Supporting Self-Directed Learning Process in a Virtual Collaborative Problem Based Learning Environment

The PBL process is a self-directed learning process. In the light of self-directed learning theory, the author argues that computational mechanisms can be used to support selfdirected learning for PBL groups in virtual learning environments. In this paper, an approach to the support of self-directed learning is proposed. This approach supports self-directed learning in a virtual PBL environment in two ways. Firstly, the shared workspaces together with their accompanying tools and documents allow students to actively engage in collaborative, creative, and unstructured PBL activities. Secondly, the process support tool helps students to organize, execute, and coordinate structured parts of PBL processes. This approach has been adopted to develop our prototype system CROCODILE

Fostering Creativity via Technoself Enhanced Learning with Emerging Technologies

Creative and collaborative learning has profound implications for all parts of the system we have built up in our societies — not only the education systems but also the social, economic and cultural systems. Technology Enhanced Learning (TEL) research has increasingly focused on emerging technologies, Extended Reality (XR) to improve learner’s engagement in enriched multimodal learning environments. This paper recommends technoself pedagogy and investigates XR for creative learning as a frontier in TEL. In partnership with cultural sectors, we introduce the agile working process in the collaboration with the Alexandra Park and Palace Charitable Trust (AP) and report the project development of two pilot apps based on the proposed methodology. As a result, students as co-creators were engaged in pilot collaborative projects to work on the digital solutions that promote unforgettable stories. The prototypes exploited the latest development of Virtual Reality (VR), Augmented Reality (AR), and game and mobile technology. The pilot pedagogical practice focuses on providing a vibrant collaborative learning environment which fosters innovation and creativity, informed by practice, inspired by TEL research across disciplines. The collaborative learning practices also support cultural sectors to inspire their visitors and to help curators think beyond their current boundaries, providing a new, mixed media and technological approach to raise cultural awareness to wider audiences

The Virtual Shoe Salon: a creative and active approach for teaching research and data analysis to fashion students

The push towards creative and active learning in higher education has gained momentum in recent years, creating opportunities for innovative, student focused approaches. The Covid-19 pandemic shifted the educational landscape to the online world, propelling the need to create compelling learning activities for students. While also fostering a sense of community and facilitating both peer relationships and peer learning. This paper presents the development and initial implementation of an innovative teaching tool, The Virtual Shoe Salon, which is based on creative pedagogies and experiential learning. The Virtual Shoe Salon has been implemented to embed stronger skills in research and data analysis within the curriculum of our fashion business courses. As a teaching method it can embrace both online and face to face environments. Drawing from a theoretical foundation of material culture, combined with an adaptation of the photovoice research approach, the salon takes the ordinary, but expressive objects of shoes to engage students in research and analysis through collaboration, conversation and peer to peer learning. The paper presents the rationale for the Virtual Shoe Salon, and findings from its implementation with 250 students. Subsequent evaluation and reflection with both students and staff have evidenced the positive role of the Virtual Shoe Salon in facilitating active and collaborative learning around research and data analysis. While it has actively encouraged a dynamic and collaborative learning environment, the Virtual Shoe Salon has initiated a shared space underpinned by the sense of community and belonging for students that Covid-19 had eroded

Science in the virtual learning environment as more than online conversation

The asynchronous computer conference still finds itself largely ignored as an effective vehicle for supporting student-centered, collaborative learning experiences. When it is employed the quality of the learning experience varies widely. The literature reports students either unengaged with the medium or overwhelmed by the discussion threads.The online discussion itself tends to take on the nature of an accumulation of independent facts and little peer-to-peer engagement. It is recognised that learning environments in introductory science courses play a crucial role in Higher Education, and dialogic inquiry is understood to play a vital role in the study and understanding of science. According to Biggs “constructively aligned” learning environments in which careful attention is given to the relationship between learning outcomes, learning activities and teaching practice and assessment strategy are supportive of inquiry.Based on a series of introductory online physical science modules, designed and taught by the author for the University of Maryland University College (UMUC), it is shown that an aligned virtual learning environment is feasible and supports deep learning. Key factors instrumental to the successful delivery include clear communication of tutor and student role, ample opportunities for social networking and a range of creative learning activities and meaningful assessment tasks. The asynchronous conference plays a central role in which ideas are not only shared but critically examined and improved. Interaction goes far beyond conversation, reaching a deeper level of collaborative inquiry and ultimately knowledge construction.Science educators are encouraged to incorporate asynchronous conferencing to undergraduate science courses with the aim of fostering collaborative inquiry and critical thinking skills. The case study demonstrates that if the above described features are realised in the online design, the asynchronous conference by default becomes the showplace for knowledge construction from the outset and increasingly the students’ major learning resource3

Virtual Collaboration in the Online Educational Setting: A Concept Analysis

This study was designed to explore the concept of virtual collaboration within the context of an online learning environment in an academic setting. Rodgers’ method of evolutionary concept analysis was used to provide a contextual view of the concept to identify attributes, antecedents, and consequences of virtual collaboration. Commonly used terms to describe virtual collaboration are collaborative and cooperative learning, group work, group interaction, group learning and teamwork. A constructivist pedagogy, group-based process with a shared purpose, support and web-based technology are required for virtual collaboration to take place. Consequences of virtual collaboration are higher order thinking and learning to work with others. A comprehensive definition of virtual collaboration is offered as an outcome of this analysis. Clarification of virtual collaboration prior to using it as a pedagogic tool in the online learning environment will enhance nursing education with the changes in nursing curriculum being implemented today. Further research is recommended to describe the developmental stages of the collaborative process among nursing students in online education and how virtual collaboration facilitates collaboration in practice

Supporting Computer-supported collaborative work (CSCW) in conceptual design

In order to gain a better understanding of online conceptual collaborative design processes this paper investigates how student designers make use of a shared virtual synchronous environment when engaged in conceptual design. The software enables users to talk to each other and share sketches when they are remotely located. The paper describes a novel methodology for observing and analysing collaborative design processes by adapting the concepts of grounded theory. Rather than concentrating on narrow aspects of the final artefacts, emerging “themes” are generated that provide a broader picture of collaborative design process and context descriptions. Findings on the themes of “grounding – mutual understanding” and “support creativity” complement findings from other research, while important themes associated with “near-synchrony” have not been emphasised in other research. From the study, a series of design recommendations are made for the development of tools to support online computer-supported collaborative work in design using a shared virtual environment