scholarly journals Fostering Digital Literacy Culture Through Creative Web Based Collaborative Writing Of Folk Stories

2019 ◽  
Author(s):  
Riche Cynthia Johan ◽  
Yudi Wibisono ◽  
Isah Cahyani ◽  
Afief Yona ◽  
Dadi Mulyadi ◽  
...  
Keyword(s):  
Digital Literacy ◽  
Collaborative Writing ◽  
Web Based ◽  
Folk Stories

A Theoretically Informed Approach to Collaborative Writing in EAP Contexts Using Web-Based Technologies

2018 ◽  
pp. 1-21 ◽  
Author(s):  
Kris Pierre Johnston ◽  
Geoff Lawrence
Keyword(s):  
Language Learning ◽  
Learning Communities ◽  
Collaborative Writing ◽  
Future Research ◽  
Web Based ◽  
Online Collaborative Learning ◽  
Writing Practices ◽  
Curricular Design ◽  
Technological Affordances ◽  
Writing Tools

This chapter examines the need for a theoretically-informed approach to collaborative English for Academic Purpose (EAP) pedagogy and research. It discusses the relevance of online collaborative learning in EAP and the call for a theoretically-informed facilitative framework to guide the use of online collaborative writing tools to sustain learning communities and language learning. It establishes the importance of virtual learning communities as catalysts for online collaboration and discusses the need to examine technological affordances, adopting an ecological perspective to inform curricular design. The chapter examines the relevance of the Community of Inquiry model and its three presences: cognitive, social and teaching, as a theoretical basis to inform a facilitative framework to design online collaborative EAP writing tasks. The chapter concludes with a discussion of the interactions of these three presences, details on how they can inform online EAP collaborative writing practices and the need for future research in this area.

Developing Digital Literacy Skills with WebQuests and Web Inquiry Projects

2009 ◽  
pp. 403-418
Author(s):  
Susan Gibson
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
New Media ◽  
Instructional Strategies ◽  
Media Literacy ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Web Based ◽  
21St Century Learning Skills ◽  
K 12

This article identifies digital literacy as an important aspect of new media literacy at the K-12 level. Digital literacy includes developing the skills of information location and application as well understanding how to use available evidence to assist in problem solving and decision making about important questions and issues that have no clear answers. Two web-based examples of instructional strategies – WebQuests and Web Inquiry Projects—are suggested as ways to develop these and other important 21st century learning skills.

Knowledge discovery out of text data: a systematic review via text mining

2018 ◽  
Vol 22 (7) ◽  
pp. 1471-1488 ◽  
Author(s):  
Antonio Usai ◽  
Marco Pironti ◽  
Monika Mital ◽  
Chiraz Aouina Mejri
Keyword(s):  
Systematic Review ◽  
Text Mining ◽  
Knowledge Discovery ◽  
Research Collaboration ◽  
Collaborative Writing ◽  
Web Based ◽  
Diverse Range ◽  
Content Type ◽  
Mining Technique ◽  
Database Technology

Purpose The aim of this work is to increase awareness of the potential of the technique of text mining to discover knowledge and further promote research collaboration between knowledge management and the information technology communities. Since its emergence, text mining has involved multidisciplinary studies, focused primarily on database technology, Web-based collaborative writing, text analysis, machine learning and knowledge discovery. However, owing to the large amount of research in this field, it is becoming increasingly difficult to identify existing studies and therefore suggest new topics. Design/methodology/approach This article offers a systematic review of 85 academic outputs (articles and books) focused on knowledge discovery derived from the text mining technique. The systematic review is conducted by applying “text mining at the term level, in which knowledge discovery takes place on a more focused collection of words and phrases that are extracted from and label each document” (Feldman et al., 1998, p. 1). Findings The results revealed that the keywords extracted to be associated with the main labels, id est, knowledge discovery and text mining, can be categorized in two periods: from 1998 to 2009, the term knowledge and text were always used. From 2010 to 2017 in addition to these terms, sentiment analysis, review manipulation, microblogging data and knowledgeable users were the other terms frequently used. Besides this, it is possible to notice the technical, engineering nature of each term present in the first decade. Whereas, a diverse range of fields such as business, marketing and finance emerged from 2010 to 2017 owing to a greater interest in the online environment. Originality/value This is a first comprehensive systematic review on knowledge discovery and text mining through the use of a text mining technique at term level, which offers to reduce redundant research and to avoid the possibility of missing relevant publications.

A Case of Using Wikis to Foster Collaborative Learning

2010 ◽  
pp. 775-790
Author(s):  
Hong Lin ◽  
Kathleen D Kelsey
Keyword(s):  
United States ◽  
Graduate Students ◽  
Collaborative Learning ◽  
Collaborative Writing ◽  
Land Grant ◽  
Land Grant University ◽  
Web Based ◽  
Design Recommendations ◽  
Design And Implementation ◽  
E Mail

In recent years, Wikis, an open Web-based editing tool, have increasingly been used for collaborative writing projects in classrooms. Hailed as a collaborative learningand writing tool that is more powerful than blogs and e-mail, the pedagogical impact of using Wikis in the classroom is underrepresented in the literature. This case reviews the design and implementation of a Wikibook project for graduate students at a major land-grant university in the mid-South United States. Our findings challenge idealistic hypotheses that work using Wikis, without careful designand implementation, is naturally beneficial. The case also provides design recommendations for educators who are interested in using Wikis to enhance collaborative writing.

scholarly journals OCENA TELEKOLABORACYJNYCH PROJEKTÓW PISARSKICH REALIZOWANYCH NA PLATFORMACH SYNCHRONICZNYCH

Neofilolog ◽  
2020 ◽  
pp. 171-187
Author(s):  
Krzysztof Kotuła
Keyword(s):  
Project Management ◽  
Secondary School ◽  
Word Processing ◽  
Secondary School Students ◽  
Collaborative Writing ◽  
School Students ◽  
Web Based ◽  
Google Docs ◽  
Text Planning ◽  
The Creation

This article deals with the issue of assessment in the context of telecollaborative writing activities conducted on synchronous platforms such as Google Docs. Based on the research conducted by the author among secondary school students learning French, the attempt is made to discuss various areas of participants’ activity which can be subjected to assessment: text planning, text composition, project management through comments, linguistic corrections, etc. A conclusion is reached that the outcome of collaborative writing projects is greatly determined by how L2 students engage in the process of writing using Web-based word processing tools. In our opinion, it is impossible to consider the creation of a universal assessment grid suitable for all teaching contexts. Instead, a teacher willing to integrate such activities in his curriculum has to show a great deal of flexibility and adaptability.

Sign in / Sign up

Export Citation Format

Share Document