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Designing Collaborative Learning for Competence Development
Abstract
Introduction: moving from a technological to a pedagogical innovation Competences: terminology and theoretical background Competence development through e-learning From distribution to collaboration CSCL – a new paradigm to support competence development? Summary and conclusion References
... The CBE has also the merit of being a "student centered approach" as it focuses specifically on the skills and aptitudes that a student should be developing throughout a degree program in order to become a competent worker. However, with the introduction of ICT in teaching and learning processes in higher education, the implementation of the approach has become twice as much challenging for educational institutions: e-learning should not only contribute to the expansion of education but it should also support the development of competencies (Ehlers, 2013). ...
... By adopting this definition of "competency", we would have solved the issue of what the best approach is to integrate this multifaceted concept into our framework. In fact, as a "dynamic combination" of several ingredients, competency covers two interrelated dimensions in its holistic version, as stated by Bogo et al. (2013) and Ehlers (2013): the meta-competency, which refers to students' cognitive, critical and self-reflective capacities, and the "procedural" competency, which refers to performance and the ability to act within a given context in a responsible and adequate way. ...
This paper investigates the compatibility of e-learning platforms with a competency-based educative (CBE) approach. Using the European Tuning program model derived from the Bologna Process declaration, an integrative framework for creating a degree curriculum based on the CBE approach has been designed such as to include degree competencies, learning outcomes, courses and learning activities. This framework and its underlying principles were then experimented on Moodle in order to explore to what extent the platform offers features that are adapted to implement the CBE approach. For comparison purposes, the compatibility of three other learning management systems (LMSs), namely Blackboard , Canvas and Brightspace, with the CBE approach was also examined. The overall results showed that the explored e-learning platforms offer a relatively compatible environment to the elaborated framework for online courses, thereby adding a boost of broadness and validity to the suggested CBE model.
... Additionally, the lack of visibility in online learning can decrease social pressure to participate, inhibiting teamwork and degrading the group experience (Beaudoin, 2013;Dixon et al., 2008;Ehlers, 2013;Sun & Rueda, 2012). (Ehlers, 2013;Higgins & Harreveld, 2013;Kirschner, Kreijns, Phielix, & Fransen, 2015;Molinari, 2012;Oprea, 2014;Skramstad et al., 2012;Wheeler & Reid, 2013;Wu et al., 2013). ...
... Additionally, the lack of visibility in online learning can decrease social pressure to participate, inhibiting teamwork and degrading the group experience (Beaudoin, 2013;Dixon et al., 2008;Ehlers, 2013;Sun & Rueda, 2012). (Ehlers, 2013;Higgins & Harreveld, 2013;Kirschner, Kreijns, Phielix, & Fransen, 2015;Molinari, 2012;Oprea, 2014;Skramstad et al., 2012;Wheeler & Reid, 2013;Wu et al., 2013). ...
p class="3">As e-learning maintains its popularity worldwide, and university enrolments continue to rise, online tertiary level coursework is increasingly being designed for groups of distributed learners, as opposed to individual students. Many institutions struggle with incorporating all facets of online learning and teaching capabilities with the range and variety of software tools available to them. This study used the EPEC Hierarchy of Conditions (ease of use, psychologically safe environment, e-learning self-efficacy, and competence) for E-Learning/E-Teaching Competence (Version II) to investigate the effectiveness of an online synchronous platform to train pre-service teachers studying in groups at multiple distance locations called satellite campuses. The study included 58 pre-service teachers: 14 who were online using individual computers and 44 joining online, sitting physically together in groups, at various locations. Students completed a survey at the conclusion of the coursework and data were analyzed using a mixed methods approach.
This study’s findings support the EPEC model applied in this context, which holds that success with e-learning and e-teaching is dependent on four preconditions: 1) ease of use, 2) psychologically safe environment, 3) e-learning self-efficacy, and 4) competency. However, the results also suggest two other factors that impact the success of the online learning experience when working with various sized groups. The study demonstrates that the effectiveness of a multi-location group model may not be dependent only on the EPEC preconditions but also the effectiveness of the instructor support present and the appropriateness of the tool being implemented. This has led to the revised EPEC Hierarchy of Conditions for E-Learning/E-Teaching Competence (Version III).</p
This article is a sequel to the conversation on learning initiated by the editors of Educational Researcher in volume 25, number 4. The author’s first aim is to elicit the metaphors for learning that guide our work as learners, teachers, and researchers. Two such metaphors are identified: the acquisition metaphor and the participation metaphor. Subsequently, their entailments are discussed and evaluated. Although some of the implications are deemed desirable and others are regarded as harmful, the article neither speaks against a particular metaphor nor tries to make a case for the other. Rather, these interpretations and applications of the metaphors undergo critical evaluation. In the end, the question of theoretical unification of the research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.
Die mediendidaktische Forschung ist geprägt durch Einzelprojekte, in denen die Möglichkeiten neuer Lernmedien erprobt werden. Zur theoretischen Begründung und Einordnung der Vorhaben werden in der Regel die lerntheoretischen Ansätze des Behaviorismus, Kognitivismus und Konstruktivismus herangezogen. Im vorliegenden Beitrag sollen einige Probleme einer solchen Fundierung von Mediendidaktik diskutiert werden. Die bisherige Theoriebildung in der Mediendidaktik ist durch die Suche nach dem «einen» besten Ansatz des Lernens und Lehrens geprägt. Perspektivisch wären jedoch lerntheoretische und bildungstheoretische Ansätzen stärker zu verknüpfen. Dabei kann der Pragmatismus sensu Dewey als richtungsweisende Grundlage zur theoretischen Fundierung von Mediendidaktik dienen.
This article is a sequel to the conversation on learning initiated by the editors of Educational Researcher in volume 25, number 4. The author’s first aim is to elicit the metaphors for learning that guide our work as learners, teachers, and researchers. Two such metaphors are identified: the acquisition metaphor and the participation metaphor. Subsequently, their entailments are discussed and evaluated. Although some of the implications are deemed desirable and others are regarded as harmful, the article neither speaks against a particular metaphor nor tries to make a case for the other. Rather, these interpretations and applications of the metaphors undergo critical evaluation. In the end, the question of theoretical unification of the research on learning is addressed, wherein the purpose is to show how too great a devotion to one particular metaphor can lead to theoretical distortions and to undesirable practices.
Following the burst of the dot-com bubble in 2000, scepticism about e-learning replaced over-enthusiasm. Rhetoric aside, where do we stand? Why and how do different kinds of tertiary education institutions engage in e-learning? What do institutions perceive to be the pedagogic impact of e-learning in its different forms? How do institutions understand the costs of e-learning? How might e-learning impact staffing and staff development? This book addresses these and many other questions.
The study is based on a qualitative survey of practices and strategies carried out by the OECD Centre for Educational Research and Innovation (CERI) at 19 tertiary education institutions from 11 OECD member countries – Australia, Canada, France, Germany, Japan, Mexico, New Zealand, Spain, Switzerland, the United Kingdom and the United States – and 2 non-member countries – Brazil and Thailand. This qualitative survey is complemented by the findings of a quantitative survey of e-learning in tertiary education carried out in 2004 by the Observatory on Borderless Higher Education (OBHE) in some Commonwealth countries.
Proceedings of CSCL 2002 Boulder, Colorado, USA January 7-11, 2002 (http://www.cis.drexel.edu/faculty/gerry/cscl/cscl2002proceedings.pdf)
Kreijns, K. (2004). Sociable CSCL environments: Social Affordances, Sociability, and Social Presence. Unpublished doctoral dissertation, Open University of the Netherlands, The Netherlands.
The suitability of taking cognitive conflict as an operational definition of equilibration is examined along with the implications for conservation training. Exceptions are taken to the B. J. Zimmerman and D. E. Blom (Developmental Review, 1983, 3, 18–38) analysis of conservation and some qualifying empirical results presented. It is concluded that cognitive conflict is sufficient, but not necessary, to bring about cognitive change.
This chapter discusses the kinds of peer interaction that influence learning in small groups and describes the characteristics of students, groups and tasks that predict different patterns of peer interaction. Based on previous empirical research, critical features of peer interaction include the level of elaboration of help given and received, and the appropriateness of responses to requests for help. Predictors of peer interaction in small groups include student ability, gender, and personality, and group composition on ability and gender. Hypotheses about important, but neglected, aspects of peer interaction that may predict learning are discussed.
Incl. bibliographical references, app., index
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