Book

Networked Collaborative Learning: Social Interaction and Active Learning

Publisher: Chandos Publishing, ISBN: 978-1-84334-501-5

ABSTRACT

The sustainability of Networked Collaborative Learning (NCL) is a key topic of discussion amongst the institutions where it has been or may potentially be introduced. In order to determine the extent of NCLs sustainability, the added value university education may yield by adopting collaborative learning strategies must be quantified. In turn, an understanding of the implications NCL produces in terms of design and management is gained. After comparing NCL with other Technology Enhanced Learning (TEL) approaches and discussing the possible reasons for adopting it, a multidimensional model for the sustainability of NCL is proposed. The model is characterized by four dimensions: pedagogical approaches, e-teacher professional development, instructional design models and valuation/assessment approaches. Each of these dimensions is examined on the basis of the author's direct experience gained through applying NCL to his university teaching. Delineates a framework for NCL sustainability. Provides an instructional design model for NC. Describes an original approach to the evaluation of collaborative learning processes.

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Available from: Guglielmo Trentin, May 07, 2014
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    • "The key point is thus to create the conditions for stimulating the process of assimilation and accommodation (Piaget, 1977), by proposing both individual and collaborative learning activities, problem-solving and artefact development, etc. (Trentin, 2010). "
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    ABSTRACT: How much information and/or knowledge flows among the members of a collaborative learning group and between them and the external information/knowledge sources? Which stages of the collaborative process have the highest knowledge and information flows, respectively? These are the questions which the experiment described in this paper seeks to answer. The experiment involved 66 students from the University of Turin. After attending a couple of lessons on online communities of professionals and doing some basic reading, they were asked to develop, in small sub-groups, an artefact (using a wiki) to summarise what had been learnt. The students were also asked to make a quantitative and qualitative estimate of the information and knowledge flows which took place in the three different phases of studying, structuring and collaboratively developing the artefact. The stages with the highest knowledge flow index were found to be the study and structuring stages, while information flows were mainly in the actual writing of the artefact.
    Full-text · Article · Dec 2015 · Journal of Interactive Learning Research
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    • "In other words, onsite activities must help lay the foundations for a more effective development of the subsequent online activities, clarifying goals, assignments, deadlines and expected results. In the same way, online activities must be organized so as to be functional (or even indispensable) to the next onsite meeting (Trentin, 2010). "
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    ABSTRACT: In order to design learning solutions that effectively embed face-to-face and online dimensions, it is crucial to identify the key components underpinning hybrid solutions. Furthermore, once these components have been identified, there is the need to clarify how to recombine them to meet a specific learning objective. The paper aims to highlight the role of network and mobile technologies (NMTs) in enhancing the particular characteristics of hybrid solutions (HS) with a view to (a) potentiating/enriching the teaching/learning processes, (b) exploiting the varied opportunities it offers for their observability, and hence for their monitoring addressed to formative and summative assessment. The article will emphasize how this potential can only be captured by solidly integrating the process of teaching/learning design with that of monitoring and assessment. After a brief overview of hybrid solutions in higher education, a possible breakdown of HS into its key dimensions (onsite/online/individual/collaborative learning) will be proposed. The aims is to understand how the characteristics of those dimensions can be used to enrich/potentiate both the teaching/learning and the assessment processes. The role of NMTs in supporting and fully exploiting the special features of HS will be explored using concrete examples. The third part of the article will address the question of how to combine and/or use singly the various components of HS, providing guidelines for applying the HS dimensions to the specific goals of the teaching path and to the activities which are functional to the achievement of learning goals. To conclude, the emerging contexts and evolutionary models of Massive Online Open Courses (MOOCs) will be discussed as an example in line with the proposed HS model.
    Full-text · Article · Sep 2014
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    • "Connectivism was proposed by George Siemens (in Trentin, 2010 "
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    ABSTRACT: Education has been subject to a process of continuous educational reforms. The aim of this study was to explore teachers’ abilities to adapt to these reforms and to find out how this process of continual reform related to their identities as teachers. The study used a narrative research approach. The data for this research were based on the narratives of practising teachers registered for a postgraduate teacher education programme, and on interviews. Since change was a key concept, the theory of adaptive expertise was used to interpret the data. The study proposed a conceptual model that explained the relationship between teaching and the learning context, adaptive expertise and teacher identity in an ever-changing educational environment. The research pointed to some of the implications of a lack of consultation with teachers in the formulation of new policies, and recommended interventions with a view to developing adaptive expertise.
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