Lessons learned from the design of situated learning environments to support collaborative knowledge construction

In this chapter, a practical example of designing and implementing a Virtual Learning Environment (VLE) building on aspects of collaborative knowledge construction is presented. Based on a theoretical section on collaborative knowledge construction in VLEs, the potential of the VLE Moodle with regards to its collaboration tools is introduced. The subsequent central section of the chapter has a focus on the actual design and implementation of an online course in Moodle, following principles of constructivist course design. The final two sections reflect on the evaluation of the course by course participants, and possible conclusions to be drawn from designing and implementing the online course.

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Collaborative Knowledge Construction in Virtual Learning Environments

Advances in Human and Social Aspects of Technology - Technologies and Practices for Constructing Knowledge in Online Environments ◽

10.4018/978-1-61520-937-8.ch002 ◽

2010 ◽

pp. 25-45 ◽

Cited By ~ 1

Author(s):

Kathrin Helling ◽

Christian Petter

Keyword(s):

Learning Environments ◽

Knowledge Construction ◽

Course Design ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Online Course ◽

Design And Implementation ◽

Actual Design ◽

Collaborative Knowledge ◽

Collaborative Knowledge Construction

In this chapter, a practical example of designing and implementing a Virtual Learning Environment (VLE) building on aspects of collaborative knowledge construction is presented. Based on a theoretical section on collaborative knowledge construction in VLEs, the potential of the VLE Moodle with regards to its collaboration tools is introduced. The subsequent central section of the chapter has a focus on the actual design and implementation of an online course in Moodle, following principles of constructivist course design. The final two sections reflect on the evaluation of the course by course participants, and possible conclusions to be drawn from designing and implementing the online course.

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Collaborative Knowledge Construction in Online Learning Environment

Cases on Transnational Learning and Technologically Enabled Environments ◽

10.4018/978-1-61520-749-7.ch010 ◽

2010 ◽

pp. 190-212 ◽

Cited By ~ 2

Author(s):

Rikki Rimor ◽

Yigal Rosen

Keyword(s):

Collaborative Learning ◽

Learning Environments ◽

Knowledge Construction ◽

Individual Learning ◽

Learning Orientation ◽

Google Docs ◽

On Line ◽

The Individual ◽

Collaborative Knowledge ◽

Collaborative Knowledge Construction

The current study is based on academic on-line course and examines the effectiveness of collaborative learning vs. individual learning. Fifty eight graduate students in the Open University participated in course entitled “From information to knowledge” collaborating in a Google Docs environment as their final task of the course. The purpose of the study was to examine whether students with a collaborative learning orientation differ from students with an individual learning orientation, as was measured through their contribution to the process of knowledge construction in a collaborative online database environment. The students’ contribution to the database was analyzed through personal and collective criteria of knowledge construction. The results showed differential achievements among learners with different learning orientations. While the ‘collaborative learners’ contributed more collective knowledge, the ‘individual learners’ focused on constructing their own personal knowledge. These findings have important implications on planning, coordinating and evaluating collaborative learning environments.

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Serious Games for Reflective Learning

Cases on Digital Game-Based Learning ◽

10.4018/978-1-4666-2848-9.ch023 ◽

2013 ◽

pp. 452-474 ◽

Cited By ~ 1

Author(s):

L. Pannese ◽

M. Prilla ◽

A. Ascolese ◽

D. Morosini

Keyword(s):

Knowledge Construction ◽

Serious Games ◽

Theoretical Framework ◽

Reflective Learning ◽

Lessons Learned ◽

Serious Game ◽

Motivation To Learn ◽

Collaborative Knowledge ◽

Collaborative Knowledge Construction

This chapter describes some of the work carried out in the MIRROR project, which focuses on reflective learning where adults’ motivation to learn and reflect through games is being researched. It briefly introduces the project and the theoretical framework, and then describes the serious game that was created for research in detail. The last part of this chapter focuses on users’ evaluations and describes some lessons learned about the importance of guidance and of a de-briefing session, thus highlighting the potential of serious games for collaborative knowledge construction.

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