165,952 research outputs found
The use of learning management platforms in school context - a national study
This report results from a national study carried out under the Project âEducational application of learning management platformsâ, supported and funded by the Computers, Networks, and Internet in Schools department of the Portuguese Ministry of Education- General Directorate for Innovation and Educational Development. This report has been developed by the ICT Competence Centre of the Faculty of Sciences- University of Lisbon, during the school year 2007/2008
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 âcooperative learningâ and âcollaborative learningâ. 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
Recommended from our members
Solved! Making the case for collaborative problem-solving
This report argues that the ability to solve problems with others is a crucial skill for our young people in the workplace of the future but the current education system does little to support it. Key findings Collaborative problem-solving (CPS) is an increasingly important skill to teach young people in order to prepare them for the future. Despite strong evidence for its impact, CPS is rarely taught in schools but if structured well it can reinforce knowledge and improve attainment. Significant barriers exist for teachers implementing this practice, from behaviour management to curriculum coverage, to task-design. For CPS to gain ground, a concerted shift is needed including teacher training, better resources and system level support. This report is part of Nestaâs ongoing commitment to equipping young people with the skills they need to succeed. It makes a series of recommendations on how organisations and policymakers can help support and embrace the implementation of CPS. Nesta is following this up with a series of small-scale pilots of aligned programmes in order to evaluate impact and explore how CPS can be implemented in a range of practical settings. Policy recommendations Stimulate production of quality collaborative problem-solving (CPS) resources and training, from primary education onwards. Fund existing, aligned programmes to scale and evaluate impact. Educate and involve the out-of-school learning sector and volunteer educators. Develop smarter collaborative problem-solving assessment methods. Help higher education organisations and MOOCs to track what works
Climate change, collaboration and pre-service teachers' emergent professional identity
The study group included 74 graduate, pre-service science teachers who were following the Professional Graduate Diploma of Education Secondary (PGDES) in all science subjects, biology with science, chemistry with science and physics with science. The strong tradition of integrated science in Scotland is reflected (Inspectorate of Schools (Scotland) 1994) in the structure of PGDES programmes (The Scottish Office Education and Industry Department 1998). Scottish School science departments are organised in a variety of ways and a strong collaborative element is often present in providing a common programme of study in science during the early years of secondary schooling. Collaborative coursework on climate change was selected due to its contemporary interest; consultation on the detail of a 'Curriculum for Excellence' (The Curriculum Review Group 2004) and the absence of reported depth of experience in this content area in Scottish school science. Issues associated with climate change conform to all ten qualities of socio-scientific issues (Ratcliffe M. and Grace M. 2003. ) p. 2-3. The purpose was to simulate the collaborative working environment (Watters J.J. and Ginns I.S. 2000); to establish a 'community of practice' as suggested by the (Lave J. and Wenger E. 1991)model of situated learning; involved aspects of problem based learning (Savin-Baden M. and Howell C.M. 2004) as well as authentic assessment (Wiggins G.P. 1993); and to initiate the formation of identities as science teachers rather than 'subject specialists'. The task was based on a constructivist framework. We sought to explore aspects relating to attitudes and knowledge in the context of climate change, to collaboration and the use of ICT. Students were allocated to mixed subject groups and expected to produce reading materials for 12-14 year olds and an associated teachers' guide on a given aspect of climate change over a seven week period. The product and collaborative aspects of the task were assessed using a combination of tutor and peer assessment, including two group debriefing sessions. Students' knowledge and confidence about global warming and information relating to their experiences of collaboration were assessed using a simple pre- and post-task questionnaire developed for this task. We found that the students experienced a number of benefits and frustrations of group work task. Overall, they found the process beneficial and collectively produced a high quality resource which is available as a basis for their own teaching. The resource could be adapted for use by other teachers. The students have become more knowledgeable about aspects of climate change. They may also have considered the challenges in teaching complicated socio-scientific issues in relation to their own professional attitudes and values. A generally positive attitudinal movement took place during the period and some variation was observed between students from different subject areas
Building an excellent foundation for research: Challenges and current research needs
The delivery of research-informed education is a fundamental principle held by universities and is a principle that work-integrated education (WIL) should not be exempt from. In the 1980s and 1990s, critical reviews of the WIL literature suggested WIL research required significant development. Since these reviews were conducted a significant, well-developed body of literature has formed and increasingly WIL models of delivery are relying on research findings to inform program design. However, despite these successes, significant challenges and research gaps still exist. Authors in this APJCE special issue have given attention to a number of areas that present as challenges. The area of negative and neglected research findings are highlighted and the reexamining the nature of the relationship between the student and workplace supervisor has been discussed. A model of enabling transformative learning is presented and an investigation of the influence of WIL experiences on undergraduate student study direction choices has been reported. Other areas in need of further research attention are also discussed
Evaluation of North Lanarkshire's cooperative learning programme
This is the final report by the Quality in Education Centre (QIE) at the University of Strathclyde of anevaluation of the North Lanarkshire cooperative learning project. The project and the evaluation arefunded as part of the Scottish Executive's Future Learning and Teaching (FLaT) Programme(http://www.flatprojects.org.uk/). Cooperative learning was introduced in North Lanarkshire in 2002 as part of a wider programme toraise aspirations and achievement and attainment (Raising Achievement for All,North Lanarkshire Education Department, 1998). The authority have made the commitment that all teachers and supportstaff will be trained in cooperative learning, if they wish, over a period of at least 5 years. Since theintroduction of A Curriculum for Excellence, the authority has been emphasising the strengths ofcooperative learning in supporting the development of the four capacities (successful learners,confident individuals, responsible citizens and effective contributors to society). They also believe that it provides a suitable medium for taking forward other national initiatives such asAssessment is for Learning and Enterprise in Education
The effect of functional roles on perceived group efficiency during computer-supported collaborative learning
In this article, the effect of functional roles on group performance and collaboration during computer-supported collaborative learning (CSCL) is investigated. Especially the need for triangulating multiple methods is emphasised: Likert-scale evaluation questions, quantitative content analysis of e-mail communication and qualitative analysis of open-ended questions were used. A comparison of fourty-one questionnaire observations, distributed over thirteen groups in two research conditions â groups with prescribed functional roles (n = 7, N = 18) and nonrole groups (n = 6, N = 23) â revealed no main effect for performance (grade). Principal axis factoring of the Likert-scales revealed a latent variable that was interpreted as perceived group efficiency (PGE). Multilevel modelling (MLM) yielded a positive marginal effect of PGE. Most groups in the role condition report a higher degree of PGE than nonrole groups. Content analysis of e-mail communication of all groups in both conditions (role n = 7, N = 25; nonrole n = 6, N = 26) revealed that students in role groups contribute more âcoordinationâ focussed statements. Finally, results from cross case matrices of student responses to open-ended questions support the observed marginal effect that most role groups report a higher degree of perceived group efficiency than nonrole groups
- âŠ