Exploring Different Types of Interaction on Collaborative Learning in Online Platforms

2016 ◽  
Author(s):  
Ruixue Liu ◽  
Changdi Shi
Keyword(s):  
Collaborative Learning ◽  
Online Platforms ◽  
Different Types

Herramientas digitales para recolección, procesamiento y presentación de datos de campo como instrumento para afrontar la contingencia COVID-19

2021 ◽  
Vol 5 ◽  
pp. 96-104
Author(s):  
Didier Haid Alvarado Acosta
Keyword(s):  
Learning Curve ◽  
Training Programs ◽  
Communication Technologies ◽  
Field Work ◽  
Web Based ◽  
Face To Face ◽  
The Past ◽  
Online Platforms ◽  
Virtual Libraries ◽  
Different Types

In March of 2020, the COVID-19 outbreak forced people to lock themselves inside their homes and begin the process of transitioning from face-to-face activities at work, schools and universities to a 100 % virtual method. Even when Communication Technologies (ICT) and online platforms have seen growth over the past two decades, including various virtual libraries developed by database publishers or web-based training programs that appear to shorten the learning curve (Lee, Hong y Nian, 2002), many people were unprepared for this transition and all of them are now dedicated to entering the new reality. In this order of ideas, the activities that have traditionally required the assistance of the staff have had to adapt with the use of new tools, which meet daily needs. A clear example is the field work collection tasks. In this group, there are different types such as surveys, photographs, reviews or on-site inspections. The current work presents the use of tools for collecting, validating, analysing and presenting data remotely and in real time. All of them based on the ArcGIS Online platform.

scholarly journals Active Subtitling as a Learning Tool for ESP Students

2021 ◽  
Vol 3 (8) ◽  
pp. 128-135
Author(s):  
Abdelouahab Elbakri
Keyword(s):  
Collaborative Learning ◽  
Language Teaching ◽  
Vocabulary Learning ◽  
English For Specific Purposes ◽  
Learning Tool ◽  
Different Types ◽  
Audiovisual Translation ◽  
Teaching Learning ◽  
Pedagogical Application

This article aims at approaching subtitling as a tool for English for Specific Purposes (ESP) students. It provides a description of the important role audiovisual translation (AVT) plays in language teaching/learning. It is based on scholars' work, including (Sokoli 2006; Diaz Cintas  2013; Talavan 2007).  This paper tackles the pedagogical application of subtitling in an ESP context as it enhances individual and collaborative learning, exposure to and interaction with real and new complex situations, and developing different linguistic skills.  The article presents a classification of the different types of subtitles that are used in language teaching/learning and considers the pros of using subtitled videos as a didactic tool to enhance vocabulary learning for ESP students. Accordingly, the paper emphasises active subtitling, a technique in which learners create their own subtitles, especially with the groundbreaking progress of IT technology (Diaz Cintas 2012; Talavan 2013). The article ends by presenting the findings of an experiment I have conducted in my engineering classes on the basis of active subtitles.

Designing for Reflection

2013 ◽  
pp. 268-292
Author(s):  
Ahmed Kharrufa ◽  
David Leat ◽  
Patrick Olivier
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
School Environment ◽  
Different Types ◽  
Repeated Use ◽  
Pedagogy Literature

In this case study, the authors revisit the benefits of reflection for learning and classify three different types of reflection support as evident in the pedagogy literature: post-activity, inter-activity and part-of-activity. They present their design of a collaborative learning application (Digital Mysteries) as implemented on the emerging digital tabletop technology. The design of Digital Mysteries aims at demonstrating the potential of technology for providing support for all the identified types of reflection. The application was evaluated through 12 trials with 6 groups of students 11-14 years old in a school environment. Two of the six groups carried out repeated trials with the goal of evaluating benefits from repeated use and to overcome effects resulting from the novelty of the technology. The trials showed clear evidence of reflective interactions, caused by the application’s design, which positively affected subsequent trials. The authors conclude with a number of generalized recommendations for designers of collaborative learning environments.

Religion, Power, and Contemporary Art in Central Asia: Visualizing and Performing Islam

2019 ◽  
Vol 6 (2-3) ◽  
pp. 224-252
Author(s):  
Diana T. Kudaibergenova
Keyword(s):  
Social Media ◽  
Central Asia ◽  
Contemporary Art ◽  
Religious Practices ◽  
Third Wave ◽  
Online Platforms ◽  
Central Asian ◽  
Different Types ◽  
Asian Context ◽  
Online Sources

This article examines diverse perceptions and discourses of Islam, fundamentalism, spirituality, and culture in the contemporary Central Asian context, revealed through the study of contemporary art and its discussions about these phenomena. While many online sources and social media accounts provide a framework for different types of religiosity—cultural, pious, or fundamental—contemporary art in the region serves as a platform for critiquing religion as a whole. I use the examples of the most famous works by prominent Central Asian contemporary artists, who discuss Tengriism, Islam, and other religious practices in their works, performances, and videos. The diversity of online platforms that transfer discussions of Islam and religion to the digital forums through which third-wave artists promote their works also create space for more pluralistic views of—and discourses on—Islam.

scholarly journals Online Persona Research: An Instagram Case Study

2017 ◽  
Vol 3 (2) ◽  
pp. 1 ◽  
Author(s):  
Kim Barbour ◽  
Katja Lee ◽  
Christopher Moore
Keyword(s):  
Five Dimensions ◽  
Creation Process ◽  
Online Platforms ◽  
Starting Point ◽  
Different Types ◽  
Online Persona ◽  
Self Presentations ◽  
Theoretical Foundations ◽  
Key Nodes

<p>In the last issue’s editorial, “Five Dimensions of Online Persona” (Moore, Barbour and Lee 2017), we turned our attention to the proliferation of public identities through online platforms, and traced key nodes of research that inform how we think about and theorise online personas. We also proposed and outlined five primary dimensions to the online persona that we characterised as public, mediatised, performative, collective, and having intentional value. The scope of that work was deliberately broad and far-reaching—we envisioned that piece as neither tool nor template but, we hoped, a conceptual starting point for further thinking and research.</p><p>In this editorial we seek to continue that work by putting these theoretical foundations and concepts into practice through a study of the persona work of Instagram. This work constitutes, in many cases, significant labour: decisions are made and remade around sharing different types of images, along with the use of hashtags, framing, timing, filters, captions, or tags. Abidin (2016, p. 90) describes this as “visibility labour”, which is “the work individuals do when they self-posture and curate their self-presentations so as to be noticeable and positively prominent” to their audiences or micro-publics, and notes that the labour itself becomes invisible in the persona creation process. This distributed visibility labour forms the basis of persona work, where users and their micro-publics, in conjunction with the platform and the algorithms that drive it, are continually iterating on the persona that is produced. </p>

scholarly journals Group Formation-Finding-Your-Matching-Card in a Collaborative Learning Classroom

2021 ◽  
Author(s):  
Su Liang
Keyword(s):  
Collaborative Learning ◽  
Elementary Teachers ◽  
Mathematical Thinking ◽  
Group Formation ◽  
College Level ◽  
Capstone Course ◽  
Different Types ◽  
Grouping Method ◽  
K 12 ◽  
Traditional Strategy

This paper presents a non-traditional strategy of group formation that engages students in utilizing prior learned knowledge to solve problems at a collaborative learning classroom. Through the grouping process students communicate mathematical thinking with their peers and physically moving around to find their matching cards and group parteners. The grouping process warms up students to launch an active learning mode. Although the grouping method was implemented in the mathematics content course for preservice elementary teachers and the capstone course for preservice secondary mathematics teachers, it could perfectly fit different types of classrooms including grades K-12 or college level. 

Collaborative Learning Strategies in Organizations

2019 ◽  
pp. 426-444
Author(s):  
Sandra Sanz Martos ◽  
Mario Pérez-Montoro
Keyword(s):  
Collaborative Learning ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Learning Strategies ◽  
Future Development ◽  
Learning Strategy ◽  
Work Groups ◽  
Organizational Structures ◽  
Different Types ◽  
Innovative Learning

Among the different types of innovative learning initiatives, organizations have been implementing communities of practice as a collaborative learning strategy. However, in many cases, one finds the term community of practice attributed to other types of communities or work groups. This chapter aims to define, identify, and characterize communities of practice and differentiate them from other organizational structures which are not such communities. It establishes a comparison among them and observes the benefits obtained from each structure, indicating which strategy to apply depending on the goal or challenge. Finally, a number of conclusions and guidelines on the future development of communities of practice are presented.

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