The Importance of Talk to Midcareer Women's Development: A Collaborative Inquiry

2002 ◽  
Vol 39 (1) ◽  
pp. 55-91 ◽  
Author(s):  
T. J. Carter
Keyword(s):  
Collaborative Inquiry ◽  
Women's Development

Support for Study: Online Educational Environments and the Rights to Education

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Lin Lin ◽  
Karen Swan
Keyword(s):  
Online Learning ◽  
Conceptual Framework ◽  
Collaborative Inquiry ◽  
Expert Knowledge ◽  
The Self ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Online Learners ◽  
Educational Environments ◽  
Independent Inquiry

This paper uses an online learning conceptual framework to examine the “rights to education” that the current online educational environments could provide. The conceptual framework is composed of three inquiries or three spaces for inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge [42] that online learners pursue and undertake in the process of their learning. Our examinations reveal that most online open educational resource environments (OERs) can incorporate more Web2.0 or Web3.0 technologies so as to provide the self-directed learners, who are the main audience of OERs, with more opportunities to participate, collaborate, and co-create knowledge, and accordingly, to achieve their full rights to education.

scholarly journals Guidance in computer-supported collaborative inquiry learning: Capturing aspects of affect and teacher support in science classrooms

2021 ◽  
Author(s):  
Tarja Pietarinen ◽  
Tuire Palonen ◽  
Marja Vauras
Keyword(s):  
Teacher Perceptions ◽  
Collaborative Inquiry ◽  
Inquiry Learning ◽  
Science Classrooms ◽  
Student Groups ◽  
Teacher Guidance ◽  
Group Outcomes ◽  
Teacher Affect ◽  
Teachers And Students ◽  
Collaborative Inquiry Learning

AbstractTechnology-enhanced collaborative inquiry learning has gained a firm position in curricula across disciplines and educational settings and has become particularly pervasive in science classrooms. However, understanding of the teacher’s role in this context is limited. This study addresses the real-time shifts in focus and distribution of teachers’ guidance and support of different student groups during in-person computer-supported collaborative inquiry learning in science classrooms. Teachers’ self-perceptions of their guidance and affect were supplemented with students’ self-reported affect. A mixed-methods approach using video analyses and questionnaire data revealed differences between teacher guidance and support associated with teacher perceptions and group outcomes. Groups’ prior science competence was not found to have an effect on teacher guidance and support, rather the teachers guided the groups they perceived as motivated and willing to collaborate. Teacher affect was compounded by student affect, suggesting that consideration of the reciprocal perceptions of teachers and students is necessary in order to understand the teachers’ role in collaborative learning.

scholarly journals EDUCATING WOMEN FOR DEVELOPMENT: THE ARAB HUMAN DEVELOPMENT REPORT 2005 AND THE PROBLEM WITH WOMEN'S CHOICES

2009 ◽  
Vol 41 (1) ◽  
pp. 122a-122a
Author(s):  
Fida J. Adely
Keyword(s):  
Human Development ◽  
Arab World ◽  
Essential Element ◽  
Ethnographic Research ◽  
Women's Development ◽  
Human Capabilities ◽  
Global Capital ◽  
Human Development Report ◽  
Women And Education ◽  
Shed Light

The Arab Human Development Report 2005, the fourth in a series that has received much acclaim and stirred much controversy, takes up the issue of women's development in the Arab world. Through a careful reading and analysis of sections of the report that address education and economic participation, this paper offers a critique of the human capabilities framework that frames this report. I highlight critical tensions between the claim that providing education is an essential element of expanding choices and the assumptions embedded in discussions about women and education regarding which choices are acceptable and/or desirable. These tensions point to the persistence of values derived from the mandates of global capital, albeit in the new language of neoliberal choice, revealing that ‘human development’ does not represent a significant departure from earlier conceptualizations of development. I draw on my ethnographic research in Jordan as one example to interrogate such assumptions and to shed light on the ambiguities built into the educational project for young women today.

The Research on the Characteristics and the Construction of Collaboration Design Platform in Industry Cluster

2014 ◽  
Vol 945-949 ◽  
pp. 3004-3007
Author(s):  
Yu Cui ◽  
Qing Wang ◽  
Huie Guo ◽  
Ying Wang ◽  
Hao Jiao
Keyword(s):  
Economic Growth ◽  
Collaborative Inquiry ◽  
Synergy Effect ◽  
Research Projects ◽  
Collaborative Tagging ◽  
Asynchronous Mode ◽  
Industry Cluster ◽  
Temporal Characteristics ◽  
Synchronous Mode ◽  
Research Programs

From the perspective of the synergy effect, the paper discusses how to construct the industry cluster collaboration design platform. As is known, the concept of industry cluster collaboration platform has been paid great attention with the economic growth, which has become a national leading research programs and key research projects in various provinces and cities. Therefore, it is very necessary to build industry cluster collaboration design platform. In this paper, the construction mechanism of industry cluster collaboration design platform is divided into collaborative session, collaborative browsing, collaborative text editing, collaborative tagging and collaborative inquiry. In detail, the policy should adopt the temporal characteristics, including remote synchronous mode, remote asynchronous mode, synchronous model and asynchronous model.

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