Fostering Elementary Students' Collaborative Knowledge Building in Smart Classroom with Formative Evaluation

2017 ◽  
Author(s):  
Pinghong Zhou ◽  
Qiaorou Yang
Keyword(s):  
Elementary Students ◽  
Formative Evaluation ◽  
Knowledge Building ◽  
Smart Classroom ◽  
Collaborative Knowledge Building ◽  
Collaborative Knowledge

scholarly journals Recommending collaboratively generated knowledge

2012 ◽  
Vol 9 (2) ◽  
pp. 871-892 ◽  
Author(s):  
Weiqin Chen ◽  
Richard Persen
Keyword(s):  
Recommender System ◽  
Learning Process ◽  
Positive Feedback ◽  
Information Technologies ◽  
Knowledge Building ◽  
Learning Objects ◽  
Building Process ◽  
Collaborative Knowledge Building ◽  
New Challenges ◽  
Collaborative Knowledge

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.

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

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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