scholarly journals CommonSpaces: an approach to web learning based on OERs, mentoring and collaborative learning

2016 ◽  
Author(s):  
Giuseppe Ritella ◽  
Stefano Lariccia ◽  
Marco Montanari ◽  
Donatella Cesareni ◽  
Giovanni Toffoli
Keyword(s):  
Collaborative Learning ◽  
Communities Of Practice ◽  
Learning Experience ◽  
Learning Opportunities ◽  
The Internet ◽  
Future Directions ◽  
Final Version ◽  
Sources Of Knowledge ◽  
Learning Path ◽  
Web Learning

Currently, the internet is full of freely accessible resources (i.e. OERs) that can provide excellent learning opportunities. However, these resources are usually not well organized, and for many users it is often difficult to use these dispersed sources of knowledge in a coordinated way. The project CommonS aims at building a space - called CommonSpaces -  dedicated to communities of practice in which participants learn through the cataloguing, re-use, adaptation and sequencing of OERs into so-called learning path.We define a Learning Path as an organized set of interconnected OERs (aggregated and created by communities of users) that can be created by users both to organize their learning experience and to provide consistent learning sequences for others. In this paper, we briefly present the rationale and the foundational concept of the project. Then we discuss the features of CommonSpaces in its first prototype version  and describe the preliminary findings from a pioneering experience of collaborative learning carried out by means of CommonSpaces. We conclude discussing the ongoing collective modeling of the final version of CommonSpaces and its future directions.

scholarly journals From Communities of Practice to Epistemic Communities: Health Mobilizations on the Internet

2010 ◽  
Vol 15 (2) ◽  
pp. 116-132 ◽  
Author(s):  
Madeleine Akrich
Keyword(s):  
Communities Of Practice ◽  
Health Sector ◽  
Discussion Groups ◽  
Epistemic Communities ◽  
The Internet ◽  
Sources Of Knowledge ◽  
Self Help ◽  
Internet Media ◽  
Self Help Groups ◽  
Activist Groups

This paper describes the emergence of new activist groups in the health sector, spinning off from internet discussion groups. In the first part, it shows how self-help discussion groups can be considered as communities of practice in which, partly thanks to the Internet media, collective learning activities result in the constitution of experiencial knowledge, the appropriation of exogenous sources of knowledge, including medical knoweldge and the articulation of these different sources of knowledge in some lay expertise. In the second part, it describes how activist groups might emerge from these discussion groups and develop specific modes of action drawing upon the forms of expertise constituted through the Internet groups. Activists groups together with self-help groups might form epistemic communities ( HAAS 1992 ), i.e. groups of experts engaged in a policy enterprise in which knowledge plays a major role : in the confrontation of health activists with professionals, the capacity to translate political claims into the langage of science appears as a condition to be (even) heard and be taken into consideration.

Collaborative Learning Experiences in Teaching of e-Business Management

2011 ◽  
pp. 1375-1395
Author(s):  
Wael Assaf ◽  
Gianluca Elia ◽  
Ayham Fayyoumi ◽  
Cesare Taurino
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Business Management ◽  
Business Context ◽  
Face To Face ◽  
Structural Capital ◽  
Mediterranean Countries ◽  
On Line ◽  
Technological Platform ◽  
Web Learning

In the context of the e-Business Management Section (eBMS) of the Scuola Superiore ISUFI at University of Salento (Italy), the case of the International Master in e-Business Management (IMeBM) is discussed here which is aimed to contribute pragmatically to create e-Business Capabilities in Mediterranean Countries. This chapter presents the results obtained in the Laboratory Phase of the first two years of Master’s editions, i.e. 2006 and 2007 editions. This phase has been designed on blended (on-line and off-line) learning experience. Specifically, it has been structured by mixing the delivery of some Web learning courseware with face-to-face meetings with mentors and e-Business experts. The technological platform designed, developed and adopted for the Web learning activities is called the “Virtual eBMS” that represents the collaborative learning environment of the Mediterranean School. The pedagogical approach adopted by the School, named (“Learning-in-Action”) together with some considerations on the effectiveness and the implications of the Problem-Based Learning (PBL) strategy are also deliberated upon. It also presents how the whole case of the International Master in e-Business Management generated intellectual capital assets, described in terms of Human Capital (competences developed in the e-Business context), Social Capital (networks and cooperation with local institutions and companies) and Structural Capital (research projects).

Collaborative Learning Experiences in Teaching of e-Business Management

2010 ◽  
pp. 281-302
Author(s):  
Wael Assaf ◽  
Gianluca Elia ◽  
Ayham Fayyoumi ◽  
Cesare Taurino
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Business Management ◽  
Business Context ◽  
Face To Face ◽  
Structural Capital ◽  
Mediterranean Countries ◽  
On Line ◽  
Technological Platform ◽  
Web Learning

In the context of the e-Business Management Section (eBMS) of the Scuola Superiore ISUFI at University of Salento (Italy), the case of the International Master in e-Business Management (IMeBM) is discussed here which is aimed to contribute pragmatically to create e-Business Capabilities in Mediterranean Countries. This chapter presents the results obtained in the Laboratory Phase of the first two years of Master’s editions, i.e. 2006 and 2007 editions. This phase has been designed on blended (on-line and off-line) learning experience. Specifically, it has been structured by mixing the delivery of some Web learning courseware with face-to-face meetings with mentors and e-Business experts. The technological platform designed, developed and adopted for the Web learning activities is called the “Virtual eBMS” that represents the collaborative learning environment of the Mediterranean School. The pedagogical approach adopted by the School, named (“Learning-in-Action”) together with some considerations on the effectiveness and the implications of the Problem-Based Learning (PBL) strategy are also deliberated upon. It also presents how the whole case of the International Master in e-Business Management generated intellectual capital assets, described in terms of Human Capital (competences developed in the e-Business context), Social Capital (networks and cooperation with local institutions and companies) and Structural Capital (research projects).

A Second Look at Improving Student Interaction with Internet and Peer Review

2009 ◽  
pp. 1264-1271
Author(s):  
Dilvan de Abreu Moreira ◽  
Elaine Quintino da Silva
Keyword(s):  
Collaborative Learning ◽  
Peer Review ◽  
Learning Experience ◽  
The Internet ◽  
Computer Supported Collaborative Learning ◽  
Learning Collaborative ◽  
Internet Technologies ◽  
Computer Science Courses ◽  
One Laptop Per Child ◽  
Web Course

In the last few years, education has been going through an important change: the introduction of information technology in the educational process. Many efforts have been conducted to realize the benefits of such technologies, such as the MIT-Media Lab One Laptop per Child initiative (MIT, 2007) in education. As a result of these efforts, there are many tools available today to produce multimedia educational material for the Web such as WebCT (WebCT, 2004). However, teachers are not sure how to use these tools to create effective models for teaching over the Internet. After a teacher puts classroom slides, schedules, and other static information on Web pages, what more can this technology offer? A possible response to this question is to use Internet technologies to promote collaborative learning. Collaborative learning (CL) is an educational strategy based on social theories in which students, joined in small groups, are responsible for the learning experience of each other (Gokhale, 1995; Panitz, 2002). In CL, the main goal of the teacher is to organize collective activities that can stimulate the development of skills such as creativity, oral expression, and critical thinking, among others. When supported by computers and Internet technologies, collaborative learning is referenced as computer supported collaborative learning (CSCL). The main goal of CSCL is to use software and hardware to support and increase group work and learning. The peer review method, known by almost everyone in the academic world, when applied as an educational tool, can be considered a kind of collaborative learning activity. This article describes an educational method that uses peer review and the Internet to promote interaction among students. This method, which has been used and refined since 1997 (by the first author), has been used in different computer science courses at the ICMC-USP. Software tools, such as the WebCoM—Web Course Manager tool (Silva & Moreira, 2003)—are used to support the peer review method and to improve interaction among students. The main advantages of the peer review method and the WebCoM tool over other works in this context are that they: • Allow debate between groups (workers and reviewers) to improve interaction and social abilities among students; • Focus on the interaction among students and their social skills; • Also offer support for group activities (such as reports and assignments) without peer review. Results generated by the experience of managing classes with the WebCoM tool are also presented.

The Internet and public policy: Future directions

2021 ◽  
Author(s):  
Helen Margetts ◽  
Vili Lehdonvirta ◽  
Sandra González‐Bailón ◽  
Jonathon Hutchinson ◽  
Jonathan Bright ◽  
...  
Keyword(s):  
Public Policy ◽  
The Internet ◽  
Future Directions

scholarly journals The Value of Relevant, Project-Based Learning to Youth Development

2013 ◽  
Vol 8 (1) ◽  
pp. 65-71 ◽  
Author(s):  
Kerry Schwartz ◽  
Darcy Tessman ◽  
Daniel McDonald
Keyword(s):  
Youth Development ◽  
Positive Impact ◽  
Learning Experience ◽  
Real Life ◽  
Learning Opportunities ◽  
Project Based Learning ◽  
Learning Goals ◽  
Community Members ◽  
Community Projects ◽  
Relevant Community

Project Based Learning models present authentic learning opportunities with real-life situations, enabling students to set their own learning goals and forge their own relationships (Barab, et al., 2001). The autonomy inherent in this model allows youth to bring their skills and experiences to real situations and to be seen as valued community members. This article describes a project-based learning model involving “externs,” who developed and implemented sustainability projects in their communities. Externs worked with Cooperative Extension professionals on locally relevant community projects during the summer of 2011 in three Arizona counties. The project based learning experience had a positive impact on the lives of our three externs.

scholarly journals Understanding immersion in 2D platform-based online collaborative learning environments

2020 ◽  
pp. 57-67
Author(s):  
Gibran Garcia ◽  
Insung Jung
Keyword(s):  
Video Games ◽  
Collaborative Learning ◽  
Virtual Worlds ◽  
Learning Experience ◽  
Three Dimensional ◽  
Physical World ◽  
Emotional Engagement ◽  
Sensory Stimuli ◽  
Online Collaborative Learning ◽  
Video Gamers

Previous studies have revealed that when video gamers, or users of three-dimensional (3D) virtual worlds, display intense concentration coupled with an emotional engagement in their undertaking, they are affected by multisensory stimuli. This can lead to developing a feeling of detachment from the physical world, which, in turn, can lead to high levels of participation and engagement. Notwithstanding these results, it remains unclear as to whether students can experience the same kind of immersion in two-dimensional (2D) platform-based online collaborative learning spaces as has been achieved in video games and 3D worlds and, if they actually can, which features would lead to similar levels of increased engagement. This study is one of the first attempts to investigate the immersion experiences of students engaged in two 2D online collaborative learning platforms, one text-based and the other video-based. Data from eight students revealed that key features of immersion observed in video games and 3D worlds also appeared during the online collaborative activities but that the way such immersion was perceived by the students was greatly affected by the characteristics of the individual platform. When emotional engagement was considered, empathy was found to play an important role in the participants’ immersion experiences. Implications for practice or policy: Text-based platforms could be effective in motivating students to focus more on the postings, while video-based platforms may be more effective in generating empathy with others through observation of body language. When selecting a communication platform for online collaboration, sensory stimuli of the platform should be carefully examined. Empathy could be developed prior to an online collaborative activity so that students reflect on their thoughts and consider others’ feelings for a more immersive learning experience.

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