Evolutionary Design of Collaborative Learning Processes through Reflective Petri Nets

2008 ◽  
Author(s):  
Dirk Frosch-Wilke ◽  
Salvador Sánchez-Alonso ◽  
Juan Manuel Dodero
Keyword(s):  
Collaborative Learning ◽  
Petri Nets ◽  
Learning Processes ◽  
Evolutionary Design

The Practice Pyramid: A model for integrating social work values, theory and practice

2017 ◽  
Vol 14 (3) ◽  
pp. 64-80
Author(s):  
Jean Gordon ◽  
Gillian Mackay
Keyword(s):  
Social Work ◽  
Collaborative Learning ◽  
Social Worker ◽  
Practice Theory ◽  
Social Work Students ◽  
Learning Processes ◽  
Theory And Practice ◽  
Field Placements ◽  
Social Work Values ◽  
Extensive Evaluation

The Practice Pyramid is a learning tool that supports social work students’ ability to integrate their understanding of personal and professional values, theory and practice during field placements. Although it has been used by practice educators in Scotland for over 20 years, it is not well known elsewhere and has yet to be evaluated. This paper, written by a practice educator and a student social worker, describes the Practice Pyramid and provides a case example to illustrate how it contributed to one student’s learning during a practice placement. Four factors that appear to contribute to its success are proposed: its model of pedagogy, the visual and accessible nature of the tool, flexibility and the support it gives to collaborative learning processes. It is suggested that the Practice Pyramid may usefully support learning in a range of social work and non social work contexts, and would benefit from more extensive evaluation of its role in supporting practice - theory integration.Keywords: Practice Pyamid; social work students; field placements; Scotland; collaborative learning

A Critical Inquiry into Web-Mediated Collaborative Learning

2000 ◽  
pp. 307-326 ◽  
Author(s):  
Dubravka Cecez-Kecmanovic ◽  
Carolyn Webb
Keyword(s):  
Social Interaction ◽  
Collaborative Learning ◽  
Field Study ◽  
Empirical Data ◽  
Communicative Action ◽  
Interaction Process ◽  
Learning Processes ◽  
Critical Approach ◽  
Critical Perspective ◽  
Communicative Practices

This chapter presents a critical approach to collaborative learning viewed as a social interaction process. Based on Habermas’ theory of communicative action, the chapter proposes a communicative model of collaborative learning with the aim to enhance understanding of communicative practices in Web-mediated collaborative learning situations and to provide a methodological instrument for the analysis of concrete learning processes. Drawing on the empirical data from a field study the chapter illustrates how the communicative model of collaborative learning can be applied to analyse not only what linguistic interactions among students mean but also what they produce in a particular learning situation. The chapter concludes by summarising possible implications of this critical perspective and the communicative model of collaborative learning on both practical pedagogy and empirical research in Web-mediated environments.

scholarly journals Collaborative Learning Based on Harry Potter for Learning Geometric Figures in the Subject of Mathematics

Mathematics ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 369 ◽  
Author(s):  
Antonio-José Moreno-Guerrero ◽  
Marina Rondón García ◽  
Nazaret Martínez Heredia ◽  
Antonio-Manuel Rodríguez-García
Keyword(s):  
Secondary Education ◽  
Collaborative Learning ◽  
Teaching And Learning ◽  
Harry Potter ◽  
Learning Processes ◽  
Control Group ◽  
First Year ◽  
Public High School ◽  
Geometric Figures ◽  
The Subject

Nowadays, education requires changes in the teaching and learning processes, through the implementation of innovative and motivating pedagogical actions, owing to the existing needs in society. Education, owing to the current needs of society, requires changes in the teaching and learning processes through the implementation of innovative and motivating pedagogical actions. The main objective of this study is to evaluate the effectiveness of the collaborative method, based on the Harry Potter theme, with respect to the traditional method in the first year of Obligatory Secondary Education for the learning of geometric figures in the subject of mathematics. For this purpose, a quasi-experimental, quantitative, descriptive, and correlational study has been designed, using a standardized questionnaire as a technique to collect information. The sample is composed of 236 students from the first year of Obligatory Secondary Education distributed in eight groups (four control and four experimental) from a public high school in the city of Cádiz (Spain). The tests carried out show that collaborative learning generates improvements in the attitudes and mathematical dimensions. Therefore, the collaborative method, developed by means of the Harry Potter theme for students in the first year of Compulsory Secondary Education in the subject of mathematics, causes a better attitude of the student towards the teaching and learning process. Furthermore, it facilitates the acquisition of mathematical contents related to geometry, which does not directly affect the students’ grades because, although those of the experimental group are better than those obtained by the control group, the differences between the two are minimal.

Understanding the effects of time on collaborative learning processes in problem based learning: a mixed methods study

2014 ◽  
Vol 19 (4) ◽  
pp. 541-563 ◽  
Author(s):  
J. Hommes ◽  
P. Van den Bossche ◽  
W. de Grave ◽  
G. Bos ◽  
L. Schuwirth ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Collaborative Learning ◽  
Problem Based Learning ◽  
Learning Processes ◽  
Mixed Methods Study

scholarly journals Project-Based Learning: A Case for Situated Translation

2006 ◽  
Vol 50 (4) ◽  
pp. 1098-1111 ◽  
Author(s):  
Don Kiraly
Keyword(s):  
Collaborative Learning ◽  
Learning Process ◽  
Educational Experience ◽  
Project Based Learning ◽  
Learning Processes ◽  
Translation Process ◽  
Collaborative Project ◽  
Translator Education ◽  
Insight Into

Abstract The author proposes replacing the folk theoretical ‘conduit’ view of learning that still predominates in Translator Education with a principled understanding of cognitive and learning processes for the design of learning events in Translator Education. A collaborative, project-based educational experience is presented by way of illustration. In conclusion, an argument is made for studying collaborative learning events to gain insight into the multi-facetted nature of the learning process as well as of the translation process itself.

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