Collaborative Learning: Methodology, Types of Interactions and Techniques (Education in a Competitive and Globalizing World)

COLLABORATIVE LEARNING: METHODOLOGY, TYPES OF INTERACTIONS AND TECHNIQUES......Page 2
CONTENTS......Page 10
PREFACE......Page 12
ABSTRACT......Page 20
INTRODUCTION......Page 21
2. THEORETICAL FRAMEWORK......Page 23
2.1.1. Understanding a situation: Building mental models of the case through discourse comprehension processes......Page 24
2.1.1.2. Textbase and aituation model......Page 25
2.1.1.3. Mental models and schemas in comprehension......Page 26
2.1.2.1. Reasoning processes......Page 27
2.1.2.2. Reasoning in a semantically complex domain......Page 29
2.1.3.1. Goals and schemata......Page 30
2.1.3.2. The influence of diagnosis on the formulation of goals......Page 31
2.1.4.1. Problem solving as problem representation and solution......Page 32
2.1.4.3. Specification of the proposed model......Page 34
2.2. Relationship between the Performance of Individuals and the Performance of the Group......Page 36
2.3. Relationship between Pedagogical-Reasoning Processes and Domain Knowledge (Expertise)......Page 37
2.4. Research Questions......Page 39
3.3. Data Collection......Page 40
3.4.1. Process modeling......Page 41
3.4.2. Coding scheme......Page 42
4.2. Differences in Prevalence Across Levels of Expertise......Page 44
4.3. Sequencing of Collaborative Pedagogical Reasoning Activities......Page 46
4.4.2. Fourth- year students......Page 48
4.4.4 Expert teachers......Page 49
5.1. Prevalence of Collaborative Pedagogical Reasoning Activities......Page 51
5.2. Differences in Prevalence across Levels of Expertise......Page 52
5.3. Sequencing of Collaborative Pedagogical Reasoning Activities......Page 53
5.4.2. Fourth-year students......Page 54
5.5. General Discussion......Page 55
6.1. Contributions and Implications......Page 56
6.2. Strengths and Limitations of This Work and Future Research......Page 58
REFERENCES......Page 61
ABSTRACT......Page 66
2. EVOLUTION OF OUR THEORETICAL BACKGROUND......Page 67
3. WHAT KIND OF CONTEXT ARE WE GENERATING?......Page 72
4. THE MCGUFFIN PROJECT......Page 75
5. INTERDISCIPLINARY EXPERIENCES......Page 77
6. EXPERIENTIAL LEARNING......Page 78
7. THE IMPORTANCE OF SOCIAL SKILLS......Page 79
8. THE DEVELOPMENTAL DEMANDS AND CONSEQUENCES OF COLLABORATION......Page 83
Course 2004-2005......Page 86
Course 2008-2009......Page 87
9. PATTERNS TO PLAY WITH......Page 89
10. CONCLUSION......Page 91
REFERENCES......Page 96
INTRODUCTION......Page 100
CONTENT ANALYSIS......Page 101
Data Source......Page 102
RESULTS......Page 103
Collaborative Learning Techniques......Page 105
All-You-Know-About Technique......Page 106
The Auction Game......Page 107
Extension Activities for Higher Order Thinking......Page 108
REFERENCES......Page 109
B. F. Skinner and Operant Conditioning......Page 111
Information-Processing Theories......Page 112
Carol Gilligan and Compassionate Caring Theory......Page 113
INTRODUCTION......Page 114
DRIVERS FOR GROUP WORKING AND COLLABORATIVE TECHNOLOGY......Page 115
Group Work and Groupware......Page 116
Groupware and Organisational Change......Page 117
Encouraging Organisational Learning with Groupware......Page 118
„Traditional‟ Team Working Practices......Page 120
The Social and Cultural Effects of Using Groupware for Collaborative eLearning......Page 122
Engendering Collaborative Working Skills in the Educational Environment......Page 123
Collaborative Learning with Virtual Learning Environments (VLEs)......Page 124
Possible Benefits of Using Groupware (in VLEs) for Student Project Groups......Page 125
Blackboard „Groups‟ Facility Case Study......Page 126
RESEARCH CONCLUSIONS......Page 131
Conclusion 2......Page 132
Conclusion 4......Page 133
Proposed Conceptual Frameworks......Page 134
Technology Enhanced Learning in Higher Education......Page 135
Issues in Utilising Learning Technologies......Page 137
Drivers for Learning Technologies......Page 138
Cultural Concerns with Learning Technology......Page 139
Initial Student Survey and Discussion of Questionnaire Responses......Page 140
Proposed Teaching and Learning Structure......Page 141
Proposed Assessment......Page 143
The Importance of Independent Learning and Blended Learning......Page 144
Blended Learning and Web 2.0 Technology......Page 145
Possible Benefits for Business......Page 148
REFERENCES......Page 150
THE NATURE OF COLLABORATIVE PLAY......Page 154
THE RESEARCH PROJECT METHODS......Page 155
SAMPLE AND SETTING......Page 156
FINDINGS DOMINANT THEMES......Page 157
Pretend I‟m dead, eh” – An Example of a Theme of Children‟s Collaborative Socio-Dramatic Play.......Page 158
Establishing the Rules......Page 159
Directing the Play......Page 160
Developing the Theme......Page 161
LEADERSHIP IN COLLABORATIVE PLAY......Page 164
Boy‟s Collaborative Play......Page 165
Girl‟s Collaborative Play......Page 167
Leadership in Mixed Gender Play......Page 170
Gender......Page 172
The Impact of the Environment on Children‟s Play......Page 175
Strategies to Encourage and Facilitate Spontaneous Collaborative Play......Page 176
Teaching Strategies......Page 177
SUMMARY......Page 179
REFERENCES......Page 180
ABSTRACT......Page 184
Cognitive Perspectives......Page 185
Situated Cognition......Page 186
Distributed Cognition......Page 187
Multiple Perspectives on CPS......Page 188
Medical Problem Solving......Page 190
Knowledge Representation......Page 191
Medical Problem Solving in Naturalistic Contexts......Page 192
METHODOLOGIES FOR STUDYING CPS......Page 193
Visualization Tools......Page 195
Argumentation Tools......Page 196
Mirroring Tools......Page 198
Advice Tools......Page 199
SIMULATED COLLABORATIVE MEDICAL EMERGENCY......Page 200
CONCLUSION......Page 205
REFERENCES......Page 206
ABSTRACT......Page 216
1.1. INTRODUCTION......Page 217
2.1. Definition of Task-Related Peer Interactions......Page 218
2.2. Inter-Rater Agreement Measures......Page 219
3.1. Two Type of Methods to Analyze Peer Interactions in the Face-to-Face Setting......Page 220
3.2. Case Study: Comparing Discourse with Functional Analysis......Page 221
4.1. Synchronic Versus Asynchronic Peer Interactions......Page 225
4.4. Case Example of Quantitative and Qualitative Analysis on Logged Chat Interaction......Page 226
5. INTERACTION ANALYSIS IN GROUP DECISION-MAKING SETTINGS......Page 228
5.2. Case Study: Self-Reports Versus Video-Coding......Page 230
Antecedents of Group Learning......Page 234
Communication Medium as a Moderator......Page 236
Importance for Techniques for Interaction Analysis......Page 237
REFERENCES......Page 238
ABSTRACT......Page 244
INTRODUCTION......Page 245
CHEMISTRY EDUCATION AND PEDAGOLOGICAL BACKGROUND......Page 249
Simulations......Page 251
Real-Time Experiment......Page 252
Virtual Learning Systems (VLSs)......Page 253
PROPOSED METHODOLOGICAL PROCEDURES......Page 255
i. Experimental theory and procedures discussion......Page 256
ii. Experimental procedures design......Page 257
iv. Analysis and interpretation of experimental data......Page 258
Aim and objectives......Page 259
ii. Introduction to the simulator......Page 260
iii. Practice on simulator......Page 261
Aim and objectives......Page 262
Outcomes......Page 264
Aim and objectives......Page 265
On-Line Discussion......Page 266
Outcomes......Page 267
DISCUSSION......Page 268
REFERENCES......Page 270
INTRODUCTION......Page 276
Research Method......Page 278
Research Setting......Page 279
Preliminary Plan......Page 280
The Development of the Instruction......Page 281
Graphic Calculator and Whole-Class Discussions......Page 282
Graphic Calculator and Collaborative Work......Page 287
A Synthesis of Our Experiment......Page 293
Retrospective Analysis......Page 294
CONCLUSION......Page 295
REFERENCES......Page 296
ABSTRACT......Page 300
INTRODUCTION......Page 301
The Exhibition......Page 302
Data Analysis......Page 303
FINDINGS......Page 306
Plasma Sphere Interaction......Page 307
DISCUSSION......Page 311
ACKNOWLEDGEMENT......Page 312
REFERENCES......Page 313
APPENDIX A......Page 315
APPENDIX B......Page 316
APPENDIX C......Page 318
INTRODUCTION......Page 320
Pillars of Collaboration......Page 321
Levels of Collaboration......Page 322
SOCIAL CONSTRUCTIVIST LEARNING THEORY......Page 323
A Classroom Example of Using Weblog......Page 324
Wiki......Page 326
A Classroom Example of Using Wiki......Page 327
A Classroom Example of Using Google Docs......Page 328
A Classroom Example of Using a Yahoo Group......Page 330
Facebook......Page 331
CONCLUSION......Page 333
REFERENCES......Page 334
INTRODUCTION......Page 336
SECTION I: SETTING UP SUCCESSFUL COLLABORATIVE LEARNING......Page 337
Should You Change Your Teaching?......Page 338
Student Preparation for the New Methods of Learning......Page 339
Finding Appropriate Collaborative Learning Activities......Page 340
Value-Centered Grading......Page 341
SECTION II: EXAMPLES OF COLLABORATIVE LEARNING......Page 342
Organic Chemistry......Page 343
Protein Biochemistry......Page 344
Nucleic Acids Biochemistry......Page 345
ACKNOWLEDGMENT......Page 346
REFERENCES......Page 347
INTRODUCTION......Page 350
Knowledge and Power......Page 351
Dialogue......Page 352
Description of the Process......Page 353
STUDENTS‟ EVALUATION OF THE MEDITATIVE DIALOGUE METHOD......Page 354
Depth of Communication and Sense of Community......Page 355
Multiplicity of Voices......Page 356
CONCLUSION......Page 357
REFERENCES......Page 358
ABSTRACT......Page 360
THEORETICAL FRAMEWORK......Page 361
COMMUNICATIVE LANGUAGE TEACHING......Page 362
METHODOLOGY......Page 364
Context and Sample......Page 365
Procedure and Data Collection......Page 366
THE RESEARCH INTERVENTION......Page 367
THE EMERGING THEMES FROM THE TWO CASES......Page 368
Learning Dispositions – “Just like Soap Foam” and “Duty to Learn”......Page 369
Speaking Competency – “Can‟t Speak” and “Just Hesitating”......Page 370
Learning Diagnostic: “Correct Deficiencies” and “Like a Missing Jigsaw”......Page 372
Engagement: “Cherish your Time,” Motivation and Peak Challenge......Page 373
Self Efficacy: Civic Skills, Leadership and Development of Student Identity......Page 374
CONCLUSION......Page 376
About the Authors......Page 377
REFERENCES......Page 378
ABSTRACT......Page 382
INTRODUCTION......Page 383
DEFINITIONS & THEORETICAL FOUNDATIONS......Page 384
TECHNOLOGY SELECTION......Page 385
ACTIVITY DESIGN......Page 388
GROUP FORMATION......Page 389
TEAM BUILDING......Page 391
FACILITATION & SCAFFOLDING......Page 393
LEARNER ASSESSMENT......Page 395
CONCLUSION......Page 396
REFERENCES......Page 397
INDEX......Page 402