Designing Web 2.0 Collaboration Tools to Support Project-Based Learning

2012 ◽  
Vol 3 (2) ◽  
pp. 1-14 ◽  
Author(s):  
Ronnie Cheung ◽  
Doug Vogel
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Design Method ◽  
Project Based Learning ◽  
Learning Activities ◽  
Collaborative Tools ◽  
Study Activity ◽  
Computer Mediated ◽  
Working Together ◽  
Collaborative Platform

Collaborative learning involves small groups of students working together to solve problems for the purpose of learning. There are a large number of researches that focus on the technical aspects of computer-mediated environments for collaborative learning. Very few studies have examined the design of Web 2.0 technologies to support collaborative learning using an activity-oriented approach. In this study, activity theory was used as a design framework for collaborative learning in a Web 2.0 environment using Google Applications technology. By employing an activity-oriented design method, a collaborative platform was developed to facilitate social learning activities that are mediated by artifacts and collaborative tools using Google Applications technology.

scholarly journals Learn-CIAM: A Model-Driven Approach for the Development of Collaborative Learning Tools

2021 ◽  
Vol 11 (6) ◽  
pp. 2554
Author(s):  
Yoel Arroyo ◽  
Ana I. Molina ◽  
Miguel A. Redondo ◽  
Jesús Gallardo
Keyword(s):  
Collaborative Learning ◽  
Methodological Approach ◽  
Automatic Generation ◽  
Learning Activities ◽  
Learning Tools ◽  
Model Driven ◽  
Collaborative Tools ◽  
Learning Tasks ◽  
Collaborative Learning Tools ◽  
Model Driven Approach

This paper introduces Learn-CIAM, a new model-based methodological approach for the design of flows and for the semi-automatic generation of tools in order to support collaborative learning tasks. The main objective of this work is to help professors by establishing a series of steps for the specification of their learning courses and the obtaining of collaborative tools to support certain learning activities (in particular, for in-group editing, searching and modeling). This paper presents a complete methodological framework, how it is supported conceptually and technologically, and an application example. So to guarantee the validity of the proposal, we also present some validation processes with potential designers and users from different profiles such as Education and Computer Science. The results seem to demonstrate a positive reception and acceptance, concluding that its application would facilitate the design of learning courses and the generation of collaborative learning tools for professionals of both profiles.

Technology Aspects of Information Literacy in the Workplace

2013 ◽  
pp. 122-140
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Collaborative Learning ◽  
Information Literacy ◽  
Literacy Education ◽  
Decision Makers ◽  
Learning Activities ◽  
Technology Literacy ◽  
Material Resources ◽  
Collaborative Tools ◽  
Formal And Informal Learning ◽  
Information And Technology

Workplaces need information literate employees in order to manage the increasing quantity and complexity of information that impacts their organizations, yet they provide uneven information literacy education. Information and technology literacy are also imperative for the organization as a whole. Decision makers should systematically identify key information and technology literacy processes within the organization, and assess the learning gaps of their employees. Employers should allocate human and material resources to facilitate a variety of formal and informal learning venues, incorporating technology. Such education should also reflect andragogical principles and authentic collaborative learning activities, which can be facilitated by technology-based collaborative tools.

Cross-University Collaborative Learning

2011 ◽  
pp. 333-347
Author(s):  
Anne P. Massey ◽  
Mitzi M. Montoya ◽  
Valerie Bartelt
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Virtual Teams ◽  
Virtual Worlds ◽  
Relationship Building ◽  
Project Work ◽  
Collaborative Tools ◽  
Successful Student ◽  
Student Teams ◽  
University Course

Over the last two decades, communication and collaboration tools to support student project work have evolved significantly, with an expanding array of options. Most recently, 3D virtual worlds (VW) have emerged. This chapter explores the use of collaborative tools in a cross-university course where student (“virtual”) teams engaged in a multi-week project. The student project teams had access to a collaborative toolkit that included Web 1.0 (traditional) and Web 2.0 tools, as well as collaboration spaces in a VW. Findings suggest that more successful student teams were better able to match Web 2.0 and VW collaborative technologies to project activities, while other lower performing teams defaulted to more familiar Web 1.0 technologies. The VW played a key role in facilitating relationship building in the collaborative learning process. The findings are particularly relevant to instructors seeking to integrate and use VWs in the classroom for collaborative project work and distance learning settings.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

2011 ◽  
pp. 192-211
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Interactive Learning ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Learning Activities ◽  
Mediated Communication ◽  
Web Based ◽  
Learning Tasks ◽  
Computer Mediated ◽  
Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

What Factors Promote Sustained Online Discussions and Collaborative Learning in a Web-Based Course?

2011 ◽  
pp. 3084-3103
Author(s):  
Xinchun Wang
Keyword(s):  
Collaborative Learning ◽  
Interactive Learning ◽  
Computer Mediated Communication ◽  
Online Discussions ◽  
Learning Activities ◽  
Mediated Communication ◽  
Web Based ◽  
Learning Tasks ◽  
Computer Mediated ◽  
Online Discussion Group

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. This study investigates the factors that encourage student interaction and collaboration in both process and product oriented computer mediated communication (CMC) tasks in a Web-based course that adopts interactive learning tasks as its core learning activities. The analysis of a post course survey questionnaire collected from three online classes suggest that among others, the structure of the online discussion, group size and group cohesion, strictly enforced deadlines, direct link of interactive learning activities to the assessment, and the differences in process and product driven interactive learning tasks are some of the important factors that influence participation and contribute to sustained online interaction and collaboration.

Computer Mediated Communication and Student Learning in Large Introductory Sociology Classes

2005 ◽  
Vol 33 (2) ◽  
pp. 122-135 ◽  
Author(s):  
Eric R. Wright ◽  
Anthony H. Lawson
Keyword(s):  
Collaborative Learning ◽  
Student Learning ◽  
Learning Strategies ◽  
Computer Mediated Communication ◽  
Learning Activities ◽  
Mediated Communication ◽  
Final Exam ◽  
Introductory Sociology ◽  
Computer Mediated ◽  
Online Group

Over the past several years, scholars of teaching and learning have demonstrated the potential of collaborative learning strategies for improving student learning. This paper examines the use of computer-mediated communication to promote collaborative student learning in large introductory sociology courses. Specifically, we summarize a project we conducted during the 2000-2001 academic year in which we added online collaborative learning activities to the curriculum of two large sections of introductory sociology. Drawing on Novak et al.'s (1999) Just-In-Time Teaching methods, we developed online activities to help prepare students for subsequent in-class work and to cultivate a sense of group solidarity among smaller teams within the larger class. The results suggest that student engagement in the online group learning activities was strongly predictive of better student academic achievement on the biweekly quizzes, cumulative final exam, and course paper. These findings highlight the potential value of online group work for fostering collaborative learning environments in large lecture courses as well as for enhancing student learning.

scholarly journals A mindtool-based collaborative learning approach to enhancing students' innovative performance in management courses

2013 ◽  
Vol 29 (1) ◽  
Author(s):  
Chih-Hsiang Wu ◽  
Gwo-Jen Hwang ◽  
Fan-Ray Kuo ◽  
Iwen Huang
Keyword(s):  
Collaborative Learning ◽  
Learning Task ◽  
Project Based Learning ◽  
Learning Activities ◽  
Educational Activity ◽  
Learning Approach ◽  
University Management ◽  
Innovative Performance ◽  
Creative Learning ◽  
Innovative Thinking

<p>Educators have indicated that creative teaching is the most important educational activity; nevertheless, most existing education systems fail to engage students in effective creative tasks. To address this issue, this study proposes a mind map based collaborative learning approach for supporting creative learning activities and enhancing students' innovative performance. An experiment has been conducted on a university management course to evaluate the effectiveness of the proposed method. The experimental results show that the proposed approach significantly enhanced the students' innovative performance in a project-based learning task. Such a finding not only provides evidence of the cultivability of innovative thinking, but also good references for those researchers who are interested in conducting creative learning activities.</p>

Perspectives on Tools for Computer-Supported Collaborative Learning

2012 ◽  
Vol 8 (4) ◽  
pp. 1-7 ◽  
Author(s):  
Tharrenos Bratitsis ◽  
Stavros Demetriadis
Keyword(s):  
Collaborative Learning ◽  
Small Groups ◽  
Teaching And Learning ◽  
Research Field ◽  
Learning Activities ◽  
Computer Supported Collaborative Learning ◽  
Shared Meanings ◽  
The Past ◽  
Computer Mediated ◽  
Opportunities For Learning

Computer Supported Collaborative Learning (CSCL) is a research field which emerged during the past 20 years. The research addressed questions in CSCL including – among others - how groups and individuals learn through peer interaction using specific tools, how small groups interact and develop shared meanings over time, how teachers orchestrate collaborative learning activities in the classroom with the support of technology, how institutions change and create new conditions for teaching and learning, and even how the opportunities for learning change as society adopts new models for education. Following the constructivistic and socio-cultural approaches in learning, numerous CSCL tools have been designed, developed and tested over the years. Although they can be classified in various ways, the distinction between systemic and dialogic types of tools and approaches is adopted in this paper. Following this categorization, four interesting research approaches, each focusing on a different kind of computer mediated tool are presented, designating the diversity of research within the CSCL field.

scholarly journals Building a Framework to Support Project-Based Collaborative Learning Experiences in an Asynchronous Learning Network

10.28945/3206 ◽  
2008 ◽  
Author(s):  
Timothy Ellis ◽  
William Hafner
Keyword(s):  
Collaborative Learning ◽  
Learning Experiences ◽  
Project Based Learning ◽  
Traditional Classroom ◽  
Learning Activities ◽  
Asynchronous Learning ◽  
Asynchronous Learning Network ◽  
Analysis And Evaluation ◽  
Learning Network

Providing students in an asynchronous learning network (ALN) a rich learning environment is not easy, especially in terms of promoting higher cognitive functioning such as analysis and evaluation. The use of project-based, collaborative assignments has been demonstrated to foster greater depth of learning in traditional classroom settings, but this type of assignment is very difficult to plan, develop, and execute in an ALN. This paper presents a case study describing a systems-based framework for designing, implementing, and evaluating project-based collaborative learning experiences to be delivered via an ALN. Included in the framework is an analysis of the benefits of both collaborative and project-based learning, an examination of the challenges to incorporating project-based collaborative learning activities, and an examination of specific procedures to address those challenges.

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