scholarly journals Construction of the foundations of the PLE and PLN for collaborative learning

Comunicar ◽  
2014 ◽  
Vol 21 (42) ◽  
pp. 35-43 ◽  
Author(s):  
Victoria Marín-Juarros ◽  
Francisca Negre-Bennasar ◽  
Adolfina Pérez-Garcias
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Good Practice ◽  
Point Of View ◽  
Personal Learning ◽  
Common Goals ◽  
Personal Learning Network ◽  
La Red ◽  
The University ◽  
Aprendizaje Colaborativo

In this article we approach the topic of collaborative learning by means of the creation and maintenance of personal learning environments and networks (PLE and PLN) and their integration within institutional virtual learning environments (VLE) as strategies to enhance and foster collaborative learning. We take an educational point of view: the student learns independently and carries out activities in groups to achieve common goals. Our aim is to experiment with didactical methodologies of integration between the institutional VLE and PLE, and to analyze the university students’ construction of PLE. Due to its importance in facilitating and fostering collaborative learning, special emphasis is placed on the construction of the personal learning network. We performed a design-based research on an academic course for Primary teachers. The results show that the students construct their PLE and PLN using newly acquired knowledge and that an appropriate methodological integration takes place between these environments and the institutional VLE for integrated learning. As conclusion, we propose an integrative methodological model for collaborative learning as a good practice. El aprendizaje colaborativo se puede afrontar desde diferentes estrategias. En este artículo contemplamos la creación y mantenimiento de entornos y redes personales de aprendizaje (PLEs y PLNs) y su integración en entornos virtuales institucionales de aprendizaje (EVEA) como estrategias que facilitan y promueven el aprendizaje colaborativo, siempre desde una visión educativa en la que el alumno es autónomo en su propio aprendizaje y trabaja para el logro de metas comunes mediante la realización de actividades de forma conjunta en grupos, existiendo interdependencias positivas. Los objetivos de este trabajo son experimentar con metodologías didácticas de integración del EVEA y los PLEs, y analizar la construcción del PLE por parte de los alumnos universitarios, haciendo especial énfasis en la construcción de la red personal de aprendizaje. Para ello se empleó una metodología de diseño y desarrollo, en una asignatura universitaria de los estudios de maestro de Primaria. Los resultados de la experiencia apuntan a que los alumnos construyen sus PLEs y PLNs en base a sus nuevos conocimientos adquiridos y se produce una adecuada integración metodológica entre esos entornos y el EVEA para el aprendizaje integrado. Como conclusión proponemos un modelo de organización metodológica de integración para el aprendizaje colaborativo a modo de buena práctica.

scholarly journals TIC en el apoyo a la enseñanza de la investigación y las asesorías de tesis [ITC in supporting teaching research and consulting thesis]

2015 ◽  
Author(s):  
Genaro Aguirre Aguilar ◽  
Rocío Ruiz Méndez
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Complex Task ◽  
Educational Work ◽  
Counseling Theory ◽  
Pedagogical Skills ◽  
Teaching Research ◽  
Didactic Knowledge ◽  
Aprendizaje Colaborativo

La compleja labor de acompañar a un estudiante en la realización de su trabajo recepcional, es un asunto que debe hacer reflexionar a todos aquellos que desempeñamos esta función. Especialmente a la luz de las competencias teórico-metodológicas que esto demanda, como igual de los saberes pedagógicos y didácticos que pueden desarrollarse para favorecer este tipo de acompañamiento. Hoy que las tecnologías han diversificado el trabajo educativo, es importante que los docentes que se dedican a la enseñanza de la investigación como a la asesoría de tesis, se apropien de las tecnologías para el diseño de ambientes de aprendizaje colaborativo que faciliten el acompañamiento pedagógico de quien elabora una investigación en la modalidad de tesis. En este texto, se comparte la experiencia que tuvieron los autores en un proceso como este.Palabras clave: Asesoría de tesis, Competencias docentes, Enseñanza de la investigación, TICThe complex task of helping a student in realizing their receptional work is a matter that should give pause to all those we perform this function. Especially in light of the theoretical and methodological skills that this demand as equally pedagogical and didactic knowledge can be developed to encourage this type of accompaniment. Today technologies have diversified educational work, it is important that teachers who are dedicated to teaching research and the advice of theses, to appropriate technologies for designing collaborative learning environments that facilitate the pedagogical accompaniment who makes an investigation in the form of thesis. In this paper, the authors had experience in such a process shared.Keyword: Teaching research, pedagogical skills, counseling theory, ICT

On Using Wiki as a Tool for Collaborative Online Blended Learning

2010 ◽  
pp. 511-521
Author(s):  
Steve Wheeler
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Collaborative Learning ◽  
Blended Learning ◽  
Learning Environments ◽  
Group Dynamics ◽  
Social Software ◽  
Cognitive Tool ◽  
Learning Context ◽  
The University

This chapter explores the use of the wiki and its role as a cognitive tool to promote interaction and collaborative learning in higher education. The importance of the software to enable student created content, storage, and sharing of knowledge is reviewed. This chapter provides an evaluation of some of the affordances and constraints of wikis to promote critical thinking within a blended learning context. It assesses their potential to facilitate collaborative learning through community focused enquiry for geographically separated students and nomadic learners. One particular focus of the chapter is the development of new digital literacies and how students present their written work in wikis. The chapter also examines group dynamics within collaborative learning environments drawing on the data from a study conducted at the University of Plymouth in 2007, using wikis in teacher education. Finally, the chapter highlights some recent key contributions to the developing discourse on social software in what has been termed ‘the architecture of participation.’

Exploring the Possibilities of an Institutional PLE in Higher Education

2013 ◽  
Vol 4 (4) ◽  
pp. 1-15 ◽  
Author(s):  
Jesús Salinas ◽  
Victoria I. Marín ◽  
Catalina Escandell
Keyword(s):  
Learning Environments ◽  
Exploratory Study ◽  
Virtual Learning Environment ◽  
Balearic Islands ◽  
Graduate Course ◽  
Good Tool ◽  
Personal Learning ◽  
Student Questionnaire ◽  
Academic Information ◽  
The University

This paper presents an exploratory study on the potential for offering students elements to construct their own personal learning environments, by integrating an institutional virtual learning environment and an e-portfolio system. The study was conducted in the University of the Balearic Islands (Spain) and 73 students enrolled on a graduate course on Pedagogy took part in the study. The course was project-based, and the study was carried out in phases. The collection of data was undertaken through observation and monitoring the evolution of the e-portfolio activity, a student questionnaire and the observation of student output. This data showed that this kind of environment is used almost exclusively for academic purposes. The conclusions include that the e-portfolio is a good tool for the organization of academic information; it is useful for collaborating and working in groups.

OUTLIERS OF ACTION RESEARCH – THE IDENTITY CONSTRUCT OF FUTURE TEACHERS

2019 ◽  
Vol 1 ◽  
pp. 290
Author(s):  
Jiří Kropáč ◽  
Štefan Chudý
Keyword(s):  
Action Research ◽  
Identity Construction ◽  
Teaching And Learning ◽  
Good Practice ◽  
Teaching Profession ◽  
Point Of View ◽  
Future Teachers ◽  
Educational Preparation ◽  
University Environment ◽  
The University

Queries, activities and those sufficient solutions of teaching and learning situations are daily bread of the teaching profession. Thus, in learning of future teachers exist possibilities how to influence the progress of the teachers’ identity construction with self-creative and critical tools which are connected to the complexity of the personality. However, action research helps to deeply understand techniques which are behind the line of the traditional point of view and helps to understand the situations from the pragmatic way of natural learning in the process of preparation at the university. The research aim is focused on the support of integration of the action research as a tool for the teachers’ preparation in the good practice of the university environment. Mixed research methods are based on the narrative corpus which consists of the coded interviews and specific tasks connected to the educational preparation. Results reflect the current various ways of developing future teachers and their impact on future teachers‘ identities.  

scholarly journals Transfer of Non-Academic Skills in Academic Context: towards a Sustainable Employability

2018 ◽  
pp. 399-409
Author(s):  
Maria Luisa Iavarone ◽  
Fausta Sabatano
Keyword(s):  
Curriculum Design ◽  
Planning Process ◽  
Good Practice ◽  
Well Being ◽  
Point Of View ◽  
Social Needs ◽  
Academic Education ◽  
Academic Context ◽  
The University ◽  
Didactic Planning

This essay is an element of dialogue between educational practices acquired in territorial education contexts and the University. In particular, starting from the 10-year long experience consolidated in three educational centres operating in border areas of the Province of Naples, a series of ‘key competences’ have been highlighted that are indispensable to the containment of social risk disadvantage in an inclusion (Bertolini 1977; Freire 2004; Rossi 2014; Sabatano 2015a, 2015b) and well-being project (Iavarone 2007, 2009) from an educational point of view. Such competencies have become subject of a ‘participatory didactic planning’ between expert educators working in these contexts and a university course on ‘Pedagogy of relationships’ within the Department of Motor Science and Well-Being at the University of Naples Parthenope. The participatory planning practice has set the most ambitious goal of achieving a ‘system methodology’ to be used in the curriculum-design of the university courses in order to make the academic education offer a proper link element between the educational demand of young people, the demand for professional skills in the territory and the emerging social needs in order to improve employability processes. The main results that this experience has highlighted can be deducted from the student’s satisfaction survey, as well as from the data collected and processed by the University Assessment Team, in the Department’s Joint Commission Reports, which show a clear and overall improvement of the communication processes between non-academic institutions collaborating with the University for the conduct of internships, training sessions and placement-targeted activities. The empirical evidence and the positive results obtained provide substantial comfort in considering that the experience gained can be a ‘good practice’ to be included in the didactic planning process of the courses, even in relation to the need to improve the educational and didactic offer with reference to the new quality assurance parameters (QA) for the periodic accreditation of the CdS according to the AVA-ANVUR legislation in force

Trajectory of an Institutional PLE in Higher Education Based on an e-Portfolios System

2015 ◽  
pp. 132-156
Author(s):  
Jesús Salinas ◽  
Victoria I. Marín
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Virtual Learning Environment ◽  
Balearic Islands ◽  
Good Tool ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Student Questionnaire ◽  
Academic Information ◽  
The University

This paper presents a study during four academic years (from 2010/11 to 2013/14) on the potential for offering students elements to construct their own personal learning environments, by integrating an institutional virtual learning environment and an e-portfolios system. The study was conducted in the University of the Balearic Islands (Spain) and a total of 232 students enrolled to a graduate compulsory course of the fourth year of the studies of Pedagogy took part in the study. The course was performed using the project-based method, and the study was carried out by phases. The collection of data was done through observation and monitoring the e-portfolio activity, a student questionnaire and the observation of student output. These data showed that this kind of environment is used almost exclusively for academic purposes. Some conclusions are that e-portfolio is a good tool for the organization of academic information and that it is useful for collaborating and working in groups.

scholarly journals Kompetence vysokoškolských učitelů pro udržitelný rozvoj – analýza situace v regionu střední a východní Evropy

Envigogika ◽  
2015 ◽  
Vol 10 (1) ◽  
Author(s):  
Jana Dlouhá ◽  
Jiří Dlouhý
Keyword(s):  
Professional Development ◽  
Central And Eastern Europe ◽  
Good Practice ◽  
National Policy ◽  
Academic Culture ◽  
Point Of View ◽  
European Countries ◽  
University Teaching ◽  
Transdisciplinary Approach ◽  
The University

Debates relevant to sustainability oriented teaching at higher education level anticipate the necessary transitions in curricula. In order to depict the overall ESD related transformation of university teaching, the authors examined (pre–requisites for the development of) university educators’ competences in 13 countries of the Central and Eastern Europe, and compared these findings with those from other European countries (similar in some aspects). The situation was analysed in a survey where national policy conditions for ESD at HE level were examined, and competences were outlined within good practice case studies according to the UNECE framework. The results show some deficits in professional development of university educators, where attention to competences is missing in general, and in the field of ESD in particular. In consequence, ESD approaches and principles are applied less frequently in this part of Europe.From a broader point of view it was observed that opportunities for competence development at HE level exist but are unevenly distributed across countries. For support of professional development of university educators in the field of ESD competences, understanding of environmental education versus ESD is an important factor, and also acceptance of an inter– or transdisciplinary perspective. The authors argue that disciplinarianism is a deeply rooted part of academic culture in all post–socialist CEE countries, while for sustainability a transdisciplinary approach and the wider involvement of stakeholders is crucially needed. The context of the presented research is the University Educators for Sustainable Development (UE4SD) project where 53 partners from 33 European countries collaborate to identify the best ways to develop university educators’ competences in sustainability teaching. The outcomes of this project are briefly introduced in the article.

scholarly journals Entre el trabajo colaborativo y el aprendizaje colaborativo

2003 ◽  
Vol 33 (1) ◽  
pp. 1-21 ◽  
Author(s):  
María Margarita Lucero
Keyword(s):  
Collaborative Learning ◽  
Cooperative Work ◽  
Computer Supported Cooperative Work ◽  
Computer Supported Collaborative Learning ◽  
La Red ◽  
Trabajo Colaborativo ◽  
Aprendizaje Colaborativo

En este trabajo se pretende llevar la mirada hacia las diferencias entre lo que se denomina  Computer Supported Cooperative Work  y lo que en esencia es el aprendizaje colaborativo: Computer Supported Collaborative Learning. Para ello se analizan y comparan ambos ambientes, para luego realizar un recorrido sobre los distintos recursos de colaboración existentes en la red y su aporte a la educación. Posteriormente se analizan algunas plataformas virtuales (más representativas) como apoyo a los ambientes virtuales de aprendizaje. Se concluye con el resultado motivo de este trabajo y con la prospección que de ello surge.

scholarly journals Review: Trentin, G. (2020). Didattica con e nella rete. Dall’emergenza all’uso ordinario. Franco Angeli.

2021 ◽  
Vol 8 (2) ◽  
pp. 215-219
Keyword(s):  
Collaborative Learning ◽  
Professional Growth ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Resources ◽  
Language Courses ◽  
La Red ◽  
Online Methods ◽  
Teachers Training ◽  
Aprendizaje Colaborativo

Didattica con e nella rete. Dall’emergenza all’uso ordinario (Teaching in and within the web. From the emergency to everyday use) examines the opportunities that online resources can offer to teaching and learning, as well as to teachers’ training. After showing how online resources can enhance students’ interaction and collaborative learning, the book illustrates how to plan and design online teaching activities, how to carry out assessment, and how teachers can use online resources for professional growth. Even though it does not focus on language teaching in particular, the book contains some useful insights that can be applied to language courses, especially with respect to enhancing interaction. It is recommended for teachers approaching fully online teaching for the first time or for teachers willing to incorporate online methods into their classrooms. Key words: ONLINE TEACHING, COLLABORATIVE LEARNING, ONLINE ASSESSMENT, TEACHERS’ TRAINING Didattica con e nella rete. Dall’emergenza all’uso ordinario (Didáctica con y en la red. De la emergencia al uso ordinario) examina las oportunidades que los recursos en línea pueden ofrecer a la enseñanza y al aprendizaje, así como a la formación del profesorado. Tras mostrar cómo los recursos en línea pueden mejorar la interacción entre estudiantes y el aprendizaje colaborativo, el libro pasa a ilustrar cómo planear y diseñar actividades para la enseñanza en línea, cómo llevar a cabo la evaluación, y cómo el profesorado puede utilizar los recursos digitales para su desarrollo profesional. Si bien no se centra de manera específica en la enseñanza de lenguas, este volumen contiene ideas de utilidad que se pueden aplicar en cursos de lenguas, principalmente en lo que a la mejora de la interación se refiere. Este libro es especialmente recomendado a docentes que se enfrentan a la enseñanza en línea por primera vez o a quienes desean introducir este tipo de docencia en sus clases. Palabras clave: ENSEÑANZA EN LÍNEA, APRENDIZAJE COLABORATIVO, EVALUACIÓN EN LÍNEA, FORMACIÓN DEL PROFESORADO. Didattica con e nella rete. Dall’emergenza all’uso ordinario esamina le opportunità offerte dalla rete per l’apprendimento e la didattica, nonché per la formazione dei docenti. Dopo avere messo in luce come le risorse online possono favorire l’apprendimento collaborativo e l’interazione tra studenti, il volume passa a illustrare come pianificare e organizzare l’attività didattica online, come svolgere la valutazione, ma anche come sfruttare le risorse della rete per la crescita professionale degli insegnanti. Sebbene non tratti di glottodidattica nello specifico, può essere una risorsa utile da consultare anche per la didattica delle lingue, soprattutto per quanto riguarda il potenziamento dell’interazione. È una lettura raccomandata per i docenti che per la prima volta si affacciano sul mondo dell’insegnamento online. Parole chiave: DIDATTICA ONLINE, APPRENDIMENTO COLLABORATIVO, VALUTAZIONE ONLINE, FORMAZIONE DOCENTI

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