Main functionalities of the Knowledge Practices Environment (KPE) affording knowledge creation practices in education

ACM,; 978-1-4092-8498-4; Editors: Claire O'Malley, Daniel Suthers, Peter Reimann, Angelique Dimitracopoulou;Peer reviewe

Pragmatic Knowledge Services

Peer reviewe

Deliverable D.2.1 Designing NIL-MRT Networks for innovation and learning on Micro Reactor Technology

This deliverable describes the conceptual framework for the Network for Innovation and Learning on Micro Reactor Technology (NIL-MRT). It provides, based on the elicited design requirements, insight on how the NIL-MRT environment will facilitate innovation, education and knowledge sharing across the network. The NIL-MRT network will be composed of Communities for Development (CfD) where MRT problem solving, learning and expertise sharing takes place between industry, SME’s and university experts, coaches, students and working professionals. The NIL-MRT network design proposition described is based on existing scientific findings from a state of art study, prior experiences (ZuydLab) and elicitation activities to surface (user) requirements with the stakeholders of the project.Part of this work is funded by the EU Lifelong learning programme under nr 52327-LLP-1-2012-1-NL-ERASMUS-FEX

Knowledge work practices in education - two cases of transforming pedagogical practices

Peer reviewe

From meaning making to joint construction of knowledge practices and artefacts - a trialogical approach to CSCL

ACM,; 978-1-4092-8498-4; Editors: Claire O'Malley, Daniel Suthers, Peter Reimann, Angelique Dimitracopoulou; Proceeding volume: Volume 1Peer reviewe

Learn by distance: advice for choosing an effective and inclusive e- Learning platform

In this last eventful year, in order to deal with the health emergency, the logistic problems related to it and the imposition of "distance learning", digital e-Learning platforms and tools have been widely used both for teaching and for autonomous work. However, these technologies were often completely new to users and their parents, who had to quickly adapt to the situation by learning how to handle them, not always in the most efficient way. Moreover, many families were not technologically and economically prepared for this situation due to inadequate internet connection, equipment and related tools (Beaunoyer E. 2020, Van Lancker, W. 2020). In this complex scenario, children and adolescents with special educational needs and disabilities (SEND) have suffered the most and the already existing gap with their schoolmates has widened further (Asbury, K. 2020). With the aim of both reducing this gap and improving the school inclusion and distance learning experience, we believe it is necessary to provide families and all those involved in learning environments useful information for choosing such platforms. In this work we have analysed some existing platforms in order to highlight and list the most suitable features for better learning that can somehow both fill the many gaps in distance learning and boost the experience of face-to-face teaching when the health emergency will be over. Features such as cooperative teaching, the availability of a wide variety of evaluation types (true/false, quiz, cloze test etc.), digital repositories and the possibility to set specific and guided learning paths and monitor learning trends should help teachers organize daily activities. Working in small groups, having more listening space, receiving effective feedbacks on progress from tutors and teachers, having materials organized with an appropriate search system based on semantic tagging by topic and subject and the presence of gamification principles (rewards, enhanced visuals and interactivity) should also be considered in the decision process. Furthermore, the selection process must pay proper attention to the characteristics of SEND's. Specifically, it is pivotal to stimulate as much as possible their meta-cognitive strategies and provide proper materials to strengthen existing competences and boost new compensatory strategies.  

Digital technology and practices for school improvement : innovative digital school model

The aim of this study was to create a model which describes the main elements for improving schools with digital technology and helps to reveal differences between schools and identify their best practices and challenges. The innovative digital school model (IDI school) offers a framework for research but also a research-based model for schools to examine their own practices with digital technologies. The model combines previous research on school improvement, creation of innovations, and digital technology in education as a special case of innovations and learning as knowledge creation to define six main elements describing an innovative, digital school: visions of the school, leadership, practices of the teaching community, pedagogical practices, school-level knowledge practices and digital resources. The model was applied to investigate three basic education schools. The results indicate that the model worked: we found essential differences between the schools and their best practices and challenges for improvement. It worked particularly well for those elements, which are mainly the responsibility for leadership inside a school. The differences of various elements between schools were not based on socioeconomic background but on the school-level practices. As a conclusion, we suggest that to improve schools with digital technology, all elements of the model should be included in the evaluation and development process.Peer reviewe

Preservice Teacher Sense-Making as They Learn to Teach Reading as Seen Through Computer-Mediated Discourse

Abstract This collective case study used methods of discourse analysis to consider what computer-mediated collaboration might reveal about preservice teachers’ sense-making in a field-based practicum as they learn to teach reading to children identified as struggling readers. Researchers agree that field-based experiences coupled with time for reflection benefit preservice teachers as they learn to teach reading. However, research is not as clear about which features of practicum experiences lead to preservice teacher learning, which may contribute to preservice teacher misconceptions, and how learning about reading instruction might be rendered more visible to researchers. Grounded in sociocultural perspectives, analysis focused on language as a mediating tool for the construction of knowledge. Data collection spanned three semesters in a literacy assessment and intervention practicum. Preservice teachers constructed understandings of readers and reading instruction through reflecting, planning, and articulating their decision-making processes with one another in the online discussion board. Findings indicated that analysis of preservice teachers’ computer-mediated discussions provided a window into their sense-making processes. While some preservice teachers’ discourse demonstrated marked growth, other preservice teachers’ limited use of precise language related to reading assessment and intervention frequently inhibited their developing understandings and instructional decisions. As well, some of the decisions instructors made likely contributed to several PST misconceptions. We conclude with implications for computer-supported collaborative environments in teacher education as a means to make preservice teacher learning more visible and accessible as a tool for teaching and learning