A community and knowledge building model in computer education

Eustace, Ken; Hay, Lyn

doi:10.1145/359369.359383

Cited by 6 publications

(3 citation statements)

References 2 publications

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“…In such a knowledge-building community, members are managers, or 'curators' of the community's knowledge artefacts (Eustace & Hay, 2000;Lee et al, 2005), intent on making responsible decisions in addition to generating novel and innovative contributions to benefit the community as a whole.…”

Section: Rethinking Pedagogy and The Role Of Contentmentioning

confidence: 99%

Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software

McLoughlin

Lee²

2010

AJET

647

341

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<blockquote><p>Research findings in recent years provide compelling evidence of the importance of encouraging student control over the learning process as a whole. The socially based tools and technologies of the Web 2.0 movement are capable of supporting informal conversation, reflexive dialogue and collaborative content generation, enabling access to a wide raft of ideas and representations. Used appropriately, these tools can shift control to the learner, through promoting learner agency, autonomy and engagement in social networks that straddle multiple real and virtual learning spaces independent of physical, geographic, institutional and organisational boundaries. As argued in this article, however, in order for self-regulated learning to come to fruition, students need not only to be able to choose and personalise what tools and content are available, but also to have access to the necessary scaffolding to support their learning. Emerging practices with social computing technologies, a number of examples of which are showcased in this article, signal the need for pedagogies that are more personal, social and participatory. The authors conclude with a discussion of some of the key implications for practice, including an outline of the current challenges faced by tertiary educators.</p></blockquote><p> </p>

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Section: Rethinking Pedagogy and The Role Of Contentmentioning

confidence: 99%

Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software

McLoughlin

Lee²

2010

AJET

647

341

View full text Add to dashboard Cite

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“…Scardamalia and Bereiter (2003) define knowledge building as: '... the production and continual improvement of ideas of value to a community, through means that increase the likelihood that what the community accomplishes will be greater than the sum of individual contributions and part of broader cultural efforts' (p. 1371). In a knowledge-building community, such as that created by the podcasting team, members are managers, or 'curators' of the community's knowledge artefacts (Eustace & Hay, 2000;Lee, Eustace, Hay & Fellows, 2005), intent on making responsible decisions in addition to generating novel and innovative contributions to benefit the community as a whole.…”

Section: Three Metaphors Of Learningmentioning

confidence: 99%

Talk the talk: Learner‐generated podcasts as catalysts for knowledge creation

Lee

McLoughlin

Chan

2007

Brit J Educational Tech

187

110

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Podcasting allows audio content from one or more user-selected feeds or channels to be automatically downloaded to one's computer as it becomes available, then later transferred to a portable player for consumption at a convenient time and place. It is enjoying phenomenal growth in mainstream society, alongside other Web 2.0 technologies that enable Internet users to author and distribute rich media content quickly and easily. Instead of using the technology for the mere recording and dissemination of lectures and other instructor-centred information, the project reported on in this article focused on enabling students to create their own podcasts for distribution to their peers. The article describes how engaging in the podcasting exercise promoted collaborative knowledge building among the student-producers, as evidenced through focus-group interviewing and an analysis of the products of their shared dialogue and reflection. The findings suggest that the collaborative development of audio learning objects enabling student conceptualisations of disciplinary content to be shared with peers is a powerful way of stimulating both individual and collective learning, as well as supporting social processes of perspective-taking and negotiation of meaning that underpin knowledge creation.

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“…According to Eustace and Hay [12], online participants in a distributed workgroup endure three essential stages of growth when meeting their peers and building within the group (p. 97):…”

Section: Lessons In Interpersonal Communicationmentioning

confidence: 99%

Facilitating cross-cultural learning through collaborative skypecasting

Chan

Frydenberg

Lee

2007

Proceedings of the 8th ACM SIGITE Conference on Information Technology Education

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The authors were involved in an international project in which first year (freshman) students studying comparable IT courses at two universities, one in the United States and the other in Australia, formed virtual teams and engaged in collaborative learning and content creation via the Internet. Each team was tasked with jointly producing a short "Skypecast" (an audio podcast recorded over Skype), in which team members from each institution participated in conversations on topics related to technology and culture. The students had to overcome issues related to cross-cultural communication, as well as other challenges that arose from working with people whom they were unable to meet face-to-face, across disparate time zones. This paper presents an analysis of the views and experiences of the students from both institutions, elicited through surveys and focus group interviewing. The findings suggest that in addition to developing their technology skills and enhancing their understanding of the course material, the exercise provided the students with exposure to diverse perspectives from their peers on the topics studied. It also fostered the development of generic skills in research, interpersonal communication, and teamwork essential to the 21st Century knowledge worker. In the absence of the need to produce tangible objects of shared activity (Skypecasts) and without the explicit articulation of common goals within each team, the students may not have used the available technology to engage in the processes of collaborative dialog and problem solving that were evident in their reflective self-reports. In addition to its successes, the problems encountered and lessons learned from the experience are discussed, before outlining the authors' future plans. It is hoped that the paper will be of value to other educators wishing to undertake similar efforts, and make a contribution to the development of best practice in the area of Internet-mediated, cross-institutional collaborative learning.

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A community and knowledge building model in computer education

Cited by 6 publications

References 2 publications

Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software

Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software

Talk the talk: Learner‐generated podcasts as catalysts for knowledge creation

Facilitating cross-cultural learning through collaborative skypecasting

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