Constructing Their Learning: A Case Study of the Implementation of Social Bookmarking to Improve Student Learning and Collaboration with a Cohort of Engineering Students Learning in a Second Language Environment.
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Notice bibliographique
Résumé
In a paper at Global Learn 2010 the author used web 2.0 social bookmarking tools (Diigo and Ning) as a way to transform a course from a knowledge transfer model to one in which students construct their understanding in a socially collaborative environment. This change is underpinned by the considerable evidence in the academic literature to support the argument that learning is a social activity. This paper examines the challenges and successes of broadening and extending that approach across a wider range of students from different disciplines. It will examine the extent to which students shared resources, discussed their learning and collaborated and whether they generated their own content. It will consider the difficulties faced and how, if possible, they were overcome, it will consider the extent to which it was possible to move learning beyond the formal constraints of the classroom to a more flexible, mobile and informal approach. Introduction The case for social, collaborative learning is well documented in literature that can be traced back to Vygotsky and his ideas on the “Zone of Proximal Development”. More recently the work of Brown Collins and Duguid (1989), Lave and Wenger (1991) and Wenger (1998) have made strong arguments for this position. However as Weller (2006) states: There is a good literature therefore about the benefits of a community (be it virtual or real) in the learning process, but being pedagogically sound is not, in itself, sufficient for them to be adopted on a large scale. The traditional approach to teaching, embodied in the face to face lecture, has a good deal of inertia and is supported by an existing framework which is realized through assessment and accreditation strategies, administration, financial structures, physical buildings, etc. (Weller, 2006, p.12) In an effort to overcome some of the barriers identified by Weller above, the author has been experimenting with the use of a web based social bookmarking tool to see if he could improve student engagement and thus encourage deeper levels of learning and enhance student success. The aim was to try to create a: ..‘community of learning’ among the students, with a particular focus on the sharing and discussion of resources using new social bookmarking technologies. (Curcher, 2010, p.1) The results of these initiatives were presented at E-Learn 2009 in Vancouver (Curcher, 2009) and further developed in a presentation at Global Learn 2010 in Penang (Curcher, 2010). One of the limitations of that action research was that it was very narrow in scope, looking at just a few cohorts of students taking the same course in a business program and it was not clear if the same results would be duplicated by students on a different program and taking a different course. The author was keen to extend the scope and so when, in September 2010, the opportunity to teach a course on the Engineering Management program presented itself, the author was enthusiastic to trial the use of social bookmarking with this very different cohort of students taking a different course on a different program.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle