Collaborative learning : methodology, types of interactions and techniques / Edda Luzzatto and Giordano DiMarco, editors.

Format:

Book

Contributor:

Luzzatto, Edda.

DiMarco, Giordano.

Series:

Education in a competitive and globalizing world series.

Education in a competitive and globalizing world series

Language:

English

Subjects (All):

Group work in education--Cross-cultural studies.

Group work in education.

Physical Description:

1 online resource (420 p.)

Edition:

1st ed.

Place of Publication:

Hauppauge, N.Y. : Nova Science Publishers, 2010.

Language Note:

English

Summary:

This work gathers the latest research from around the globe in the study of collaborative learning and its application in early childhood education, pedagogical reasoning, undergraduate studies and computer research.

Contents:

Intro

COLLABORATIVE LEARNING: METHODOLOGY, TYPES OF INTERACTIONS AND TECHNIQUES

CONTENTS

PREFACE

COLLABORATIVE LEARNING IN TEACHING:A TRAJECTORY TO EXPERTISE INPEDAGOGICAL REASONING

ABSTRACT

INTRODUCTION

1. THE PROBLEM AND ITS CONTEXT

2. THEORETICAL FRAMEWORK

2.1. Cognitive Processes Involved in Pedagogical Reasoning

2.1.1. Understanding a situation: Building mental models of the case through discourse comprehension processes

2.1.1.1. Propositions, microstructure and macrostructure

2.1.1.2. Textbase and aituation model

2.1.1.3. Mental models and schemas in comprehension

2.1.1.4. Specification of the proposed model

2.1.2. Making a diagnostic: elaborating and testing diagnostic hypotheses through reasoning processes

2.1.2.1. Reasoning processes

2.1.2.2. Reasoning in a semantically complex domain

2.1.2.3. Specification of the proposed model

2.1.3. Setting up a pedagogical intervention: elaborating the best intervention possible through teacher planning processes

2.1.3.1. Goals and schemata

2.1.3.2. The influence of diagnosis on the formulation of goals

2.1.3.3. Specification of the proposed model

2.1.4. Applying knowledge to complex problem-solving situations: articulating the three components of pedagogical reasoning by means of problem solving processes

2.1.4.1. Problem solving as problem representation and solution

2.1.4.2. Problem solving in a semantically-complex domain

2.1.4.3. Specification of the proposed model

2.2. Relationship between the Performance of Individuals and the Performance of the Group

2.3. Relationship between Pedagogical-Reasoning Processes and Domain Knowledge (Expertise)

2.4. Research Questions

3. METHODOLOGY

3.1. Participants

3.2. Task and Setting

3.3. Data Collection

3.4. Data Analysis

3.4.1. Process modeling.

3.4.2. Coding scheme

4. RESULTS

4.1. Prevalence of Collaborative Pedagogical Reasoning Activities

4.2. Differences in Prevalence Across Levels of Expertise

4.3. Sequencing of Collaborative Pedagogical Reasoning Activities

4.4. Differences in Sequencing across Levels of Expertise

4.4.1. Second- year students

4.4.2. Fourth- year students

4.4.3 Teachers

4.4.4 Expert teachers

4.4.5. Global difference in sequential dependency across levels of expertise

5. DISCUSSION

5.1. Prevalence of Collaborative Pedagogical Reasoning Activities

5.2. Differences in Prevalence across Levels of Expertise

5.3. Sequencing of Collaborative Pedagogical Reasoning Activities

5.4. Differences in Sequencing across Levels of Expertise

5.4.1. Second-year students

5.4.2. Fourth-year students

5.4.3. Teachers

5.4.4. Expert teachers

5.4.5. Global difference in sequential dependency across levels of expertise

5.5. General Discussion

6. CONCLUSIONS

6.1. Contributions and Implications

6.2. Strengths and Limitations of This Work and Future Research

REFERENCES

GENERATING COLLABORATIVE CONTEXTS TO PROMOTE LEARNING AND DEVELOPMENT

1. INTRODUCTION

2. EVOLUTION OF OUR THEORETICAL BACKGROUND

3. WHAT KIND OF CONTEXT ARE WE GENERATING?

4. THE MCGUFFIN PROJECT

5. INTERDISCIPLINARY EXPERIENCES

6. EXPERIENTIAL LEARNING

7. THE IMPORTANCE OF SOCIAL SKILLS

8. THE DEVELOPMENTAL DEMANDS AND CONSEQUENCES OF COLLABORATION

Course 2004-2005

Course 2005-2006

Course 2008-2009

9. PATTERNS TO PLAY WITH

10. CONCLUSION

EXAMINING CHILD DEVELOPMENT THEORIES THROUGH COLLABORATIVE LEARNING: TECHNIQUES FOR THE INSTRUCTION OF EARLY CHILDHOOD PRESERVICE TEACHERS

CONTENT ANALYSIS

THEORY AND CONTENT ANALYSIS

THE PRESENT CONTENT ANALYSIS.

METHOD

Data Source

Procedure

RESULTS

EXPLORING EARLY CHILDHOOD DEVELOPMENT THEORIES THROUGH COLLABORATIVE LEARNING

Collaborative Learning Techniques

Think-Pair-Share

Open Discussion

All-You-Know-About Technique

Visual Conceptualizations

The Auction Game

Traveling Teams

Extension Activities for Higher Order Thinking

Suggested General Materials for Recommended Collaborative Activities

CONCLUSION

APPENDIX A

Theories in Early Childhood Education

Sigmund Freud and Psychoanalysis

Erik Erikson and Psychosocial Theory

B. F. Skinner and Operant Conditioning

Albert Bandura and Social Cognitive Theory

Jean Piaget and Cognitive Development Theory

Lev Vygotsky and Sociocultural Theory

Information-Processing Theories

Urie Bronfenbrenner and Bioecological Systems Theory

Lawrence Kohlberg and Moral Development Theory

Carol Gilligan and Compassionate Caring Theory

FACILITATING A BLENDED LEARNING APPROACH TO ENCOURAGE COLLABORATIVE WORKING ON UNDERGRADUATE MODULES

DRIVERS FOR GROUP WORKING AND COLLABORATIVE TECHNOLOGY

Group Work and Groupware

Groupware and Organisational Change

Encouraging Organisational Learning with Groupware

Human Resource Managers Case Study

„Traditional‟ Team Working Practices

Team Working Technology (ICT/Groupware) Practices

The Social and Cultural Effects of Using Groupware for Collaborative eLearning

Engendering Collaborative Working Skills in the Educational Environment

Group Working with Collaborative Technology

Collaborative Learning with Virtual Learning Environments (VLEs)

The Problem of Virtual Learning Environments (VLEs)

Possible Benefits of Using Groupware (in VLEs) for Student Project Groups

Blackboard „Groups‟ Facility Case Study

RESEARCH CONCLUSIONS

Conclusion 1.

Conclusion 2

Conclusion 3

Conclusion 4

RECOMMENDATIONS ON THE FINDINGS

Proposed Conceptual Frameworks

Possible Business Benefits

Technology Enhanced Learning in Higher Education

Issues in Utilising Learning Technologies

Drivers for Learning Technologies

Cultural Concerns with Learning Technology

The Re-Engineering Assessment Project (REAP)

Initial Student Survey and Discussion of Questionnaire Responses

Proposed Teaching and Learning Structure

Proposed Assessment

A BLENDED APPROACH TO TEACHING UNDERGRADUATE MODULES

The Importance of Independent Learning and Blended Learning

Blended Learning and Web 2.0 Technology

Possible Benefits for Business

COLLABORATIVE PLAY IN EARLY CHILDHOOD EDUCATION

THE NATURE OF COLLABORATIVE PLAY

THE RESEARCH PROJECT METHODS

SAMPLE AND SETTING

ANALYSIS

ETHICAL CONSIDERATIONS

FINDINGS DOMINANT THEMES

Pretend I‟m dead, eh" - An Example of a Theme of Children‟s Collaborative Socio-Dramatic Play.

Establishing the Rules

Directing the Play

Areas of Resistance

Developing the Theme

LEADERSHIP IN COLLABORATIVE PLAY

Boy‟s Collaborative Play

Girl‟s Collaborative Play

Leadership in Mixed Gender Play

Gender

ENVIRONMENT

The Impact of the Environment on Children‟s Play

Strategies to Encourage and Facilitate Spontaneous Collaborative Play

Resourcing Play

Teaching Strategies

SUMMARY

UNDERSTANDING COMPUTER SUPPORTED COLLABORATIVE MEDICAL PROBLEM SOLVING: DIVERSE PERSPECTIVES AND MULTIPLE METHODS

MULTIPLE PERSPECTIVES AND METHODS ON COLLABORATIVE PROBLEM SOLVING

Cognitive Perspectives

Social Perspectives

Situated Cognition

Shared Cognition

Distributed Cognition

Multiple Perspectives on CPS

Medical Problem Solving.

Reasoning Strategies

Knowledge Representation

Medical Problem Solving in Naturalistic Contexts

METHODOLOGIES FOR STUDYING CPS

FROM COGNITIVE TOOLS TO COLLABORATIVE TOOLS

Visualization Tools

Argumentation Tools

Management Tools

Mirroring Tools

Metacognitive Tools

Advice Tools

SIMULATED COLLABORATIVE MEDICAL EMERGENCY

ARE YOU TALKING TO ME? AN OVERVIEW OF TECHNIQUES TO MEASURE PEER INTERACTIONS FROM THREE PERSPECTIVES AND A PROPOSAL FOR AN INTEGRATIVE MODEL

1.1. INTRODUCTION

1.2. Three Types of Group Learning

2. OVERVIEW OF METHODS TO ANALYZE TASK-RELATED PEER INTERACTIONS

2.1. Definition of Task-Related Peer Interactions

2.2. Inter-Rater Agreement Measures

3. INTERACTION ANALYSIS IN FACE-TO-FACE SETTINGS

3.1. Two Type of Methods to Analyze Peer Interactions in the Face-to-Face Setting

3.2. Case Study: Comparing Discourse with Functional Analysis

4. INTERACTION ANALYSIS IN COMPUTER-SUPPORTED SETTINGS

4.1. Synchronic Versus Asynchronic Peer Interactions

4.2. Research Goals Influence the Choice of Communication Tools in CSCL

4.3. Two Methods to Analyze Peer Interactions in Computer-Supported Settings

4.4. Case Example of Quantitative and Qualitative Analysis on Logged Chat Interaction

5. INTERACTION ANALYSIS IN GROUP DECISION-MAKING SETTINGS

5.1. Two ways to Measure Group Processes

5.2. Case Study: Self-Reports Versus Video-Coding

6. FACTORS THAT AFFECT THE RELATION BETWEEN PEER INTERACTIONS AND PERFORMANCE

Antecedents of Group Learning

Communication Medium as a Moderator

Importance for Techniques for Interaction Analysis

7. CONCLUSION

THE ROLE OF SIMULATIONS AND REAL-TIME APPLICATIONS IN COLLABORATIVE LEARNING

CHEMISTRY EDUCATION AND PEDAGOLOGICAL BACKGROUND.

TECHNOLOGICAL RESOURCES.

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

ISBN:

1-61324-251-4