Beyond the Hole in the Wall
... Sugata Mitra's (2012) Hole in the Wall project affords a useful example of the interplay between different pedagogical models in a real-life setting. The project provided (and, at the time of writing, in some places continues to provide) internet-connected computers in open spaces, designed (through placement and positioning as well as software and design) so that only children would be likely to access them. ...
... In keeping with complexivist accounts, Mitra (2012) puts this down to the combination of computers and the emergent processes of groups of children interacting with them and one another. The computers themselves are not the technologies that do the teaching: largely, the software and content that they provide do the work, along with the interactions of the children with one another. ...
... There are clues in Mitra's (2012) work that things are not quite as selforganizing as he suggests. In fact, even in the early interventions, there were pre-installed training programs provided by one of the project sponsors (a commercial learning technology company), each of which strongly embodied intentional teaching, though it is not clear to what extent they were used by the children. ...
... In this article, which is grounded in a Saudi Arabian context, two Saudi children's motivations for learning Japanese as a foreign language (JFL) is of interest primarily because it explains the link between the ideal L2 self and language-learning autonomy (Lamb 2011). This article specifically links Dörnyei's (2005) L2 Motivational Self-System theory and Mitra's (2012) concept of the Self-Organised Learning Environment (SOLE), an approach to autonomy. The article explores how two Saudi children view themselves as ideal speakers of JFL, a rarely spoken language in their context. ...
... The findings of this intervention revealed that children can learn on their own when giving access to technology. Mitra's intervention has been called the 'Hole in the Wall', and his concept of learning has become known as the SOLE (Mitra 2012). Mitra's work has gained international recognition, and he won the TED prize in 2013. ...
... Another finding of this study was that the children were aware of their learning and that they were able to take control over their learning, a finding that supports the SOLE concept by Mitra (2012). The participants directed their own learning journeys without being in formal settings to reach the ideal self-images that they described. ...
This article discusses the attitudes and motivations of two Saudi children learning Japanese as a foreign language (hence JFL), a language which is rarely spoken in the country. Studies regarding children’s motivation for learning foreign languages that are not widely spread in their contexts in informal settings are scarce. The aim of the study described in this article was to understand what had motivated two Saudi children to learn Japanese outside the school context and how they viewed themselves as ideal JFL speakers in the future. The investigation builds on Dörnyei’s [2005. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum] theory of the L2 Motivational Self-System. Additionally, based on Mitra’s [2012. Beyond the Hole in the Wall: Discover the Power of Self-Organised Learning. TED] concept of Self-Organised Learning Environment, the children’s efforts to learn on their own by using digital resources were taken into consideration. The researcher’s observations and the children’s interviews and diaries have been employed in order to obtain in-depth understanding of their attitudes and motivation. Results revealed that the media had played a significant role in influencing the children’s decision to learn Japanese and that they were able to use various digital language resources to support their learning without receiving formal instructions. The study provides pedagogical implications for educational authorities and researchers.
... The strong version of the 'IT-is-good-for-education' hypothesis can be seen in the work of Sugata Mitra (2012). A largescale attempt to put technology into the service of education is Sugata Mitra's 'Hole-in-the-Wall' experiment. ...
... The process began in 1999, when Mitra put a computer in the wall of a Delhi slum and, just as the researcher expected, children gathered round and started pressing keys to see what this machine could do. What surprised Mitra (2012) was just how quickly the children could learn from the computer: on their own, they mastered the technology and started learning all kinds of things online -remarkably, and as a by-product, they learnt English in the process. At first, the children played games and when they got tired of playing games, one of the kids discovered that you can ask questions of the internet and the internet gives you answers. ...
The present article deals with an influx of coinages which are employed in the different domains of life and being established as Arabic words and ignoring their source languages. Their access to the Arabic language came due to importing new industrial products with their mosaic labels which let people hire them in their daily interlocutions. When such diversified products are exported to Arab countries – specifically Iraq, the Iraqis recruit the same labels as came from the origin country without finding any Arabic equivalent words for them. In doing so, they became borrowed words to
Iraqi Arabic and some people think that they are already Arabic words.
The aim of this research is to investigate those words and classify them into fields, then check up how people use them and how some of them turned to be slang not standard. Exploring such words also requires knowing whether they underwent morphophonemic changes of their structural templates or semantic shifts. A gloss of various words is
employed in order to endorse the value of the study and give it more elegant flavor.
... Secondly, the results of the research by Inamdar and Kulkarni (2007) proved that children can achieve their educational objectives independently related to standard school examination in computer science and mathematics; improvement in English pronunciations Mitra et al. (2003); and increase in school performance (Dangwal et al., 2014). Third, children are able to show self-organizing behavior as a result of learning in a minimally invasive environment (Dangwal and Kapur, 2008).Finally, children can show understanding related to advanced content of knowledge that is far beyond the expectations for groups of children aged from 8-13 years old (Inamdar, 2004;Mitra, 2012). SOLE with its highly influenced Constructivism approach, this learning and teaching concept of letting the learners to take steer of their learning process gives them the ability to make meaning of the subject on their own. ...
... The students are encouraged to work together to answer questions using the internet. During the process, the students will be preoccupied by self-discovery, sharing their knowledge in a community, and spontaneity in trying to learn in the edge of chaos (Mitra, 2012). The introduction of SOLE in India's rural villages improved the comprehension of the children's English language. ...
As the development of the industrial revolution takes place, disruptions are happening constantly in almost every major sector of the current industries. Companies and organizations complained about the competencies of the graduates entering the work force. This matter questions the readiness of the education system in preparing the students for the real world. Problems in education such as the regulations, strict policies and instructions from the government are undermining the role of the teachers to do what they think best for their students. This standardization has harmed the motivation and enthusiasm to learn, especially in English language class. Lack of motivation and English Language competency could harm students’ opportunity in accessing the vast global network of knowledge. Merdeka Belajar and SOLE are the promising alternatives in improving ELT. This article is somewhat a position paper trying to clear one side of a debatable opinion about a hot issue. It aims to persuade the reader that our opinion is valid and defensible. In doing so, we then separate the discussion into several parts regarding the analysis of concepts of Merdeka Belajar and SOLE (Self-Organized Learning Environment) related to ELT and motivation in language learning, as well as innovation in education.
HIGHLIGHTS:
• SOLE (Self-Organized Learning Environment) is a concept developed by Sugata Mitra, and the researchers at the SOLE Centre in Newcastle University.
• SOLE with its highly influenced Constructivism approach lets the learners to take steer of their learning process gives them the ability to make meaning of the subject on their own.
• Merdeka Belajar (Freedom to Learn) is a new concept that needs to be tread carefully to direct the discussion objectively.
... How can turn back such a situation to make this space more knowledgeable? It is assumed to turn the mobile phone screen into a 'hole-in-the-wall for self-learning' [7] in hand, through building the digital twin library, to provide one door access to the knowledge and cultural treasure house and return free time for acquiring and co-creating valuable contents, which would create a 'Cognitive Surplus' expected by Clay Shirky [8], to greatly accelerate social progress. ...
... Collaborative work seems to be another benefit since it is possible to perform team tasks and interact in synchronous or asynchronous sessions regardless of distance and time (Bergman & Sams, 2012;Mitra, 2012;Khan, 2012;Prensky, 2009;Christensen, Horn y Johnson, 2008;Pletka, 2007;Siemens, 2005). Due to these advantages, avant-garde proposals like the Flipped Classrooms, and the Self-Organized Learning Environments (SOLE), among others, have had an enthusiastic reception. ...
The impact of Information and Communication Technologies (ICTs) on learning remains one of the most controversial topics among scholars. There are experts who see them as the cornerstone of a revolution in education but others consider that ICTs have been overrated, as it was the case with radio and television in the twentieth century. This study attempted to analyze the potential and actual value of ICTs on learning and cognition, based on a qualitative content analysis that allowed to contrast the results of 150 research articles published between 2006 and 2021, with international reports and scholars’ contributions to the topic in discussion.
... When we visited Hilltop Road Public School, students were undertaking a PBL project with the big question, "Is the law fair?" After some discussion and brainstorming, students formed groups following Sugata Mitra's (2012Mitra's ( , 2013Mitra's ( , 2014aMitra's ( , 2014b) SOLE model of learning which is based on his research that we learned about in Module two. In their smaller groups, they searched for examples of law impacting on their lives and others' lives, using resources inside the classroom as well as outside, through the Internet-and there's lovely combination of digital and analog. ...
I explain what I mean by "the BLs" - pedagogies such as Project Based Learning, Enquiry Based Learning, and so on. I interview leading educators using these pedagogies, and show examples of how "the BLs" might be adopted in Music Education, if they're not already.
... We would like to thank Tere Vadén for his participation in the university teaching experiments as their creator and teacher. 3 These theories, maintaining learner-directness, self-organization of learning, collective learning, learning as sharing and beyond-the-campus learning, include such approaches and practices as collaborative learning (Bruffee, 1999), learning as dialogue (Freire, 2005), learning as radical equality (Suoranta, 2010), punk learning (Torres, 2012;Coles, 2014), connectivism (Siemens, 2005), students as producers (Neary & Winn, 2009), self-organized learning (Mitra, 2012), and do-it-yourself learning (Kamenetz, 2010). 4 The teacher used also another variation in which the goal was to teach the students what a wiki is and how to use Wikiversity, but also specific educational contents. ...
Wikilearning is self-organized and self-determined by nature and has a simple common goal-editing a wiki page. It enables and leans on voluntary participation, altruistic sharing of ideas and resources, and anonymous collectivism. At best it exceeds the orthodox boundaries of formal schooling and other exclusive practices of education and contains an ideological and political message. It highlights people's knowledge and aims to promote a world in which knowledge production is democratic and equal among all peoples. In this chapter, we analyze our experiments with wikilearning both in Finnish upper comprehensive school and at the university. We conclude that wikilearning is among the components of any reinterpretation of what it means to educate new generations into democracy 2.0. Because of its collaborative style of knowing, wikilearning belongs to the toolbox of teaching and learning in developing and nurturing democratic minds and democratic collectives both inside and outside the classroom.
... In particular, S. Bakhtiari [6] identifies the challenges facing the education system and the emerging opportunities. S. Mitra [7] studies the issues of self-organized learning and proves the possibility of its use in practice, L. Jackson [8] observes the main aspects of globalization that influence the process of education. There are joint studies, for example, Litinskaya A., Katazhina Ch. [9], showing the features of the globalization of education in Poland. ...
The strategic task of the world community is to create a global network of environmental education, in which all educational systems include acquaintance with environmental problems faced by humanity, and form an understanding of the interconnection of man, society and nature on a global scale. The article is devoted to the study of basic provisions and current trends in the formation of innovative processes of globalization of education, in particular, environmental education. Environmental education can be defined as the process of acquiring knowledge of environmental problems, the reasons for their occurrence, the need and the possibilities for their solution. Understood in this way, it should contribute to the formation of environmental awareness and to the development of ecological culture as integral components of the concept of environmental policy aimed at preserving the environment. It has been established that globalization processes in education are universal, they are not inherently essential to the industry-specific training of specialists. Digital transformation, international governmental and institutional agreements, competition relations are the main drivers for the development of environmental education.
... Perante um presente profundamente complexo e um futuro incerto, muitos investigadores pensam, refletem, interrogam-se sobre a eficiência dos modelos escolares institucionalizados. Os debates sobre a escola, sobre a sua eficácia, sobre a sua finalidade, sobre a sua funcionalidade têm apresentado, genericamente, nas últimas décadas uma argumentação baseada na insatisfação, num mal-estar, demonstrando-se que o sistema escolar está obsoleto, desatualizado e sendo latente a necessidade imperiosa da sua reestruturação (Alves e Cabral, 2017;Elmore, 2012;Hargreaves e Shirley, 2012;Robinson, 2015;Mitra, 2012;Hargreaves, 2003;Canário, 2005). Nas últimas décadas, os estudos baseados no interesse em ouvir, consultar os alunos, têm aumentado significativamente, demonstrando-se a importância e a pertinência de ouvir o que os discentes têm a dizer acerca da aprendizagem e do ensino escolares (Alves, 2013;Rudduck e Flutter, 2000, 2004Urquhart, 2001;Alerby, 2003;Fullan, 2007;Amado, 2007;Ghaziani, 2008;Morgan, 2009;Teixeira, 2010). ...
Resumo O objetivo deste texto é compreender as perceções dos alunos, referenciados como tendo um nível elevado de sucesso académico, sobre o(s) sentido(s) do seu processo de escolarização. Trata-se de um estudo exploratório, descritivo e interpretativo no âmbito do paradigma qualitativo, pretendendo-se retratar a visão e as experiências escolares dos discentes. Esta investigação problematiza os desafios que se colocam atualmente às escolas através da voz dos alunos. Os dados foram recolhidos numa escola secundária urbana do centro do Porto, junto de 21 alunos (três grupos de sete alunos-9.º, 10.º e 12.º anos), ao longo do 3.º período do ano letivo 2014/2015, através da técnica de focus group. Os dados recolhidos e analisados segundo a técnica de análise de conteúdo, não podendo embora ser generalizáveis, permitem-nos concluir que, no caso estudado, o processo de escolarização revela lacunas graves no seu decorrer e é perspetivada uma falta de sentido nas práticas escolares vivenciadas pelos alunos. Os 1 O presente trabalho tem origem na dissertação de mestrado desenvolvida e defendida publicamente na Faculdade de Educação e Psicologia da Universidade Católica Portuguesa por Carla Baptista sob orientação de José Matias Alves. Baptista, C. (2016). O Mal-Estar Discente numa escola de outro século.
... It has potential as a divergent, flexible and radical transformative pedagogy [32]. Instructors provide Internet-based learning experiences for groups that are driven by a research question [77,114]. In addition, social networks play an important role in implementing SOL, because they can provide opportunities for students to discuss, communicate and respond [73]. ...
In the past decade, the developments of the Internet and educational technologies have facilitated innovative approaches to modern education. In addition, computers and related software are used in all professional fields of the workplace; therefore, students should acquire related essential abilities before they enter the workforce. Teachers should devote attention to designing and implementing appropriate online teaching methods and guiding their students to adopt suitable learning strategies to develop related abilities and improve their learning effectiveness. Thus, in this study, two innovative teaching methods, namely self-organized learning (SOL) and learners-as-designers (LaD), were integrated with educational technology and ubiquitous learning (u-learning) to develop students’ computing skills, academic motivation, and engagement in a blended course. A quasi-experiment was conducted to examine the effects of ubiquitous SOL and LaD. The experiment used a 2 (SOL vs. non-SOL) × 2 (LaD vs. non-LaD) factorial pretest–posttest design. First-year students from four classes who were taking a one-semester university course titled “Applied Information Technology: Data Processing” were the participants in the empirical study. The results revealed that students who received the ubiquitous LaD intervention exhibited significantly improved computing skills compared with those of students who did not receive the intervention. However, the ubiquitous SOL intervention did not enhance students’ computing skills, academic motivation, or engagement. The study results may be used as references for online educators when designing an online, cloud, or ubiquitous course for their students.
... The closest counterexample we found is one example of a few adult women learning some digital literacy at a Hole-in-the-Wall location (see Table II). However, it's important to note, Hole-in-the-Wall is not self-learning, it is a Self-organized Learning Environment (SOLE) 51 . In a SOLE, students learns through a group of peers. ...
In 2015, over two hundred million people, around the world, went online for the first time bringing the number of people worldwide using the Internet to 3.2 billion. Still, a majority of the world, about 4.2 billion, is offline. The barriers to going online and becoming digitally literate can be greater than just infrastructural obstacles, including psychosocial barriers related to incentives, affordability, and user capability. Our goal is to help the next 4 billion go online by designing an educational solution to equip people with digital literacy skills to improve their lives. We have employed a human-centered design methodology through community research, synthesis, ideation, and prototyping to build solutions first for northern and central India. The design may be re-contextualized in order to scale to new locations. This paper focuses on the research and synthesis phases of our design process during which we first define digital literacy relevant to the local context and then conducted fieldwork to collect stories, observations and quotes from numerous communities with varying levels of digital literacy. That feedback was translated into insights, themes, and frameworks that will later inform the design and development of an educational technology intervention.
... So we were looking for anyone achieving success in digital literacy education through aberrant methods. The design team took a field trip to visit a "Hole in the Wall" station 41 . "Hole in the Wall" stations are locations in which computers are built into the wall and people (mostly children) play and experiment with the computer software in groups, learning and teaching themselves without the aid of a teacher. ...
In 2015, over two hundred million people, around the world, went online for the first time bringing the number of people worldwide using the Internet to 3.2 billion. Still, a majority of the world, about 4.2 billion, is offline. The barriers to going online and becoming digitally literate can be greater than just infrastructural obstacles, including psychosocial barriers related to incentives, affordability, and user capability. Our goal is to help the next 4 billion go online by designing an educational solution to equip people with digital literacy skills to improve their lives. We have employed a human-centered design methodology through community research, synthesis, ideation, prototyping, and piloting to build solutions first for northern and central India. The design may be re-contextualized in order to scale to new locations. This paper focuses on the ideation and prototyping parts of the design phase and the initial pilots of the delivery phase, which are still in progress.
... The participants in this study were all majoring in English and they were learning English because they valued the English language and its communities and for employment purposes (see Table 5). Concerning other foreign languages, participants identified themselves as (Mitra, 2012). ...
... , 2010a; Simons & Masschelein 2011), yhteisöllisen ja narratiivisen oppimisen teorioista (Bruner 2006; Gergen 2009; Goodson & Gill 2010 ja 2014) uusien lukutaitojen tutkimusperinteeseen (Lankshear & Knobel 2006; Knobel & Lankshear 2014) ja punk-pedagogiikkaan (Torres 2012; Coles 2014), konnektivismista (Siemens 2005) ja opiskelijoista "kanssalaisina" ja tiedon tuottajina (Neary 2010; Neary & Winn 2009) pohdintoihin digitaalisen teknologian pedagogisista mahdollisuuksista, itseorganisoituvasta oppimisesta(Mitra 2012), tee-se-itse-pedagogiikasta(Kamenetz 2010) ja Youtube-pedagogiikasta(Khan 2010). Oman lusikkamme olemme laittaneet soppaan kirjoittamalla wikimaailmasta, Wikiopistosta ja wikioppimisesta(Leinonen, Suoranta & Vadén 2009;Suoranta 2010b;Suoranta & Vadén 2010;. ...
... Un ejemplo representativo de estas propuestas consolidadas son las bases pedagógicas sobre las que se asienta la experiencia de Sugata Mitra -profesor de Tecnología de Educación en la Escuela de Ciencias de Educación, Comunicación y Lenguaje de la Universidad de Newcastle, Reino Unido-cuya eicacia ha sido ya ampliamente contrastada. El trabajo de Sugata Mitra (Mitra, 2012;Mitra, 2001) ha sido fuente de inspiración de proyectos emblemáticos, como la escuela primaria José Urbina López: en Matamoros, un desolado lugar de México cerca de la frontera con Estados Unidos, en el que la falta de recursos condenaba a los alumnos a un resultado mediocre, el maestro Sergio Juárez apostó por un cambio en sus métodos pedagógicos, situando a los estudiantes en el centro del proceso, fomentando su capacidad de aprendizaje al permitir que exploren e investiguen sus intereses. Fruto de este cambio, la escuela ha conseguido resultados académicos excepcionales, que la han convertido en un foco de atención internacional sobre cómo transformar la educación (Davis, 2013): un método educativo radical puede hacer alorar una nueva generación de genios. ...
La intención de este texto no es plantear un marco general de transformación de los sistemas universitarios, ni establecer una hoja de ruta concreta. Partiendo de una breve descripción de los síntomas de la crisis de los modelos tradicionales, nuestra pretensión es esbozar los retos que un modelo universitario debe enfrentar en el siglo XXI y dibujar el panorama de lo que ya está sucediendo en torno a ellos. El cómo transformar la educación se ha convertido en las últimas décadas en eje central de un intenso debate. Las experiencias de innovación educativa han proliferado en todos los rincones del planeta, pero lamentablemente en el ámbito universitario siguen siendo prácticas minoritarias. Parece evidente que las estrategias que busquen realmente superar los límites de los modelos tradicionales deben buscar objetivos alternativos, que no dependan de grandes inversiones y que promuevan un aprendizaje real y efectivo. Es ahí es donde surgen oportunidades de modelos realmente innovadores. Finalmente, presentamos algunas ideas que tratan de articular un posicionamiento estratégico en el contexto ecuatoriano, realizando un ejercicio de aterrizaje, que si bien debemos insistir en su carácter preliminar, consideramos que puede contribuir a arrojar un poco de luz sobre el camino a recorrer.
Whilst transition from primary to secondary school is an exhaustively research area, there is limited research into how children’s ideas and insights, particularly those with Special Educational Needs (SEN), could inform or guide successful school transition planning. The current article presents the final stage of an action research project, in which a transition intervention was designed by students in collaboration with their schools and educational psychology services. The intervention, My New School, was initially piloted in an inner-city primary school in England (see Bunn, Davis and Speed 2017) and since has developed into a working tool for several other schools. Children’s alongside school staff’s views were used in order to inform the final design of My New School intervention. The article explores findings from analysing the participating children and school staff, alongside relevant literature, and final discussions and implications for practice conclude.
We converge the disciplines of context-aware computing, human-computer interaction and pedagogic research practice to propose an agenda for the use of embedded sensing for novel learning spaces. In this case, embedded sensing is the identification and analysis of in-the moment individual, group and class level behavioural data from students engaged in physical learning activities. Our work is motivated by the challenges and opportunities for teachers inherent in the rise of the design, development and evaluation of novel learning spaces augmented with multidevice technology. We present a framework for the use of embedded sensing, its relationship related and emerging work in the fields of social learning analytics and smart learning, and a practical illustration of SOLE (Sugata Mitra’s Self Organised Learning Environments). Our agenda addresses the conceptualization, data collection, and analysis of learning; zooming in on hard-to-identify individual-within-group learning processes. For the educational researcher, we propose a context-sensitive, dynamic and situated approach that can inform analytic frameworks and development of tools for sense-making. For the teacher-inquirer, the smart teacher, we propose that this approach directly addresses issues linked to the complexity of the ‘what and how’ of education-based evaluation and assessment of students in unstructured and multidevice learning spaces more broadly.
Coaches Across Continents uses a three-year Hat-Trick Initiative to work alongside partners in developing communities globally. This paper examines their Chance to Choice curriculum, and shows how they use this to guide local community coaches, teachers, and leaders from learned helplessness towards self-directed learning. Program participants learn applicable life skills in parallel to football skills on the field. They become self-directed learners with growing ability to challenge the existing order and thus to change their lives, their communities, and their countries.
This chapter investigates the question of what needs to be addressed in the major infrastructural, cultural, and organisational issues if integrated formal and informal eLearning environments are going to affect any change in the institutional regime. It argues that two conceptual models can help address these issues. Firstly, a social media participation model, Aggregate then Curate, was developed on a JISC-funded project, MOSI-ALONG, which was based on an integrated model of formal and informal learning called the Emergent Learning Model. Secondly, a development framework for institutional flexibility called an Organisational Architecture of Participation was developed with UK Further Education colleges to better enable eLearning within educational institutions. Based on reflection on the institutional lessons learnt within MOSI-ALONG and through working with local partners, recommendations are made concerning how to address infrastructural, cultural, and organisational issues to better enable adult eLearning. This includes another, broader, proposal concerning the need for individual adult learning institutions to have ongoing support from hubs if they are to evolve a community-responsive institutional life cycle appropriate for adult learning.
This article discusses, from a theoretical and philosophical perspective, the meaning and the importance of basic literacy training for education in an age in which digital technologies have become ubiquitous. I discuss some arguments, which I draw from the so-called literacy hypothesis approach (McLuhan, Goody, Havelock, Ong), in order to understand the significance of a ‘traditional’ initiation into literacy. I then use the work of Bernard Stiegler on bodily gestures and routines, related to different (traditional and digital) technologies, in order to elaborate and criticize the claims the literacy hypothesis makes. Bringing together insights from both the literacy hypothesis approach and Stiegler's work, I defend the view that there exists an essential difference between traditional and digital literacy, and I try to argue for the introduction of a spelling and grammar of the digital in the educational curriculum.
This paper presents design thinking as an alternative approach to conduct research on collabora- tive learning with technology. The underlying premise of the paper is the need to adopt human- centered design principles in research and design of computer-supported collaborative tools. Two research results are described in order to discuss the possibilities and challenges of applying de- sign methods for designing and researching collaborative knowledge building tools. The paper begins by defining collaborative learning with new technologies as a wicked problem that can be approached by adopting a design mindset. Design thinking and particularly research-based de- sign relies on a shared, social construction of understanding with the people who will later use the tools. The key phases in research-based design (contextual inquiry, participatory design, product design and software as hypothesis) are described and exemplified through the presenta- tion of two research results. The two prototypes presented are the fourth version of the Future Learning Environment (Fle4), a software tool for collaborative knowledge building and Square1, a set of hardware and software for self-organized learning environments. Both cases contribute to the discussion about the role of artifacts as research outcomes. Through these cases, we claim that design thinking is a meaningful approach in CSCL research.
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