A course design to develop meta-cognitive skills for collaborative knowledge building through tool-assisted discourse analysis

With the development and adoption of information technologies in education, learners become active producer of knowledge. There is an increasing amount of content generated by learners in their learning process. These emerging learning objects (ELOs) could potentially be valuable as learning resources as well as for assessment purpose. However, the potentials also give rise to new challenges for indexing, sharing, retrieval and recommendation of such learning objects. In this research we have developed a recommender system for emerging learning objects generated in a collaborative knowledge building process and studied the implications and added values of the recommendations. We conducted two evaluations with learners to assess and improve the system?s design and study the quality and effects of the recommendations. From the evaluations, we received generally positive feedback and the results confirm the added values of the recommendations for the knowledge building process.

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Designing collaborative knowledge building environments accessible to all learners: Impacts and design challenges

Computers & Education ◽

10.1016/j.compedu.2009.08.031 ◽

2010 ◽

Vol 54 (2) ◽

pp. 479-490 ◽

Cited By ~ 35

Author(s):

Hyo-Jeong So ◽

Lay Hoon Seah ◽

Hwee Leng Toh-Heng

Keyword(s):

Knowledge Building ◽

Collaborative Knowledge Building ◽

Collaborative Knowledge ◽

Design Challenges

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Sustaining collaborative knowledge building: continuity in virtual math teams

10.17918/etd-3038 ◽

2021 ◽

Author(s):

Johann W. Sarmiento-Klapper

Keyword(s):

Knowledge Building ◽

Collaborative Knowledge Building ◽

Collaborative Knowledge

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USING MICROSOFT TEAMS TO SUPPORT COLLABORATIVE KNOWLEDGE BUILDING IN THE CONTEXT OF SUSTAINABILITY ASSESSMENT

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.vi0.13882 ◽

2019 ◽

Author(s):

Ralph Buchal ◽

Emmanuel Songsore

Keyword(s):

Sustainability Assessment ◽

Knowledge Building ◽

Assessment Method ◽

Group Project ◽

Self Assessment ◽

Student Collaboration ◽

The Past ◽

Collaborative Knowledge Building ◽

Collaborative Knowledge ◽

Better Than

The current study investigates students’ use of Microsoft Teams as a collaborative knowledge building platform for a group sustainability assessment project. Ashby’s sustainability assessment method was used to provide scaffolding. Surveys (n=16) were administered to assess the nature of student collaboration, including students’ experiences using collaboration tools in the past, the activities students engaged in while working on the group project in MS Teams, self-assessment of collaborative abilities, comfort with giving, receiving and sharing comments and feedback, assessment of the effectiveness of Ashby’s sustainability assessment method in developing these abilities, and their overall assessment of MS Teams as a collaborative knowledge building tool. Students rated their collaborative abilities to be good to excellent and felt that the project was effective in developing those abilities. They are comfortable providing and receiving feedback and sharing their contributions openly. They found MS Teams to be extremely useful, and better than alternative platforms for key tasks including messaging, file sharing and collaborative authoring.

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