The usage of computer integrated classroom (cic) technology tools in the study of interactions of knowledge construction among esl pre-service teacher

This paper takes a glimpse at the possible tools for collecting data on interactions of knowledge construction among ESL pre-service teacher. The main tool identified to compile the data collection of the study is a customized of computer integrated classroom (CiC) system. For that purpose, a pilot study on computer support face to face peer response using CiC was trialed with a group of students enrolled in a Microteaching course at the Faculty of Education, University Technology Malaysia. CiC was explored to see whether the system could facilitate both modes of synchronous interactions: text-based reporting and verbal interaction. With the assistance of software and hardware integrated in CIC, many computer supported collaborative learning activities could be carried out by ESL pre-service teachers such as recording, storing, retrieving, and monitoring of user profiles’ activities, learning materials and interactions

Professional Learning in Massive Open Online Courses

This study explores the role of Massive Open Online Courses (MOOCs) in supporting and enabling professional learning, or learning for work. The research examines how professionals self-regulate their learning in MOOCs. The study is informed by contemporary theories of professional learning, that argue that conventional forms of learning are no longer effective in knowledge intensive domains. As work roles evolve and learning for work becomes continual and personalised, self-regulation is becoming a critical element of professional learning. Yet, established forms of professional learning generally have not taken advantage of the affordances of social, semantic technologies to support self-regulated learning. MOOCs present a potentially useful approach to professional learning that may be designed to encourage self-regulated learning. The study is contextualised within ‘Fundamentals of clinical trials', a MOOC for health professionals designed and run by the Harvard Medical School, Harvard School of Public Health, and Harvard Catalyst, the Harvard Clinical and Translational Science Center, and offered by edX. The research design builds on the authors' previous studies in the areas of Technology Enhanced Learning and Professional Learning and in particular, research which explored the learning behaviours of education professionals in the Change 11 MOOC. The previous studies demonstrated a link between individual learners SRL profile and their goal setting behaviour in the Change 11 MOOC as well as uncovering other factors which influenced their engagement with the MOOC environment. The present study extends the original study by further focusing on specific aspects of self-regulation identified by the Change11 studies and our parallel studies of self-regulated learning in knowledge workers. The analysis of learner behaviour in the Fundamentals of Clinical Trials is complemented by additional exploration of the design considerations of the MOOC, to determine the extent to which course design can support or inhibit self-regulation of learning. The study poses three research questions: How are Massive Open Online Courses currently designed to support self-regulated learning? What self-regulated learning strategies and behaviours do professionals adopt? and How can MOOCs be designed to encourage professionals to self-regulate their learning? Validated methods and instruments from the original study will be adapted and employed. The research is unique in providing evidence around two critical aspects of MOOCs that are not well understood: the skills and dispositions necessary for self-regulated learning in MOOC environments, and how MOOCs can be designed to encourage the development and emergence of SRL behaviours

Virtual pedagogical model: development scenarios

info:eu-repo/semantics/publishedVersio

Dimensions of problem based learning:dialogue and online collaboration in projects

The article contributes to the discussions on problem based learning and project work, building on and reflecting the experiences of the authors. Four perspectives are emphasized as central to a contemporary approach to problem- and project-based learning: the exploration of problems, projects as a method, online collaboration, and the dialogic aspect of students’ project work. A specific focus is on how the problem- and project-based learning approach developed in Denmark historically and theoretically, and how it unfolds today discussed through a case of the Danish Master programme in ICT and Learning (MIL), focusing on changes in the roles of teachers as supervisors, and the involvement of students in course and project activitie

Supporting knowledge transformation with Teams-mediated networked learning

Transfer between school and education - and more generally between persons' life practices - is a recurring issue within educational research. On the one hand, very generally speaking, the possibility of transfer is a prime rationale of the educational system - students are supposed to learn within education "something" which they can then use later in other contexts. On the other hand, theoretical and empirical research combine to question transfer both as a concept and as an empirically occurring phenomenon. This short paper reports on an ongoing Design-Based Research project with educators at The Business School. The outset for the project is the combination of a practice problem, experienced at The Business School, and the present authors' research interest in developing theoretically sound, operationalizable design principles to support students in learning to perform transfer and knowledge transformation. The practice problem at The Business School concerned the limited degree to which students (in their educators' experience) make use of their learning at school in their internship practice. The Design-Based Research project concerns the development and evaluation of design principles focusing on networked learning in mediator activities to facilitate students in performing transfer between school and internship. Microsoft Teams has been chosen by The Business School as the ICT platform to support the networked learning activities. We are inspired by a moderate situated learning approach to transfer which emphasizes the role of framing, the sense-making of the individual, the significance of anchorage of activities in primary contexts and of developed patterns of participation, as well as the thesis that context-dependency is itself context-dependent. Informed by this approach in combination with insights from networked learning research, we have formulated three design principles together with the educators at The Business School. The design principles address the practice problem identified by The Business School educators and take into account the aims of the educators as well as results from a pilot study. Through the Design-Based Research study the following research question and sub-questions are investigated: How can Teams-mediated networked learning support students at The Business School in transfer and transforming knowledge between school and internship? What are design principles for Teams-mediated networked learning to support knowledge transformation? What knowledge transfers and how does it transform in Teams-mediated networked learning for The Business School students traversing between school and internship

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future