Towards a Pragmatic Model for Group-Based, Technology-Mediated, Project-Oriented Learning – An Overview of the B2C Model

Lawlor, John; Conneely, Claire; Tangney, Brendan

doi:10.1007/978-3-642-13166-0_84

Cited by 14 publications

(4 citation statements)

References 10 publications

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“…The data collected included student questionnaires, teacher/mentor interviews and observations, focus group interviews with students and written reflections from task 3. The questionnaires adapted an existing Bridge21 tool focusing on collaborative and creative skills (Lawlor, Conneely, & Tangney, 2010) to include items related to language learning and spatially separated collaboration. The intervention was too short to assess language gains, however the data collection instruments do focus on student attitudes and experience of learning and as Centra and Gaubatz (2005) argue "[w]hen a student rates overall instruction as effective, there is a correspondingly high perception of learning, as well as 'actual' learning as measured by course exams" (p. 19).…”

Section: Methodsmentioning

confidence: 99%

The alignment of CMC language learning methodologies with the Bridge21 model of 21C learning

Bauer¹,

Devitt

Tangney

2015

Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy

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This paper explores the intersection of learning methodologies to promote the development of 21st century skills with the use of Computer-Mediated Communication (CMC) tools to enhance language learning among adolescent learners. Today, technology offers a greater range of affordances in the teaching and learning of second languages while research shows that student classrooms still continue to concentrate on linguistic competences rather than communicative competences (Gilmore, 2011). The Bridge21 model, which is technology-mediated, team-led and project-based, brings a particular approach to 21st-century learning and is distinguished by the mixture and focus of scaffolding and consistency in the application (Lawlor, Conneely, & Tangney, 2010). An exploratory case study was designed to extend the Bridge21 model to include spatially-separated teams, based in Ireland and Germany, learning together and enhancing the use of oral and aural skills for second language acquisition. Thirty-six students worked on project-based tasks during a six day workshop focused on the usage of authentic materials and CMC tools. The findings suggest that using the Bridge21 learning model succeeded in allowing students to collaborate at a distance and to participate in second language acquisition.

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Section: Methodsmentioning

confidence: 99%

The alignment of CMC language learning methodologies with the Bridge21 model of 21C learning

Bauer¹,

Devitt

Tangney

2015

Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy

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“…The workshop was based on the Bridge21 model for 21st-century learning, which emphasizes teamwork, learning by doing and technology-mediated project work [9]. The Bridge21 pedagogical model is a social constructivist approach that has been used in post-primary schools in the Republic of Ireland since 2007, and has been adapted for use in a wide range of subjects such as history [28] and mathematics [29].…”

Section: A Bridge21 Pedagogy and Modelmentioning

confidence: 99%

“…Bridge21 is an education project that aims to develop and promote an innovative, 21st-century learning methodology in schools, through a social constructivist pedagogy. This workshop was delivered using the Bridge21 pedagogical model for collaborative, technology-mediated, and projectbased learning [9], [10].…”

Section: Introductionmentioning

confidence: 99%

An IoT and Wearable Technology Hackathon for Promoting Careers in Computer Science

2017

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This paper explores the use of a constructivist 21st-century learning model to implement a week-long workshop, delivered as a "hackathon," to encourage preuniversity teenagers to pursue careers in STEM, with a particular emphasis on computer science. For Irish preuniversity students, their experience of computing can vary from word processing to foundational programming, and while many schools are looking to introduce more ICT into the classroom, many students are left with a narrow view of what computer science is all about. Twenty-one students participated in the workshop and completed pre-and post-surveys, and a free word association exercise in the areas of computing and careers in computing. Analysis revealed that students' motivation to learn about the design process, programming, inputs and outputs, and wearable technology (wearables)/Internet of Things (IoT) increased following participation. There were also increases in confidence in inputs and outputs and wearables/IoT following participation, as well as changes in the computing word associations, with students associating computing more with computer programming terms rather than general terms such as the Internet. The findings suggest that the combination of a hackathon event and a model for 21st century learning can be effective in motivating and increasing the self-efficacy of preuniversity teenagers in a number of emerging technological contexts such as IoT and wearables.

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“…A number of activities have been designed in accordance with the design principles, and have been piloted with groups of students and teachers in an exploratory learning centre, Bridge21, at the authors' institution. The centre is designed to support a model of collaborative, technology-mediated and project-based learning (Lawlor et al, 2010). The teacher is seen as orchestrator rather than director of the learning, building on a model of peer learning and collaboration originating in the patrol system of the World Scout Movement (Bénard, 2002).…”

Section: Initial Learning Activitiesmentioning

confidence: 99%

Barbie Bungee Jumping, Technology and Contextualised Learning of Mathematics

Bray

Tangney

2014

Proceedings of the 6th International Conference on Computer Supported Education

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There is ongoing debate about the quality of mathematics education at post-primary level. Research suggests that, while the capacity to use mathematics constructively is fundamental to the economies of the future, many graduates of the secondary-school system have a fragmented and de-contextualised view of the subject, leading to issues with engagement and motivation. In an attempt to address some of the difficulties associated with mathematics teaching and learning, the authors have developed a set of design principles for the creation of contextualised, collaborative and technology-mediated mathematics learning activities. This paper describes the implementation of two such activities. The study involved 24 students aged between 15 and 16 who engaged in the activities for 2.5 hours each day over a week long period. Initial results indicate that the interventions were pragmatic to implement in a classroom setting and were successful in addressing some of the issues in mathematics education evident from the literature.

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Towards a Pragmatic Model for Group-Based, Technology-Mediated, Project-Oriented Learning – An Overview of the B2C Model

Cited by 14 publications

References 10 publications

The alignment of CMC language learning methodologies with the Bridge21 model of 21C learning

The alignment of CMC language learning methodologies with the Bridge21 model of 21C learning

An IoT and Wearable Technology Hackathon for Promoting Careers in Computer Science

Barbie Bungee Jumping, Technology and Contextualised Learning of Mathematics

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