Computational Thinking and Participatory Teaching as Pathways to Personalized Learning

2022 ◽  
pp. 326-343
Author(s):  
Eric Hamilton ◽  
Aileen M. Owens
Keyword(s):  
Learning Strategy ◽  
Computational Thinking ◽  
Personalized Learning ◽  
Collaborative Problem Solving ◽  
Video Production ◽  
Historical Trends ◽  
International Group ◽  
Collaborative Problem ◽  
And Mathematics

This chapter discusses personalized learning by briefly outlining historical trends and deficiencies associated with what can be referred to as production style or assembly line approaches to education before contrasting personalized learning definitions. The chapter extends those definitions. It discusses participatory teaching as a personalized learning strategy by which students take on roles of co-teaching, co-designing lessons, or co-designing curriculum with adult teachers. One participatory teaching example involves an international group of students who help one another learn science and mathematics through shared video production. This example involves a US school involved in a larger districtwide effort comprehensively designed to involve each student. Organized around computational thinking, multidisciplinary innovation, arts integration, and collaborative problem-solving, the district may be viewed as a case study in implementing personalized learning. The chapter furnishes several examples that blend participatory teaching and computational thinking.

Computational Thinking and Participatory Teaching as Pathways to Personalized Learning

2018 ◽  
pp. 212-228 ◽  
Author(s):  
Eric Hamilton ◽  
Aileen M. Owens
Keyword(s):  
Learning Strategy ◽  
Computational Thinking ◽  
Personalized Learning ◽  
Collaborative Problem Solving ◽  
Video Production ◽  
Historical Trends ◽  
International Group ◽  
Collaborative Problem ◽  
And Mathematics

This chapter discusses personalized learning by briefly outlining historical trends and deficiencies associated with what can be referred to as production style or assembly line approaches to education before contrasting personalized learning definitions. The chapter extends those definitions. It discusses participatory teaching as a personalized learning strategy by which students take on roles of co-teaching, co-designing lessons, or co-designing curriculum with adult teachers. One participatory teaching example involves an international group of students who help one another learn science and mathematics through shared video production. This example involves a US school involved in a larger districtwide effort comprehensively designed to involve each student. Organized around computational thinking, multidisciplinary innovation, arts integration, and collaborative problem-solving, the district may be viewed as a case study in implementing personalized learning. The chapter furnishes several examples that blend participatory teaching and computational thinking.

scholarly journals Current Changes in Primary Education: The issue of “different” in a primary school mathematics classroom

Pedagogika ◽  
2020 ◽  
Vol 70 (4) ◽  
Author(s):  
Ioannis Papadopoulos ◽  
Darina Jirotková ◽  
Jana Slezáková ◽  
Esperanza López Centella
Keyword(s):  
Mathematics Classroom ◽  
The Other ◽  
Collaborative Problem Solving ◽  
Instrumental Case Study ◽  
Primary School Mathematics ◽  
Collaborative Problem ◽  
Self Confidence ◽  
Classroom Diversity ◽  
The One

In the setting of the transformation of our societies to become multicultural ones, we intend in this paper to examine situations in a mathematics classroom where respect for, and exclusion of, the ‘different’ co-exist. Conducting an instrumental case study, we follow two Grade 4 groups while they are solving a mathematics generalization task. We examine how the interaction that took place between the members of the teams mirrors the two faces of the same coin (i.e. the culture of the classroom) and at the same time reflects the change in the primary classroom that necessitates openness and genuine respect for the ‘different’. On the one hand, we will demonstrate the dynamic of the harmony that was apparent between the members of one of the groups since the ‘different’ was not a barrier but a source of mathematical ideas that contributed to the solution. On the other hand, the lack of openness in the other group resulted in good opportunities for ‘doing mathematics’ being missed and put the self-confidence of one of its members at risk. Keywords: classroom diversity and conflict, multicultural mathematics classroom, collaborative problem-solving

scholarly journals Direction of collaborative problem solving-based STEM learning by learning analytics approach

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Li Chen ◽  
Nobuyuki Yoshimatsu ◽  
Yoshiko Goda ◽  
Fumiya Okubo ◽  
Yuta Taniguchi ◽  
...  
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Stem Education ◽  
Learning Analytics ◽  
Learning Strategy ◽  
Collaborative Problem Solving ◽  
Learning Performance ◽  
Stem Learning ◽  
Learning Behaviors ◽  
Collaborative Problem

AbstractThe purpose of this study was to explore the factors that might affect learning performance and collaborative problem solving (CPS) awareness in science, technology, engineering, and mathematics (STEM) education. We collected and analyzed data on important factors in STEM education, including learning strategy and learning behaviors, and examined their interrelationships with learning performance and CPS awareness, respectively. Multiple data sources, including learning tests, questionnaire feedback, and learning logs, were collected and examined following a learning analytics approach. Significant positive correlations were found for the learning behavior of using markers with learning performance and CPS awareness in group discussion, while significant negative correlations were found for some factors of STEM learning strategy and learning behaviors in pre-learning with some factors of CPS awareness. The results imply the importance of an efficient approach to using learning strategies and functional tools in STEM education.

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.

Assessing the Performance of Learners Engaged in Computer-Supported Collaborative Problem-Solving Activities

2011 ◽  
pp. 245-260
Author(s):  
Symeon Retalis ◽  
Ourania Petropoulou ◽  
Georgia Lazakidou
Keyword(s):  
Problem Solving ◽  
Performance Assessment ◽  
Collaborative Problem Solving ◽  
Process Assessment ◽  
Computer Supported Collaborative Learning ◽  
Exploratory Case Study ◽  
Collaborative Problem ◽  
Depth Analysis ◽  
Tools And Techniques

Teachers often utilise a Computer-Supported Collaborative Learning (CSCL) strategy to teach a concept, a method, a problem, and so forth. Following guidelines from a script (based on a CSCL strategy), they must ultimately assess their students’ performance during their engagement in various learning activities; however, content and process assessments differ from script to script. Thus, a teacher faces a serious problem during content and process assessment. Here, the authors present a holistic framework for performance assessment and specify indexes for it. The authors aim to facilitate the teacher/evaluator’s work by equipping him or her with easy-to-apply tools and techniques for in-depth analysis of interactions. Finally, they describe our application of the proposed framework in an exploratory case study of a problem-solving activity in which a complex collaborative strategy is applied.

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