Assembling narratives: Tensions in collaborative construction of knowledge

2018 ◽  
Vol 70 (4) ◽  
pp. 325-337 ◽  
Author(s):  
Emad Khazraee
Author(s):  
Ana Maria Ferreira Lopes Oliveira Pinto ◽  
Paula Maria De Sá Oliveira Escudeiro

The work described in this paper addresses the development of a game focused on a teaching strategy based on an action-research study. The strategy established aims to test the impact of the student’s participation in a collaborative project. The project aimed to motivate students to use and learn foreign languages and also to develop their intercultural communicative competence.  The team consisted of 14 teachers from 11 different countries and 167 students in an international educational context. Regarding the Portuguese participation, we have introduced the Area of Study namely Discovery in a class from the 7th grade students (23 students). All the work was based in three premises: use Scratch online, web 2.0 and ETwinning platform. Students from different countries have worked together to develop their own games using programming Scratch. During the project, partners collaborated using web 2.0 tools and at the end, they have share their games and get feedback. This work identified the benefits and challenges of global education and intercultural interaction among students. Fourteen schools from 11 European countries have   participated in this eTwinning project. Six schools had won the European quality eTwinning label. The methodology applied in this learning environment motivated the students and improved their learning process. It also contributed to a higher level of concentration and promoted collaborative learning. Additionally, it facilitates creativity, dialogue and the overall relationship among students. The results demonstrate that teachers perceive eTwinning as contributing towards the enhancement and development of global education through intercultural interaction. The pedagogic model based on the collaborative construction of knowledge was easily understood by the teachers.


Author(s):  
Oscar Fernando Gamba-Barón ◽  
Daniel Esteban Unigarro-Caguasango ◽  
Nohora Inés Carvajal-Sánchez

Tegria’s community is part of the U’wa indigenous people, who have inhabited the eastern slope of the Sierra Nevada del Cocuy since the pre-Hispanic period, in the jurisdiction of the current municipality of Cubara in Boyaca (Colombia). However, this region known as Sarare has been described from anthropological, ethnohistorical, linguistical, and to a lesser extent, geographical approaches, which have generated representations of territory that ignore the historical process of indigenous people. To account for the present territoriality, it was proposed to contrast these external discourses with the community’s visions on its history of occupation and the transformations of the inhabited space, compiled through participatory methodologies that sought the collaborative construction of knowledge based on joint recognition of the place, the participant observation and the constant dialogue between indigenous and researchers. In this way, it was established that the external discourses show a territory that does not correspond to the processes of appropriation, adaptation, and reconfiguration of the space that the U’wa indigenous community has lived through and are evident in everyday settings such as the cultivation plot and the school. Therefore, it is only possible to recognize indigenous territoriality by exploring other alternatives, expressions, and perspectives that involve directly the communities and are not external to the context of the inquiry itself.


2022 ◽  
Vol 75 (suppl 1) ◽  
Author(s):  
Luiza Mara Correia ◽  
Ricardo de Mattos Russo Rafael ◽  
Mercedes Neto ◽  
Juliana Amaral Prata ◽  
Magda Guimarães de Araujo Faria

ABSTRACT Objective: to report the virtualization experience of the 81st Brazilian Nursing Week of a public university in the state of Rio de Janeiro. Methods: an experience report with descriptive approach on the planning and virtual operationalization of a traditional nursing event, which took place in May 2020. Results: the event had 543 entries and 39 activities were offered, 3 panels with the presence of international guests, 1 national conference, 3 thematic roundtable discussions, 9 roundtable discussions involving projects and extension leagues, 5 cultural activities and 17 activities in social networks (lives and videos). Final considerations: the virtualization of the 81st Brazilian Nursing Week brought the learning and appropriation of new ways of debating nursing in times of physical isolation, which will contribute to an immediate future in social and work relations as well as to the collaborative construction of knowledge.


2016 ◽  
Vol 13 (3) ◽  
pp. 85-109 ◽  
Author(s):  
Sandra Hesterman ◽  

An emerging challenge for the Australian higher education sector is the delivery of authentic eLearning to support the collaborative construction of knowledge through the provision of real-life tasks in an online environment. This paper describes research conducted in a fourth-year university course where students from across the nation were required to work in small groups to complete an online assignment task: to design a provocation that could be integrated into an early childhood learning environment to promote multiliteracies learning. A qualitative design-based study of two cohorts of students found that online group work facilitates authentic connections between educational theory and practice, and that the introduction of a ‘digital handshake’ group contract can support these processes.


Author(s):  
Corrado Petrucco

It seems improbable that Wikipedia could be considered a valid resource for educational institutions like schools and universities because of the risk of incurring mistakes, inaccuracies, and plagiarism. The bad reputation of the free encyclopedia is false, Wikipedia is reliable and can be used in the curriculum as a new approach for social and collaborative construction of knowledge. It can enter fully into educational contexts, which will represent an opportunity to reflect on the verification of information, the ethical use of technology, and the role of democratic participation of people that use social software. In fact, the creation and maintenance of the articles of Wikipedia as classroom activities offer higher processes of cognitive development and on-line relationships, allowing the development of essential digital competences for life-long learning, like Information Literacy, Participation Literacy, and Ethical Literacy.


Author(s):  
Corrado Petrucco

It seems improbable that Wikipedia could be considered a valid resource for educational institutions like schools and universities because of the risk of incurring mistakes, inaccuracies, and plagiarism. The bad reputation of the free encyclopedia is false, Wikipedia is reliable and can be used in the curriculum as a new approach for social and collaborative construction of knowledge. It can enter fully into educational contexts, which will represent an opportunity to reflect on the verification of information, the ethical use of technology, and the role of democratic participation of people that use social software. In fact, the creation and maintenance of the articles of Wikipedia as classroom activities offer higher processes of cognitive development and on-line relationships, allowing the development of essential digital competences for life-long learning, like Information Literacy, Participation Literacy, and Ethical Literacy.


2017 ◽  
Vol 15 (1) ◽  
pp. 111-116
Author(s):  
Samina Mishra

Using the experience of teaching film in the International Baccalaureate programme, this article presents the intellectual and emotional learning that film can enable as well as the possibilities of using film as a pedagogic tool for the collaborative construction of knowledge.


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