Personalised collaborative skills for student models

Durán, Elena Beatriz; Amandi, Analía

doi:10.1080/10494820802602667

Cited by 12 publications

(4 citation statements)

References 16 publications

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“…Despite this work and these positive reports we argue that there is a resistance to using these approaches stemming from a general insecurity about the meaning of professional competencies and how to assess students. This can for instance be illustrated by Durn and Amandis [12] observation about collaborative skills development in the context of collaborative learning: not all the students develop the same collaborative skills ... and not all the students develop the skills at the same level.…”

Section: Introductionmentioning

confidence: 99%

Open-ended projects opened up — aspects of openness

Nylén

Daniels

Isomöttönen

et al. 2017

2017 IEEE Frontiers in Education Conference (FIE)

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Abstract-One of the most important areas of competence for professional engineers is the ability to function well in project work, in particular they need to be able to efficiently solve open-ended problems in different collaborative settings. The development of this ability is however not prominent in engineering education despite numerous authors suggesting openended problems as a pedagogical tool to promote development of collaborative problem solving competence by including elements of group or project work in courses. In our own long experience of using open-ended problems in collaborative student projects, we have identified a lack of systematic progression in learning outcomes and skill development. We see this as a major obstacle for fully exploiting the potentials of using open-ended problems as an educational tool. We present a framework that provides a structured view of challenges related to openness that students can encounter in educational projects and that has an impact on the overall complexity of the project. We argue that there are different categories of openness to consider when designing educational settings based on open-ended projects. The categories addressed in this paper are: Character of the problems addressed. Character of the teams. Time constraints. Faculty involvement. External factors. Aspects of openness in the different categories are presented and related to professional engineering competencies. Furthermore, it is discussed how variations in project complexity can be accomplished by variations within the aspects and combinations of aspects. In particular, the framework addresses development and progression of professional competencies.

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Section: Introductionmentioning

confidence: 99%

Open-ended projects opened up — aspects of openness

Nylén

Daniels

Isomöttönen

et al. 2017

2017 IEEE Frontiers in Education Conference (FIE)

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“…Motivation is certainly one major contributing factor to learners' participation (Xie & Ke, 2011). Apart from this, research on collaborative learning suggests some other factors attributable to the differences in learners' degree of participation such as learners' learning styles and their personalities (Durán, 2011;Yadegaridehkordi et al, 2013). It is largely unclear why the levels of participation are so different among students in this particular study, and there is a need for future research investigating how to optimize student participation in SA-supported collaborative learning activities.…”

Section: Examining Student Participation In Three Learning Activitiesmentioning

confidence: 88%

Examining Student Participation in Three Learning Activities Supported by Social Annotation Tools

Luo¹,

Gao²,

Hoff³

2013

JETDE

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“…Here the problem is understood to be a gap between an actual and desired result, where learners go through a constructive and iterative process of interaction and negotiation to reduce this gap (Alavi et al, 1995;Dillenbourg et al, 1996;Durán & Amandi, 2011;Finnegan & O'Mahony, 1996;Leidner & Jarvenpaa, 1995;Smith & MacGregor, 1992). Learning then occurs through this active participation of learners, rather than just passive acceptance from an expert (Kirschner, 2001;Leidner & Jarvenpaa, 1993;Matthews, Cooper, Davidson, & Hawkes, 1995;Panitz, 1999;Smith & MacGregor, 1992).…”

Section: Active Learningmentioning

confidence: 97%

Building an evaluation framework for social media-enabled collaborative learning environments (SMECLEs)

Doyle

Sammon

Neville

2015

Journal of Decision Systems

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Social media is an emerging topic in information systems (IS) research, but has quickly been adopted by practice in many areas including marketing, finance and customer service. Another area seeing increased adoption is learning, where social media platforms are being appropriated to build collaborative learning environments, which can be referred to as social media-enabled collaborative learning environments (SMECLE). However, it is not evident whether these social media platforms can enable collaborative learning; therefore, the purpose of this research is to build an evaluation framework to explore whether social media platforms enable collaborative learning. To achieve this, the paper identifies the social media and collaborative learning constructs that are necessary to build such an evaluation framework. Finally, three illustrative examples of how to utilise the evaluation framework are presented, further exposing the rules of its use. The framework is of value to educators who may be deciding to develop SMECLEs or want to provide themselves an appropriate means of evaluating the effectiveness of social media platforms in enabling collaborative learning.

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Personalised collaborative skills for student models

Cited by 12 publications

References 16 publications

Open-ended projects opened up — aspects of openness

Open-ended projects opened up — aspects of openness

Examining Student Participation in Three Learning Activities Supported by Social Annotation Tools

Building an evaluation framework for social media-enabled collaborative learning environments (SMECLEs)

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