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Leveraging CSCL technology to support and research shared task perceptions in socially shared regulation of learningMiller, Mariel Fleur Wade 27 August 2015 (has links)
Collaboration is a vital skill in today’s knowledge economy. Regrettably, many learners lack the regulatory skills required for complex collaborative tasks. In particular, groups struggle to construct shared task perceptions of collaborative tasks on which to launch engagement. Thus, the purpose of this dissertation was to examine how computer supported collaborative learning (CSCL) tools can be leveraged to support shared task perceptions for regulating collaboration. Because investigating this process brings forth a wide array of methodological challenges, a second purpose of this dissertation was to explore how CSCL tools can be used as a methodological solution for capturing this process. Towards this end, research unfolded across one conceptual paper and two empirical studies: (a) Miller & Hadwin (2015a) extended work conceptualizing self-, co-, and shared-regulation in successful collaboration and drew on this theoretical framework to propose ways in which CSCL tools can be designed to support and research regulation of collaboration; (b) Miller, Malmberg, Hadwin, & Järvelä (2015) investigated the processes that contributed to and constrained groups’ construction of shared task perceptions in a CSCL environment in order to inform further refinement of supports; (c) Miller & Hadwin (2015b) examined the effects of tools providing different levels of individual and group support on construction of shared task perceptions and task performance. Together, findings revealed the potential of blending pedagogical tools to support shared task perceptions with research tools for examining and understanding regulation. In particular, findings evidenced shared task perceptions to be a complex and challenging social phenomenon and shed light on ways in which CSCL tools may prompt and promote this process. In addition, data generated by learners as they interacted with CSCL supports created valuable opportunities to capture shared task perceptions as they unfolded in the context of meaningful collaborative tasks across the individual and group level. / Graduate / 0525 / fgage@uvic.ca
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Herausforderungen eines tri-nationalen Virtual Collaborative Learning-ProjektesBalázs, Ildikó, Michel, Kay-Uwe, Schoop, Eric 29 July 2016 (has links) (PDF)
Der vorliegende Beitrag wertet die aktuellen Erfahrungen eines internationalen Projektes zur Qualifizierung Studierender mit Hilfe kollaborativer Internet-Nutzung aus. Bevor wir auf die konkrete Struktur des Projektes (Kapitel 2) und seine Evaluation (Kapitel 3) eingehen, werden zunächst die besonderen Rahmenbedingungen, das Vorhaben und die dahinter stehende Motivation erläutert.
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Learner engagement in computer-supported collaborative learning environments : a mixed-methods study in postgraduate educationPiki, Andriani January 2012 (has links)
The thesis draws on a mixed-methods study which empirically and theoretically investigates the ways in which postgraduate students engage in collaborative learning activities facilitated by technology. The research is both significant and distinct in its approach towards understanding how learners engage in real-life computer-supported collaborative learning (CSCL) settings; what enables or hinders learner engagement; and how engagement shapes the learning outcomes. The ensuing findings indicate that learner engagement is embodied in human behaviour, emotions, and reflection and therefore it is described as a multi-dimensional concept. Learner engagement also appears to be a socially distributed phenomenon – rather than a stable student characteristic – influenced by various personal, group-level, and other situational factors, the most prominent of which are captured by the Hierarchical Model of Enablers and Barriers. The study also reveals that learner engagement presupposes purposeful interaction which is presented as an integrative theme capturing the impact of pedagogical design on engagement. Another observation is that particular combinations of student actions, perspectives, and characteristics tend to resurface and therefore may be considered as strong predictors of potential engagement (or disengagement). This finding led to the development of the WISE Taxonomy of Learner Engagement Archetypes which portrays the most universal engagement approaches that emerged within the studied context. Finally, findings seem to suggest that the way students envisage their learning outcomes is driven by the engagement approach each student adopts, and vice-versa. When combined, the proposed model, taxonomy, and conceptualisation of learner engagement collectively define a holistic analytical framework labelled Distributed Engagement Theory. The purpose of this mixed-methods study is to explore, understand, and subsequently explain learner engagement aiming at making an original contribution to existing CSCL literature as well as informing the design of pedagogical models for enhancing learner engagement in CSCL environments within postgraduate education.
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Raisonnement clinique avec un simulateur virtuelle de patients sur Internet : l'apprentissage est-il augmenté par l'utilisation d'un groupe de discussion virtuelGodbout, Véronique January 2009 (has links)
Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.
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The Art of Collaboration in the Classroom: Team Teaching PerformancePhillips, Julie K. 01 January 2007 (has links)
The Art of Collaboration in the Classroom: Team Teaching Performance is a co-written masters thesis which records our research in the field of team teaching as it relates to theatre education at the university level. It is our intent that this text be used as a tool for helping universities and teachers decide if a collaborative teaching model is right for their courses. A portion of the text is research-based, examining the scholarly writings which have preceded our work. In Chapter 1, we compiled a set of definitions, in the hopes of codifying the language used within this document as well as that used within the field. We establish a hierarchy of terms associated with teaching in collaborative forms. We then describe the various models associated with collaborative teaching, specifically the model which we have employed: team teaching.Chapter 2 explores the reasons for and against implementing collaborative teaching structures in higher education. Chapter 3 discusses team teaching specifically, and explores reasons for implementing it at the university level, and in artistic disciplines, specifically acting. We also discuss the practical appropriateness for this model in today's classrooms.The second section of the text is practical in nature. Chapter 4 includes a description of our actual experiences working together in the classroom, including discoveries, failures and successes. Finally, Chapter 5 is a guide for implementing team teaching which covers the basic essentials of starting a team teaching program. This section of the document can be used as a training tool for future co-teachers in the VCU theatre graduate program.
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[en] ISSUENET: A FRAMEWORK FOR COLLABORATIVE TASK ASSESSMENT / [pt] ISSUENET: UM FRAMEWORK PARA AVALIAÇÃO COLABORATIVA DE TAREFASTATIANA ESCOVEDO 19 February 2008 (has links)
[pt] Atualmente, o mercado de trabalho é caracterizado por
globalização, forte
competição, rápidas mudanças, crescente fluxo e
obsolescência de informações e
exigentes padrões de qualidade e de produtividade. Para
acompanhar estas
transformações, portanto, a escola também precisa evoluir
do modelo clássico para a
Aprendizagem Colaborativa, a fim de formar indivíduos
capazes de se comunicar,
trabalhar em grupo na resolução de problemas complexos e
interdisciplinares, coordenar
o trabalho individual e do grupo, e tomar as melhores
decisões. Esta pesquisa investiga
especificamente a avaliação colaborativa em grupos de
trabalho e de aprendizagem, e
propõe o IssueNet, um Framework de colaboração para
acompanhamento e avaliação
colaborativa de tarefas. Para validar a contribuição do
Framework na avaliação
colaborativa, e investigar que outras influências a sua
utilização exerce em grupos de
trabalho ou de aprendizagem, foram realizados dois estudos
de caso com duas instâncias
distintas do IssueNet. Após a análise dos estudos de caso e
dos depoimentos dos
participantes, concluiu-se que o Framework atendeu às
expectativas de possibilitar a
avaliação colaborativa em grupos de trabalho ou
aprendizagem. / [en] Currently, the business market is characterized by
globalization, strong
competition, fast changes, increasing flow and obsolescence
of information and
demanding quality standards and productivity. To follow
these transformations, the
school also needs to evolve from the classical model to
Collaborative Learning, in order
to form individuals capable to communicating, working in
group for the resolution of
complex and interdisciplinary problems, coordinating the
individual work and that of
the group, and taking the best decisions. This research
specifically investigates the
collaborative evaluation in learning and working groups,
and proposes IssueNet, a
collaboration Framework for the management and
collaborative evaluation of tasks. To
validate the contributions brought about by the Framework,
and to investigate what
other influences it may have on learning or working groups,
two case-studies using two
distinct IssueNet instances have been carried through.
After the analysis of the casestudies
and of the based on the comments of the participants, we
have concluded that
the Framework satisfies our expectations by making it
possible the collaborative
evaluation in learning or working groups.
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Aplicação de um método ativo de ensino-aprendizagem no integrado de fisiopatologia e farmacologia III / Implementation of an active learning method in the integrated discipline of pathophysiology and pharmacology IIICastro, Douglas Gomes Meneses Sevilha 24 November 2014 (has links)
Desde a abertura dos primeiros cursos de farmácia no Brasil, a estrutura curricular sofreu inúmeras alterações com vistas à adequação do curso com as necessidades locais. Após a homologação das Diretrizes Curriculares Nacionais de Farmácia de 2002, passou a ficar mais urgente a necessidade do desenvolvimento de habilidades e atitudes pelos farmacêuticos, não apenas o acúmulo de conhecimento técnico. Este trabalho teve como objetivo estudar as variáveis envolvidas na organização e estruturação do Integrado de Fisiopatologia e Farmacologia III, uma disciplina central na formação dos farmacêuticos da Universidade de São Paulo, incluindo a investigação dos fatores que influenciam no processo de aprendizagem dos alunos, bem como a aplicação de um método ativo de ensino-aprendizagem neste integrado e, por fim, realizar uma avaliação comparativa entre a opinião dos alunos com relação aos dois métodos. Observou-se resposta positiva estatisticamente significativa dos alunos em favor do método ativo contra o método tradicional em todos os aspectos avaliados, incluindo todos os aspectos relacionados ao plano disciplinar, assim como o impacto no desenvolvimento de competências e auto avaliação dos alunos. Estes resultados sustentam a necessidade de aplicação de métodos nos quais os alunos sejam o centro do processo educacional e tenham responsabilidade sobre sua própria aprendizagem, para assim formar profissionais generalistas, críticos e líderes. / Since the opening of the first pharmacy schools in Brazil, the curriculum has undergone numerous changes in order to keep up with local needs. After the approval of the National Curricular Guidelines for Pharmacy on 2002, it became more urgent for pharmacists to develop skills and attitudes, rather than only to accumulate technical knowledge. This work aimed to study the variables involved in organizing and structuring the Integrated Pathophysiology and Pharmacology III, a central discipline in the curriculum of pharmacy school at the University of São Paulo. Additionally it focused on investigate all factors that influences students\' learning process as well as applying an active learning in this integrated. And, finally, to compare students\' opinions regarding the two methods. We observed a statistically significant positive response of students in favor of the active method against the traditional one in all aspects evaluated, including all aspects of the disciplinary proceedings, impact on skills development and self-assessment of students. These results support the idea of implementation of methods in which students are the center of the educational process and are accountable for their own learning. This way we will be able to assist the development of pharmacists with clinical thinking and leadership skills.
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Contribuições do ambiente virtual de aprendizagem para o desenvolvimento de competências do engenheiro de produção utilizando o PBL / Virtual learning environment contributions for the development of the production engineer competencies using the PBLFarina, Renata Mirella 08 August 2008 (has links)
A formação dos engenheiros de produção com competências capazes de se tornarem profissionais adequados para trabalhar em equipes, resolver problemas de forma rápida e colaborativa, em redes e acompanhar as inovações tecnológicas no parque industrial e na administração das empresas, necessidades inerentes ao contexto da sociedade da informação, mostrou-se insuficiente, onde a metodologia tradicional de ensino não tem permitido, de forma adequada, a obtenção desses propósitos. O objetivo desta dissertação é propor a implementação de melhoria no desenvolvimento das competências profissionais no ensino de engenharia de produção com o auxílio de um Ambiente Virtual de Aprendizagem (AVA) - MOODLE e a metodologia PBL (Problem Based Learning). A metodologia que será utilizada é a pesquisa bibliográfica na utilização do PBL em vários cursos e também a criação de um protótipo com as duas ferramentas para a disciplina Sistema de Informação no curso de graduação de engenharia de produção, com o propósito de possibilitar a validação da proposta na continuidade do trabalho após a defesa da dissertação. / The traditional teaching method in the production engineer formation is inadequate to promote the development of their necessary competencies. The information society environment requires team working, quickly problems solving in a collaborative network, and keeping up with the technology innovation in the industrial plants and in the organizations management. This dissertation proposes an improvement of the professional competencies development in the production engineering teaching with the aid of a Virtual Learning Environment (VLE) - MOODLE and the PBL methodology (Problem Based Learning). The library searching methodology will be used when applying PBL into various courses. A prototype will also be applied with both tools in the Information System subject matter included in the production engineering graduation course. The purpose is to validate the proposal following the dissertation presentation.
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Analyzing AP Syllabi for Problem Solving, Authentic Learning, and Collaborative Learning PracticesAnderson, Heather 29 September 2014 (has links)
A rubric was used to determine the frequency of college-readiness practices of Problem Solving, Authentic Learning, and Collaborative Learning present in Advanced Placement Calculus and English syllabi. Chi square tests were conducted and determined Problem Solving, Authentic Learning, and Collaborative Learning were found significantly more often in the English syllabi than in the Calculus syllabi. Problem Solving and its subcomponents understanding the problem and strategizing, as well as the Collaborative Learning subcomponent dialogue, were found in the English syllabi more than in the Calculus syllabi. The Collaborative Learning subcomponent reciprocal teaching was found more frequently in the English Literature and Composition syllabi while peer review was found most often in English Language and Composition syllabi and not analyzed for its presence in the Calculus syllabi. No significant differences were found between subjects for the Problem Solving subcomponent hypothesizing, Authentic Learning or any of its subcomponents, nor the Collaborative Learning subcomponents using out of class time for study group learning or group projects.
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Social constructionism in the middle school chorus: a collaborative approachDebrot, Ruth Ann 07 November 2016 (has links)
Middle school programs occupy a unique place in choral music education. This study builds upon and makes a unique contribution to the body of literature in choral music education by introducing critical participatory action research into the social ecology (Shotter, 1993) of the middle school choral classroom during the “regular” school day with a non-select choral ensemble. I employed critical participatory action research methodology—a collaborative approach to understanding specific problems in education—because it is a systematic research process conducted for the purpose of generating knowledge that is valid and vital for the well being of learners, communities of learners, and for promoting social change (Carr & Kemmis, 1986; Herr & Anderson, 2005; Kemmis and McTaggart, 1987; Mills, 2010). The purpose of this critical participatory action research study was to create a collaborative model of practice in order to make sixth grade choral music education more relevant and meaningful for learners. In order to accomplish this, I created a constructionist learning environment, applying domains of relevance set forth by Gergen (2001), and examined how this model of practice impacted the pedagogical practices of 19 sixth grade chorus students and their chorus teacher over the period of one semester. All participants collected evidence in the form of video recordings, interviews, journals and portfolios. All evidence was considered in light of the changes that occurred—individually and collectively—in pedagogical and organizational practices and in regard to the original research questions. This report illuminates ways that constructionist principles might be used to create a collaborative model of middle school choral music education and the pedagogical and social practices that emerge when beginning sixth grade students and their chorus teacher share responsibility for teaching and learning.
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