El dise??o de entornos de aprendizaje colaborativo a trav??s del programa Knowledge Forum : an??lisis de una experiencia

Resumen tomado del de la publicaci??n. Monogr??fico con el t??tulo: La cualificaci??n profesional b??sica: competencias para la inclusi??n sociolaboral de j??venes

Forum de discussion en ligne : analyse des échanges interculturels entre des élèves français et québécois

Les technologies de l’information et de la communication (TIC) sont de plus en plus présentes dans les différentes sphères de notre société, comme en éducation. De nombreux enseignants s’en servent pour travailler avec leurs élèves en classe. Malgré leur utilisation parfois limitée aux fonctions de base, les TIC offrent beaucoup d’avantages qui peuvent être très bénéfiques à l’éducation des jeunes, tout comme les échanges interculturels qui permettent aux jeunes de s’ouvrir sur le monde. Ce projet proposait de mettre en réseau par Internet des élèves québécois et des élèves français de 8 à 12 ans à l’aide du forum de discussion Knowledge Forum et de l’outil de vidéoconférence Via. Les connaissances et les attitudes des jeunes face aux autres et à leur culture, ainsi qu’à la technologie ont été analysées. Plus précisément, la participation, les différences et les ressemblances, les connaissances acquises, les façons d’interagir, les attitudes et le degré de présence sociale ont été étudiés à l’aide d’une grille d’analyse incluant les catégories de Bales. Des entrevues effectuées avec les enseignants et les élèves ont aussi été analysées. Le degré de présence sociale a permis aux attitudes des jeunes d’évoluer, devenant plus amicales au fil des échanges. Les élèves ont appris sur la culture de l’autre, ont discuté des différences et des ressemblances et ont donné beaucoup d’informations sur eux. Donc, la technologie a permis aux élèves de créer des liens avec les autres et d’apprendre sur la culture des deux pays.

Primary students' group metacognitive processes in a computer supported collaborative learning environment

The current understanding of students’ group metacognition is limited. The research on metacognition has focused mainly on the individual student. The aim of this study was to address the void by developing a conceptual model to inform the use of scaffolds to facilitate group metacognition during mathematical problem solving in computer supported collaborative learning (CSCL) environments. An initial conceptual framework based on the literature from metacognition, cooperative learning, cooperative group metacognition, and computer supported collaborative learning was used to inform the study. In order to achieve the study aim, a design research methodology incorporating two cycles was used. The first cycle focused on the within-group metacognition for sixteen groups of primary school students working together around the computer; the second cycle included between-group metacognition for six groups of primary school students working together on the Knowledge Forum® CSCL environment. The study found that providing groups with group metacognitive scaffolds resulted in groups planning, monitoring, and evaluating the task and team aspects of their group work. The metacognitive scaffolds allowed students to focus on how their group was completing the problem-solving task and working together as a team. From these findings, a revised conceptual model to inform the use of scaffolds to facilitate group metacognition during mathematical problem solving in computer supported collaborative learning (CSCL) environments was generated.

Matka koulun kestävän kehittämisen maisemassa

A Journey in the Landscape of Sustainable School Development “A Journey in the Landscape of Sustainable School Development” is a story of the Sorrila School development process. This research deals with a school development project as a process, and as a part of international projects on Education for Sustainable Development, with ENSI (Environment and School Initiatives) being the most important. The main purpose of the study was to analyze the change process as a general phenomenon as well as the learning connected to it. The research describes the development period 2001–2008 at the Sorrila Primary school. The research questions are as follows: 1. What did pupils learn during the research and development period? 2. How did the coordinating teacher develop personally? 3. How were the ENSI targets and other closely linked projects reached? 4. What was the feedback from the pupils, their parents and other teachers at the school? 5. How did the developing process proceed in 2001–2008? The method used was integrating action research, which also had ethnographical elements. Narrative was the form of the data as well as the manner of reporting. The method as a whole was integrating, ethnographical action research as a story. The research data consisted mostly of Knowledge Forum notes written by the teacher-researcher. Knowledge Forum is an Internetbased collaborative knowledge-building programme. Pupils’, parents’ and other teachers’ feedback, newspaper articles and students’ writings complied the data, which consists of material from seven years. Sustainable development was the basis of the school improvement. The targets of the United Nations Decade of Education for Sustainable Development (2005–2014) were part of the development projects. According to the research results the school was seen as part of complex systems where manifold and interactive learning took place. The learning of pupils, teachers and the school as a community can be characterised socioculturally. The school was able to reach a level of collaborative transformative learning. As well as several concrete projects, such as Comenius school project, school development consisted of networking at many levels. Along with the projects and networking, the school was able to apply the pedagogy of connection, by carrying out integrative and cross-disciplinary themes and using various learning and teaching methods. International cooperation was a natural part of the work. A figure of Aunt Green, the role model of the teacher researcher, was an innovation which resembled a change agent. The other role of the teacherresearcher as a coordinator, was important for her own professional development. According to the results the change process, which relied on sustainable school development, led the school along a road of positive renewals. It was not a series of projects but an ongoing process. The objectives of the international projects were accomplished to a great extent during the research period. According to the principles of action research, the main results were put forward in order to help others to develop their schools. Frictions and problems as well as positive experiences and rejecting dualities were seen as change forces. Keywords: education for sustainable development (ESD), sustainable school development, teacher professional development, integrating, pedagogy of connection, transformative learning

Perfiles de participación y presencia docente distribuida en redes asíncronas de aprendizaje : la articulación del análisis estructural y de contenido.

Resumen basado en el de la publicación

Nuevos escenarios para compartir y construir conjuntamente conocimiento : innovar a partir de la colaboración en Red.

El artículo forma parte de una sección de la revista dedicada a innovación, en este número, al aprendizaje colaborativo a través de la Red

Una experiencia de construcción conjunta de conocimiento en las aulas de primaria.

El artículo forma parte de una sección de la revista dedicada a innovación, en este número, al aprendizaje colaborativo a través de la Red.

Exploration du travail d’une classe en réseau sur un objet partagé en situation d’arts plastiques

Cette étude s’est déroulée dans le contexte de l’École en réseau au Québec. Une classe du primaire a utilisé un espace numérique collaboratif (Knowledge Forum) pour la réalisation d’activités d’éducation artistique, soit l’appréciation d’un corpus d’oeuvres et la création d’un objet d’art. La progression du discours écrit relativement à ces deux objets de partage a été étudiée. Nos résultats montrent que les élèves ont réussi à faire progresser leurs contributions sur les deux objets partagés. En interagissant entre eux, ils ont créé des artéfacts de connaissances partagées et développé un langage artistique propre. À la suite de nos constats, des implications pédagogiques ont été formulées pour d’encourager la participation des élèves lors d’activités d’éducation artistique au moyen d’outils numériques qui soutiennent la collaboration.

Knowledge-based strategic planning: harnessing (in)tangible assets of city-regions

Purpose – The aim of this paper is to investigate the ways of best managing city-regions’ valuable tangible and intangible assets while pursuing a knowledge-based urban development that is sustainable and competitive. Design/methodology/approach – The paper provides a theoretical framework to conceptualise a new strategic planning mechanism, knowledge-based strategic planning, which has been emerged as a planning mechanism for the knowledge-based urban development of post-industrial city-regions. Originality/value – The paper develops a planning framework entitled 6K1C for knowledge-based strategic planning to be used in the analysis of city-regions’ tangible and intangible assets. Practical implications – The paper discusses the importance of asset mapping of cityregions, and explores the ways of successfully managing city-regions’ tangible/intangible assets to achieve an urban development that is sustainable and knowledge-based. Keywords – Knowledge-based urban development, Knowledge-based strategic planning, Tangible assets, Intangible assets, City-regions. Paper type – Academic Research Paper

Developing a knowledge-based urban development analysis framework : the case of multimedia super corridor, Malaysia

Purpose: In the global knowledge economy, investment in knowledge-intensive industries and information and communication technology (ICT) infrastructures are seen as significant factors in improving the overall socio-economic fabric of cities. Consequently knowledge-based urban development (KBUD) has become a new paradigm in urban planning and development, for increasing the welfare and competitiveness of cities and regions. The paper discusses the critical connections between KBUD strategies and knowledge-intensive industries and ICT infrastructures. In particular, it investigates the application of the knowledge-based urban development concept by discussing one of South East Asia’s large scale manifestations of KBUD; Malaysia’s Multimedia Super Corridor. ----- ----- Design/methodology/approach: The paper provides a review of the KBUD concept and develops a knowledge-based urban development assessment framework to provide a clearer understanding of development and evolution of KBUD manifestations. Subsequently the paper investigates the implementation of the KBUD concept within the Malaysian context, and particularly the Multimedia Super Corridor (MSC). ----- ----- Originality/value: The paper, with its KBUD assessment framework, scrutinises Malaysia’s experince; providing an overview of the MSC project and discussion of the case findings. The development and evolution of the MSC is viewed with regard to KBUD policy implementation, infrastructural implications, and the agencies involved in the development and management of the MSC. ----- ----- Practical implications: The emergence of the knowledge economy, together with the issues of globalisation and rapid urbanisation, have created an urgent need for urban planners to explore new ways of strategising planning and development that encompasses the needs and requirements of the knowledge economy and society. In light of the literature and MSC case findings, the paper provides generic recommendations, on the orchestration of knowledge-based urban development, for other cities and regions seeking to transform to the knowledge economy.

Knowledge-based development of cities : a myth or reality?

Urban development in the 21st decade of the 21st century has faced many challenges ranging from rapid to shrinking urbanisation, from emerging knowledge economy to global division of labour and from globalisation to climate change. Along with with these challenges new concepts, such as essentialism, environmentalism and dematerialism, are emerged and started to influence the way urban development plans are prepared and visions for the development of cities are made. Beyond this, scholars, practitioners and decision-makers have also started to discuss the need for an new urban planning and development approach in order to achieve a development that is sustainable and knowledge-based. Limited successful examples of alternative planning and development approaches showcased potentials of moving towards a new plan-making mindset in the era of knowledge economy. This paper presents a new urban planning and development approach that is taking application ground in many parts of the globe, namely knowledge-based urban development. After providing the theoretical foundation and conceptual framework of knowledge-based urban development the paper discusses whether knowledge-based development of cities is a myth or a reality.