfaction in Vocational Higher Education

Collaboration is gaining traction in today's educational environment. Thus, teachers' primary concern is assisting students in experiencing group knowledge collaboration. As online education continues to grow in popularity, there is an increasing need to promote and understand collaborative learning processes. Its success is contingent upon implementing online collaborative learning strategies that foster critical thinking abilities while also providing meaningful collaborative learning opportunities. Collaborative concept mapping is one tool that could be used to foster student collaboration. Rather than creating and visualizing ideas individually, collaborative concept mapping involves two or more students working collaboratively to create one or more concept maps. In collaborative learning, interactions between learners are critical sources of idea generation. The purpose of this study is to examine students’ satisfaction with implementing the strategy in Second Language Reading class. The recent study advances our understanding of how to effectively use collaborative teaching tools in the classroom and improve student learning through group collaboration. The study's findings indicate that students demonstrated positive attitudes toward group collaboration, as evidenced by collaborative concept mapping. In addition, the collaborative learning processes embedded in concept mapping learning platforms support and facilitate reading comprehension achievement, resulting in successful foreign language learning for higher education students. The interaction in collaborative concept mapping, lacking in individual concept mapping, has facilitated individual and group knowledge building. As a result, implementing this strategy may benefit both group and individual learning

Quantitative assessment of concept maps for conceptualizing domain ontologies: a case of Quran

The use of graphical knowledge representation formalisms with a representational vocabulary agreement of terms of conceptualization of the universe of discourse is a new high potential approach in the ontology engineering and knowledge management context. Initially, concept maps were used in the fields of education and learning. After that, it became popular in other areas due to its flexible and intuitive nature. It was also proven as a useful tool to improve communication in corporate environment. In the field of ontologies, concept maps were explored to be used to facilitate different aspects of ontology development. An essential reason behind this motivation is the structural resemblance of concept maps with the hierarchical structure of ontologies. This research aims to demonstrate quantitative evaluation of 4 different hypotheses related to the effectiveness of using concept maps for ontology conceptualization. The domain of Quran was selected for the purpose of this study and it was conducted in collaboration with the experts from the Centre of Quranic Research, Universiti Malaya, Kuala Lumpur, Malaysia. The results of the hypotheses demonstrated that concept mapping was easy to learn and implement for the majority of the participants. Most of them experienced improvement in domain knowledge regarding the vocabularies used to refer to the structure of organization of the Quran, namely Juz, Surah, Ayats, tafsir, Malay translation, English translation, and relationships among these entities. Therefore, concept maps instilled the element of learning through the conceptualization process and provided a platform for participants to resolve conflicting opinions and ambiguities of terms used immediately

Student Collaboration: Early Childhood Teachers\u27 Roles and Perspectives

Early childhood environments can offer valuable opportunities for student collaboration. Social interactions allow students to practice listening to each other and learn how to work together. This study focused on the roles and perspectives of early childhood educators related to student collaboration in the classroom. Six educators from one elementary school in New Hampshire participated in two focus group discussions, the first of which included a presentation on student collaboration with first graders. Participants also completed four concept maps highlighting their perspectives about student collaboration and one written reflection comparing their perspectives before and after engaging in the focus group discussions. Participants’ awareness of strategies for student collaboration grew through these discussions among peers. Implications of the study include providing opportunities for educators to engage in discussions that examine their approaches for planning, preparing, and offering a variety of collaborative activities throughout the day

How does the Type of Task Influence the Performance and Social Regulation of Collaborative Learning?

In this paper we analyze the effects of the type of collaborative task (elaboration of concept map vs elaboration of expository summary) on the performance and on the level of collaboration achieved by Mexican university students in the multimedia learning of a social sciences content (Communication Psychology). Likewise, the processes of social regulation that are put into play in these collaborative tasks are described. Forty-five students (17 women and 28 men) grouped in 15 triads participated in the study. Each triad was assigned to one of the two collaborative conditions: elaboration of concept map (8 groups) and elaboration of an expository summary (7 groups). It was monitored that there were no significant previous differences between two conditions regarding: reading comprehension, reading comprehension regulation strategies and domain-specific prior knowledge. To evaluate the performance in learning, the quality of the proposals made in concept maps and summaries were taken adapting the procedure proposed by Haugwitz, Nesbit and Sandmann (2010), and also the results obtained by the students in a multiple-choice questionnaire about the knowledge area. Likewise, the level of collaboration perceived by each member of the teams was examined using a Collaboration questionnaire developed by Chan and Chan (2011). The identification and characterization of the processes of social regulation was carried out through a qualitative analysis of the exchanges registered during the collaborative activity, considering the type (co-regulation and shared regulation) and the regulation orientation (directed to the task or to the management of collaboration). The quantitative results analysis showed the existence of significant effects working with collaborative concept maps in the knowledge acquired during the collaborative task and in some of the indicators of perceived collaboration. Although no significant statistical differences were found, in the teams that elaborated expository summaries, a predominance of episodes of regulation directed towards the cognitive activity of the collaborative task was observed, being scarce, in both conditions, the episodes of social regulation directed towards collaboration within the triadsThis work integrates a series of studies in progress on collaboration and digital technologies that were carried out within the framework of the research project called "Communicative innovation and management in organizations" of the Thematic Network of Academic Collaboration "Management, Culture and Communication in Organizations", which was supported by PRODEP-SEP (México) DSA/103.5/15/11048 (UASLP-CA-232), in which the first author participate

What are we going to do about a problem like polymer chemistry? Develop new methods of delivery to improve understanding of a demanding interdisciplinary topic

Following collaboration between two chemistry lecturers and an academic developer an attempt was made to enhance the learning of students within a chemistry module through the adaptation of the delivery of content material. This paper reports a piece of practitioner led research which considered how effective the approach developed was upon the level of student understanding and the process through which this occurred. The module delivery was altered from an emphasis on the transmission of knowledge through a traditional lecture format, to rotating small group problem based sessions and the use of concept maps. Student feedback and higher grades achieved appear to demonstrate it was effective

DARE to be different? Applying diversity heuristics to the analysis of collaborative research

Growth in collaborative research raises challenges for those tasked with research evaluation, particularly in situations where outcomes are slow to emerge. This article presents the ‘Diversity Approach to Research Evaluation’ (DARE) as a novel way to assess how researchers, engaged in knowledge creation and application, work together as teams. DARE provides two important insights: Firstly it reveals the differences in background and experience between individual team members that can make research collaboration both valuable and challenging; secondly, DARE provides early insights into how these teams are working together. DARE achieves these insights by analysing team diversity and cohesiveness in five dimensions, building on Boschma’s multidimensional concept of proximity. The method we propose combines narratives, maps, and indicators and is broadly applicable to the study of research collaboration. The article introduces the DARE method and pilots a proof-of-concept operationalisation through the study of two grant-funded biomedical research projects led by researchers in the UK. Suggestions for further development of the approach are discussed

Mapping Occupational Therapy Practice with Postsecondary Students: A Scoping Review

Background: Legislation supports a role for occupational therapy in postsecondary settings, but this area is not a common practice area and the practice area is not well understood. This scoping review maps current literature of occupational therapists working with students in postsecondary settings in order to inform future research and practice. Method: After identifying included articles, a narrative description of the quantitative studies along with a concept map were completed. A qualitative thematic analysis of the articles was also conducted. Results: Twenty-five articles met the inclusion criteria. Quantitative results describe occupational therapy services as both a direct and indirect service provided through offices of disability services, assistive technology, and supported education programs, among others. The primary population with whom occupational therapists engage with are students with mental illness. Three qualitative themes emerged from the scoping review, including the focus on occupation and skills needed for success, using the campus environment, and campus collaboration. Conclusion: The structure of occupational therapy services varies from location to location and occupational therapists work with various populations of students. Future research needs to support the distinct value of occupational therapy in this practice area, including the scope and outcomes of occupational therapy services with different populations of students