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Collaborative Knowledge Building Through Simultaneous Private and Public Workspaces
- Source :
- Data Driven Approaches in Digital Education ISBN: 9783319666099, EC-TEL
- Publication Year :
- 2017
- Publisher :
- Springer International Publishing, 2017.
-
Abstract
- Socioconstructivism postulates that learning is both a personal and a social process. The specific needs of diverse student audiences’ forces educators and pedagogical engineers to redesign digital environments to foster collaborative and personal learning. As collaborative platforms evolve, rethinking their activity settings (task, artefact, scenario) becomes critical. The aim of this research is to assess whether the use of simultaneous private and public digital workspaces promotes collaborative knowledge building through the analysis of students’ performance and interactions in a collaborative concept map. The focus is on an experimentation carried out with 5 groups of tenth-grade history classes in two different high schools in France. The results show a tendency of the techno-pedagogical device to foster the collaborative knowledge building.
- Subjects :
- Knowledge management
Personal learning
Computer science
Process (engineering)
business.industry
Concept map
Collaborative knowledge
05 social sciences
050301 education
Workspace
Social learning
Task (project management)
0509 other social sciences
050904 information & library sciences
business
0503 education
Subjects
Details
- ISBN :
- 978-3-319-66609-9
- ISBNs :
- 9783319666099
- Database :
- OpenAIRE
- Journal :
- Data Driven Approaches in Digital Education ISBN: 9783319666099, EC-TEL
- Accession number :
- edsair.doi...........925fd7782780abd284c7ba4495c68920