Evaluation of the Development of Metacognitive Knowledge Supported by the KnowCat System

The aim of this study was to examine the development of the metacognitive knowledge of a group of higher education students who participated actively in an experiment based on a Computer Supported Collaborative Learning environment called KnowCat. Eighteen university students participated in a 12-month learning project during which the KnowCat learning environment was used to support scaffolding process among equals during problem-solving tasks. After using KnowCat, the students were interviewed over their work in this shared workspace. Qualitative analysis revealed that the educational application of KnowCat can favour and improve the development of metacognitive knowledge.

Teaching how to learn with a wiki in Primary Education: what classroom interaction can tell us

Understanding how wikis are used to support collaborative learning is an important concern for researchers and teachers. Adopting a discourse analytic approach, this paper attempts to understand the teaching processes when a wiki is embedded in a science project in primary education to foster collaborative learning. Through studying interaction between the teacher and students, our findings identify ways in which the teacher prompts collaborative learning but also shed light on the difficulties for the teacher in supporting student collective collaboration. It is argued that technological wiki features supporting collaborative learning can only be realized if teacher talk and pedagogy are aligned with the characteristics of wiki collaborative work: the freedom of students to organize and participate by themselves, creating dialogic space and promoting student participation. We argue that a dialogic approach for examining interaction can be used to help to design a more effective pedagogic approach in the use of wikis in education, to shift into Web 2.0 learning paradigm and to equip learners with the competences they need to participate in knowledge co-construction.

Informe d'Autors UOC a ISI Web of Knowledge. Juny 2014

UOC

Informe d'Autors UOC a ISI Web of Knowledge. Juliol 2014

UOC

Epistemological tensions between linguistic description and ordinary speakers' intuitive knowledge: examples from French verb morphology

In this article, I address epistemological questions regarding the status of linguistic rules and the pervasive--though seldom discussed--tension that arises between theory-driven object perception by linguists on the one hand, and ordinary speakers' possible intuitive knowledge on the other hand. Several issues will be discussed using examples from French verb morphology, based on the 6500 verbs from Le Petit Robert dictionary (2013).

Enterprise Portal as a Knowledge Management Tool in a Global Forest Products Company

Tietojohtaminen on osoittautunut nykypäivänä organisaatioiden yhdeksi suurimmaksi haasteeksi. Haasteena ei vain ole se tiedon määrä mitä tulisi hallita, vaan pikemminkin tiedonhallinta toimii yritykselle kilpailuetuna globaalissa yritysmaailmassa. Tämän työn tavoitteena on tutkia yritysportaalin soveltuvuutta tiedonhallintaan globaalissa metsäteollisuusyrityksessä. Lisäksi tavoitteena on selvittää portaalin sovittamista kullekin käyttäjäryhmälle case yrityksessä. Työn teoriaosassa on käsitelty tiedonhallinnan monimuotoisuutta ja vaikeutta kuvata sitä yksiselitteisesti. Lisäksi käyttäjäryhmien ja käyttäjäprofiilien määrittämiseen vaikuttavia seikkoja on selvitetty tässä osassa. Empiirinen osa käsittelee case-yritystä ja sen suhdetta tiedonhallintaan sekä tämän kaltaisen tiedonhallinnan työvälineen käyttöön. Työstä saatujen tulosten perusteella voidaan todeta yritysportaalin soveltuvan hyvin tiedonhallintaan monimutkaisessakin yrityksessä. Portaali muuttaa yrityksen liiketoimintaprosesseja läpinäkyvämmiksi, kun bisneskriittistä tietoa tarjotaan yhdessä paikassa.