scholarly journals Review: Trentin, G. (2020). Didattica con e nella rete. Dall’emergenza all’uso ordinario. Franco Angeli.

2021 ◽  
Vol 8 (2) ◽  
pp. 215-219
Keyword(s):  
Collaborative Learning ◽  
Professional Growth ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Resources ◽  
Language Courses ◽  
La Red ◽  
Online Methods ◽  
Teachers Training ◽  
Aprendizaje Colaborativo

Didattica con e nella rete. Dall’emergenza all’uso ordinario (Teaching in and within the web. From the emergency to everyday use) examines the opportunities that online resources can offer to teaching and learning, as well as to teachers’ training. After showing how online resources can enhance students’ interaction and collaborative learning, the book illustrates how to plan and design online teaching activities, how to carry out assessment, and how teachers can use online resources for professional growth. Even though it does not focus on language teaching in particular, the book contains some useful insights that can be applied to language courses, especially with respect to enhancing interaction. It is recommended for teachers approaching fully online teaching for the first time or for teachers willing to incorporate online methods into their classrooms. Key words: ONLINE TEACHING, COLLABORATIVE LEARNING, ONLINE ASSESSMENT, TEACHERS’ TRAINING Didattica con e nella rete. Dall’emergenza all’uso ordinario (Didáctica con y en la red. De la emergencia al uso ordinario) examina las oportunidades que los recursos en línea pueden ofrecer a la enseñanza y al aprendizaje, así como a la formación del profesorado. Tras mostrar cómo los recursos en línea pueden mejorar la interacción entre estudiantes y el aprendizaje colaborativo, el libro pasa a ilustrar cómo planear y diseñar actividades para la enseñanza en línea, cómo llevar a cabo la evaluación, y cómo el profesorado puede utilizar los recursos digitales para su desarrollo profesional. Si bien no se centra de manera específica en la enseñanza de lenguas, este volumen contiene ideas de utilidad que se pueden aplicar en cursos de lenguas, principalmente en lo que a la mejora de la interación se refiere. Este libro es especialmente recomendado a docentes que se enfrentan a la enseñanza en línea por primera vez o a quienes desean introducir este tipo de docencia en sus clases. Palabras clave: ENSEÑANZA EN LÍNEA, APRENDIZAJE COLABORATIVO, EVALUACIÓN EN LÍNEA, FORMACIÓN DEL PROFESORADO. Didattica con e nella rete. Dall’emergenza all’uso ordinario esamina le opportunità offerte dalla rete per l’apprendimento e la didattica, nonché per la formazione dei docenti. Dopo avere messo in luce come le risorse online possono favorire l’apprendimento collaborativo e l’interazione tra studenti, il volume passa a illustrare come pianificare e organizzare l’attività didattica online, come svolgere la valutazione, ma anche come sfruttare le risorse della rete per la crescita professionale degli insegnanti. Sebbene non tratti di glottodidattica nello specifico, può essere una risorsa utile da consultare anche per la didattica delle lingue, soprattutto per quanto riguarda il potenziamento dell’interazione. È una lettura raccomandata per i docenti che per la prima volta si affacciano sul mondo dell’insegnamento online. Parole chiave: DIDATTICA ONLINE, APPRENDIMENTO COLLABORATIVO, VALUTAZIONE ONLINE, FORMAZIONE DOCENTI

scholarly journals Las redes sociales como entornos de aprendizaje colaborativo mediado para segundas lenguas (L2)

2010 ◽  
pp. a149
Author(s):  
Gilda Sotomayor García
Keyword(s):  
Social Networks ◽  
Second Language ◽  
Collaborative Learning ◽  
Web 2.0 ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Computer Supported Collaborative Learning ◽  
Redes Sociales ◽  
Second Languages ◽  
Aprendizaje Colaborativo

El artículo trata de ofrecer una aproximación teórica al campo del aprendizaje y la escritura colaborativa (en línea) de una segunda lengua, la cual nos sirve de marco de comprensión para reflexionar sobre una de las herramientas más importantes que nos ofrece la Web 2.0 como son las Redes Sociales.  De hecho, estas aplicaciones ya se utilizan como apoyo para la enseñanza-aprendizaje de una segunda lengua, y si aprovechamos muy bien todas sus potencialidades pueden convertirse en todo un entorno y recurso tecno-pedagógico para la mediación de un aprendizaje colaborativo, realmente significativo.Social networks as environments of computer supported collaborative learning for second languages (L2)AbstractThe article tries to provide a theoretical approach to the collaborative learning and writing (online) field regarding a second lenguage, used as comprehension framework to reflect on one of the most important tools offered by Web 2.0 such as Social Networks. In fact, these applications are already used as support for teaching and learning a second language, while their potential turn them in real  techno-pedagogical environments for an Computer Supported  Collaborative Learning, really meaningful.

scholarly journals Construction of the foundations of the PLE and PLN for collaborative learning

Comunicar ◽  
2014 ◽  
Vol 21 (42) ◽  
pp. 35-43 ◽  
Author(s):  
Victoria Marín-Juarros ◽  
Francisca Negre-Bennasar ◽  
Adolfina Pérez-Garcias
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Good Practice ◽  
Point Of View ◽  
Personal Learning ◽  
Common Goals ◽  
Personal Learning Network ◽  
La Red ◽  
The University ◽  
Aprendizaje Colaborativo

In this article we approach the topic of collaborative learning by means of the creation and maintenance of personal learning environments and networks (PLE and PLN) and their integration within institutional virtual learning environments (VLE) as strategies to enhance and foster collaborative learning. We take an educational point of view: the student learns independently and carries out activities in groups to achieve common goals. Our aim is to experiment with didactical methodologies of integration between the institutional VLE and PLE, and to analyze the university students’ construction of PLE. Due to its importance in facilitating and fostering collaborative learning, special emphasis is placed on the construction of the personal learning network. We performed a design-based research on an academic course for Primary teachers. The results show that the students construct their PLE and PLN using newly acquired knowledge and that an appropriate methodological integration takes place between these environments and the institutional VLE for integrated learning. As conclusion, we propose an integrative methodological model for collaborative learning as a good practice. El aprendizaje colaborativo se puede afrontar desde diferentes estrategias. En este artículo contemplamos la creación y mantenimiento de entornos y redes personales de aprendizaje (PLEs y PLNs) y su integración en entornos virtuales institucionales de aprendizaje (EVEA) como estrategias que facilitan y promueven el aprendizaje colaborativo, siempre desde una visión educativa en la que el alumno es autónomo en su propio aprendizaje y trabaja para el logro de metas comunes mediante la realización de actividades de forma conjunta en grupos, existiendo interdependencias positivas. Los objetivos de este trabajo son experimentar con metodologías didácticas de integración del EVEA y los PLEs, y analizar la construcción del PLE por parte de los alumnos universitarios, haciendo especial énfasis en la construcción de la red personal de aprendizaje. Para ello se empleó una metodología de diseño y desarrollo, en una asignatura universitaria de los estudios de maestro de Primaria. Los resultados de la experiencia apuntan a que los alumnos construyen sus PLEs y PLNs en base a sus nuevos conocimientos adquiridos y se produce una adecuada integración metodológica entre esos entornos y el EVEA para el aprendizaje integrado. Como conclusión proponemos un modelo de organización metodológica de integración para el aprendizaje colaborativo a modo de buena práctica.

scholarly journals Entre el trabajo colaborativo y el aprendizaje colaborativo

2003 ◽  
Vol 33 (1) ◽  
pp. 1-21 ◽  
Author(s):  
María Margarita Lucero
Keyword(s):  
Collaborative Learning ◽  
Cooperative Work ◽  
Computer Supported Cooperative Work ◽  
Computer Supported Collaborative Learning ◽  
La Red ◽  
Trabajo Colaborativo ◽  
Aprendizaje Colaborativo

En este trabajo se pretende llevar la mirada hacia las diferencias entre lo que se denomina  Computer Supported Cooperative Work  y lo que en esencia es el aprendizaje colaborativo: Computer Supported Collaborative Learning. Para ello se analizan y comparan ambos ambientes, para luego realizar un recorrido sobre los distintos recursos de colaboración existentes en la red y su aporte a la educación. Posteriormente se analizan algunas plataformas virtuales (más representativas) como apoyo a los ambientes virtuales de aprendizaje. Se concluye con el resultado motivo de este trabajo y con la prospección que de ello surge.

scholarly journals Virtually Authentic: Graduate Students’ Perspective Changes toward Authentic Learning while Collaborating in a Virtual World

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Songhee Han ◽  
Paul E. Resta
Keyword(s):  
Graduate Students ◽  
Collaborative Learning ◽  
Second Life ◽  
Social Constructivism ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Authentic Learning ◽  
The United States ◽  
Small Sample

This qualitative case study investigates graduate students’ perspective changes apropos their cross-national collaborative learning experience while participating in an online teaching and learning course jointly taught by graduate schools in the United States and Israel. The participants met virtually, on a weekly basis between November and December 2018, on a platform called Second Life, to design and participate in collaborative learning activities. On completion of the course, interviews were conducted with a small sample of student-participants regarding their experiences. During the design phase, participants’ dominant perceptions of their learning experiences were characterized by genuine “excitement” at the novelty of collaborating virtually with colleagues on the other side of the world. Their initial perceptions evolved during the participation phase to realization as learning communities emerged and students’ roles expanded beyond the scope of mere participants. In this study, the authors argue that participants’ construction of new knowledge resulted in authentic learning from the standpoints of social constructivism and online collaborative learning theory and further discuss the factors that enabled the participants’ authentic learning experience.

The Ethical Use of Online Content in Teaching and Learning

2019 ◽  
pp. 265-279
Author(s):  
Joanne Elaine Gilbreath
Keyword(s):  
Collaborative Learning ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Interactive Learning ◽  
Learning Experiences ◽  
Online Resources ◽  
Online Content ◽  
Teachers And Students ◽  
Correct Application ◽  
Written Sources

The inclusion of online resources and multimedia elements into instruction is often times misunderstood or unknown to teachers who want to design more engaging and interactive learning experiences for their students. This chapter explores the legal and illegal use of images, video, and written sources found online. Examples of ethical uses of online resources will demonstrate how to correctly incorporate and cite resources, apps, and multimedia into ethics-focused lessons. Students can choose from multiple means of demonstrating their knowledge in the collaborative learning experiences. Online resources that will assist teachers and students in the application of ethical and correct application of attribution are identified. These sites are good beginnings to deeper learning about this important component of digital literacy.

scholarly journals Implications for social work teaching and learning in Universiti Sains Malaysia, Penang, due to the COVID-19 pandemic: A reflection

2020 ◽  
pp. 147332502097330
Author(s):  
Azlinda Azman ◽  
Paramjit Singh Jamir Singh ◽  
Ali Isahaque
Keyword(s):  
Social Work ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Social Work Educators ◽  
Conventional Teaching ◽  
Higher Educational ◽  
Teaching Learning ◽  
Online Methods

The global lockdown due to COVID-19 is a major concern as all higher educational institutions face disruption in teaching, learning and assessment. Social work educators in Malaysia’s higher educational institutions are not spared of this disruption. Conventional teaching methods are now being replaced by non-conventional modes of teaching, which include online teaching and assessment using various platforms such as Zoom, WebEx and others. In embarking on online methods of teaching, social work educators will have to undergo many changes. It is particularly so as social work has a practice component that involves field training, which will be a different challenge to educators and students in this new and unexpected environment. This paper aims to discuss the implications of COVID-19 on the changes that have taken place in social work teaching and learning in Malaysia and potential responses.

An Instructional and Collaborative Learning System with Content Recommendation

2013 ◽  
Vol 11 (3) ◽  
pp. 109-121 ◽  
Author(s):  
Xiang-wei Zheng ◽  
Hong-wei Ma ◽  
Yan Li
Keyword(s):  
Collaborative Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Clustering Algorithm ◽  
Rapid Development ◽  
Learning System ◽  
Learning Performance ◽  
Learning Materials ◽  
Learning History ◽  
E Learning

With the rapid development of Internet, e-learning has become a new teaching and learning mode. However, lots of e-learning systems deployed on Internet are just electronic learning materials with very limited interactivity and diagnostic capability. This paper presents an integrated e-learning environment named iCLSR. Firstly, iCLSR provides an online environment for instruction and collaborative learning, which gets rid of the constraints of time and space. Second, online teaching and learning evaluation data from instructors and learners can be collected by iCLSR and can be analyzed with an improved PSK-means clustering algorithm. Third, the learning object lists can be recommended for learners based on online evaluation results and their learning history. The application of iCLSR demonstrates that it can recommend appropriate learning materials for learners, inspire communication between learners and instructors, save time for users and therefore improve the instructional effects and learning performance.

scholarly journals Effectiveness of Online Mode of Teaching of English Language Courses in Tertiary Level Educational Sectors in Bangladesh

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Sadia Afrin Shorna ◽  
Iffat Jahan Suchona
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Tertiary Education ◽  
Educational Systems ◽  
Learning And Teaching ◽  
Online Mode ◽  
Study Results ◽  
Language Courses ◽  
The University

The aftermath of COVID-19 has affected the lives of Bangladeshi people and impacted dramatically on the educational systems. Due to the pandemic situation, the Bangladeshi tertiary education sector had to switch to an online learning and teaching model from the traditional ones. This paper aims to identify the obstacles encountered by the university teachers in online teaching during the pandemic in Bangladesh. An exploratory qualitative research methodology has been used in this paper. The study was conducted among the teachers working in several universities of Bangladesh. Open-ended questions and semi-structured in-depth interviews were conducted among 13 male and 17 female educators to collect data regarding the problems faced by them. The findings revealed four different categories of impediments that the teachers faced during the online mode of teaching and learning. The study results can be helpful to the regulatory authorities and employers of higher education institutions who are planning to adopt online teaching as a regular activity in the future.

scholarly journals Professional development for teachers’ mathematical problem-solving pedagogy – what counts?

Pythagoras ◽  
2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Brantina Chirinda
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Collaborative Learning ◽  
South African ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Personal Meaning ◽  
Mathematical Problem Solving ◽  
Reflective Inquiry

Problem-solving is of importance in the teaching and learning of mathematics. Nevertheless, a baseline investigation conducted in 2016 revealed that mathematical problem-solving is virtually missing in South African classrooms. In this regard, a two-cycle design-based research project was conducted to develop a professional development (PD) intervention that can be used to bolster Grade 9 South African teachers’ mathematical problem-solving pedagogy (MPSP). This article discusses the factors that emerged as fundamental to such a PD intervention. Four teachers at public secondary schools in Gauteng, South Africa, who were purposively selected, participated in this qualitative research study of a naturalistic inquiry. Teachers attended PD workshops for six months where PD activities that were relevant to their context were implemented. Between the PD workshops, teachers were encouraged to put into practice the new ideas on MPSP. Qualitative data were gathered through reflective interviews and classroom observations which were audio-recorded with teachers’ consent. Data were analysed through grounded theory techniques using constant comparison. The findings from the study suggested that teachers’ personal meaning, reflective inquiry, and collaborative learning are factors fundamental to their professional growth in MPSP. The major recommendation from the study is that facilitators of PD must acknowledge these factors to promote teachers’ professional growth in MPSP. If PD processes and activities are relevant to teachers’ personal meaning, reflective inquiry, and collaborative learning, teachers find the PD programme fulfilling and meaningful. This study contributes to the PD in MPSP body of knowledge by having worked with teachers in an under-researched context of historical disadvantage.

Face-to-Face vs. Online Language Courses

2021 ◽  
pp. 228-244
Author(s):  
Victoria Kalogerou
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Private University ◽  
English For Academic Purposes ◽  
Face To Face ◽  
International Group ◽  
Online Tools ◽  
Language Classes ◽  
Language Courses

The current pandemic experienced simultaneously worldwide has accelerated the demand for transitioning from traditional (face-to-face) education to its online equivalent. With the outbreak of COVID-19, the ubiquity of available online tools has become more apparent both for teaching and learning purposes but also for collaboration. Skepticism in relation to the use of online tools was quickly silenced not only due to the lockdown imposed by governments worldwide but also because of the major support these tools provide online, making themselves easy to use even to those who have traditionally objected to their effectiveness. Being part of this transformation of face-to-face classes and also someone with great experience in online teaching, the author explores in this chapter how this change has covertly affected students and teachers in tertiary education in relation to language classes. The study includes teachers of the languages and Literature Department and an international group of students, studying English for Academic Purposes at a private university in Nicosia, Cyprus.

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