E-Portfolios as Tools for Collaborative Learning on Digital Platforms

2016 ◽  
pp. 156-170
Author(s):  
Ana Claudia Loureiro ◽  
Cristina Zukowsky-Tavares
Keyword(s):  
Learning Environments ◽  
Mobile Communication ◽  
Knowledge Construction ◽  
Educational Practice ◽  
University Education ◽  
Collaborative Problem Solving ◽  
Assessment Process ◽  
Digital Platforms ◽  
Collaborative Problem ◽  
Communication Devices

In this chapter the authors discuss on the increasingly use of virtual learning environments - Learning Management Systems (LMS) - in university education. Analysis the potential of learning methodologies and more collaborative, problem-solving and dialogical assessment. The authors emphasize the concern with the concepts that underlie technology-enabled assessment processes such as the use of e-portfolio as a resource to monitoring the students' performance, thus being redesigned upon the assessment process, mediated by an educational practice of individual and collective knowledge construction on digital platforms and mobile communication devices.

Designing for Group Flow in Collaborative Cross-Platform Learning Experiences

2019 ◽  
Author(s):  
Meredith Thompson ◽  
Laura Zhang ◽  
Mohamed Raouf Seyam ◽  
Jing Fan ◽  
Annie Wang ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Learning Environments ◽  
Formal Education ◽  
Collaborative Problem Solving ◽  
Educational Game ◽  
Cellular Biology ◽  
Collaborative Problem ◽  
Individual Knowledge ◽  
Cross Platform ◽  
Group Flow

Technological resources have expanded the goal of education from individual knowledge acquisition to include the development of critical thinking, communication, and collaboration (Griffin, McCaw, Care, 2012; Van Roekel, 2014). This shift requires a reevaluation of what students learn (e.g. content versus skills) and how students learn in formal education settings (Saavedra & Opfer, 2012). Thus, there is a critical need to find ways to create environments that enable embodied, enactive, extended, and embedded learning and develop critical thinking, communication, collaboration and creativity. MIT’s Education Arcade and the MIT Game Lab are exploring ways to meet this need by developing a cross-platform, collaborative educational game with a conceptual focus on cellular biology and a developmental focus on 21st century skills. To this end, we are creating learning environments that incorporate collaborative problem solving that are connected across different contexts.

Evaluating the Learning Effectiveness of Collaborative Problem Solving in Computer-Mediated Settings

2009 ◽  
pp. 151-167
Author(s):  
Ourania Petropoulou ◽  
Georgia Lazakidou ◽  
Symeon Retalis ◽  
Charalambos Vrasidas
Keyword(s):  
Problem Solving ◽  
Learning Environments ◽  
Evaluation Process ◽  
Collaborative Problem Solving ◽  
Learning Effectiveness ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Problem ◽  
Problem Solving Environments ◽  
Computer Mediated

here is a growing need for systematic evaluations of computer-supported collaborative learning environments. The present chapter focuses on the evaluation of the learning effectiveness of the interactions that take place in computer-supported problem solving environments. This chapter emphasizes the need for supporting evaluators of such environments with holistic evaluation conceptual frameworks and tools that can facilitate the analysis of data gathered during the evaluation process. We discuss in detail such a holistic framework which has been tested through a primary education case-study.

scholarly journals Exploring the Relationship between Emergent Sociocognitive Roles, Collaborative Problem- Solving Skills and Outcomes: A Group Communication Analysis

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Nia Dowell ◽  
Yiwen Lin ◽  
Andrew Godfrey ◽  
Christopher Brooks
Keyword(s):  
Problem Solving ◽  
Group Communication ◽  
Educational Practice ◽  
Collaborative Problem Solving ◽  
Future Research ◽  
Communication Analysis ◽  
Problem Solving Skills ◽  
Collaborative Problem ◽  
Team Interactions ◽  
The Relationship

Collaborative problem-solving (CPS) has become an essential component of today’s knowledge-based, innovation- centred economy and society. As such, communication and CPS are now considered critical 21st century skills and incorporated into educational practice, policy, and research. Despite general agreement that these are important skills, there is less agreement on how to capture sociocognitive processes automatically during team interactions to gain a better understanding of their relationship with CPS outcomes. The availability of naturally occurring educational discourse data within online CPS platforms presents a golden opportunity to advance understanding about online learner sociocognitive roles and ecologies. In this paper, we explore the relationship between emergent sociocognitive roles, collaborative problem-solving skills, and outcomes. Group Communication Analysis (GCA) — a computational linguistic framework for analyzing the sequential interactions of online team communication — was applied to a large CPS dataset in the domain of science (participant N = 967; team N = 480). The ETS Collaborative Science Assessment Prototype (ECSAP) was used to measure learners’ CPS skills, and CPS outcomes. Cluster analyses and linear mixed-effects modelling were used to detect learner roles, and assess the relationship between those roles on CPS skills and outcomes. Implications for future research and practice are discussed regarding sociocognitive roles and collaborative problem-solving skills.

scholarly journals Authenticity, Interactivity, and Collaboration in Virtual Reality Games: Best Practices and Lessons Learned

2021 ◽  
Vol 2 ◽  
Author(s):  
Annie Wang ◽  
Meredith Thompson ◽  
Cigdem Uz-Bilgin ◽  
Eric Klopfer
Keyword(s):  
Virtual Reality ◽  
Best Practices ◽  
Virtual Environments ◽  
Learning Environments ◽  
Lessons Learned ◽  
User Studies ◽  
Collaborative Problem Solving ◽  
Two Dimensional ◽  
Collaborative Problem ◽  
Motivate Learning

Virtual reality has become an increasingly important topic in the field of education research, going from a tool of interest to a tool of practice. In this paper, we document and summarize the studies associated with our 4-year design project, Collaborative Learning Environments in Virtual Reality (CLEVR). Our goal is to share the lessons we gleaned from the design and development of the game so that others may learn from our experiences as they are designing, developing, and testing VR for learning. We translate “lessons learned” from our user studies into “best practices” when developing authentic, interactive, and collaborative experiences in VR. We learned that authentic representations can enhance learning in virtual environments but come at a cost of increased time and resources in development. Interactive experiences can motivate learning and enable users to understand spatial relationships in ways that two dimensional representations cannot. Collaboration in VR can be used to alleviate some of the cognitive load inherent in VR environments, and VR can serve as a context for collaborative problem solving with the appropriate distribution of roles and resources. The paper concludes with a summation of best practices intended to inform future VR designers and researchers.

How Success Versus Failure Cases Support Knowledge Construction in Collaborative Problem-Solving

2018 ◽  
Vol 57 (6) ◽  
pp. 1376-1399
Author(s):  
Andrew A. Tawfik ◽  
Kyung Kim ◽  
Maureen Hogan ◽  
Fortunata Msilu
Keyword(s):  
Knowledge Construction ◽  
Collaborative Problem Solving ◽  
Case Based Reasoning ◽  
Problem Space ◽  
Inquiry Based Learning ◽  
Conceptual Space ◽  
Collaborative Problem ◽  
Network Interaction ◽  
Case Libraries ◽  
Case Based

Theorists suggest that collaboration is a key aspect in online, inquiry-based learning. However, research finds that meaningful interaction is challenging, and learners struggle to sustain interaction. One way to scaffold collaborative problem-solving is through case libraries; however, few studies have explored how the type of experience depicted in a case library (success and failure) catalyzes learning. To address this gap, this study explored how the presence of success versus failure case libraries supports learning in terms of understanding of the problem space, conceptual space, knowledge construction convergence, and social network interaction. Results found no differences between conditions when discussing the problem space. However, results found that the failure group outperformed the success condition in terms of conceptual space, knowledge construction convergence, and social network interaction. As it relates to scaffolding using case-based reasoning theory and failure-driven memory theory, the failure cases helped to scaffold learners understanding of the broader conceptual space, knowledge construction, and learner–learner interaction. Additional implications for inquiry-based learning and scaffolding using case-based reasoning theory and failure-driven memory theory are provided.

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