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Auflistung nach Schlagwort "computer-supported collaborative learning"

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  • Konferenzbeitrag
    How to get to school, LAYA? Conducting a participatory design workshop to design and introduce an inclusive e-learning platform into secondary math classes
    (Proceedings of DELFI Workshops 2020, 2020) Claus, Sebastian; Pinkwart, Niels
    The authors’ prior studies have revealed that it is difficult for some secondary teachers to conduct cooperative learning in math classes. This contribution suggests a workshop series to design a learning platform to support peer cooperation in diverse secondary school classes. Teachers collaboratively create the design in a joint venture with the authors. The usage of the grounded theory methodology in combination with a so-called Learning Study is an excellent fit for the conference’s motto “education realities” and the workshop’s inclusive theme. Four workshop sessions, with dedicated goals to narrow down the scope of the design and to eventually create it, are sketched out.
  • Conference Paper 
    Towards a Critical Design Agenda in Support of Collective Learning Ecologies
    (DELFI 2019, 2019) Richter, Christoph; Allert, Heidrun
    This position paper seeks to chart a critical design agenda in support of collective learning ecologies, evolving assemblages of digital, spatial, social, cultural, and/or knowledge resources that are aimed to foster forms of collective learning and knowledge creation. Starting from an ecological perspective on learning, the paper challenges individualistic notions of learning and instrumental understandings of educational technology and argues that there is a need for educational formats and technologies capable to support learners engaged in epistemic endeavors that reach beyond established institutional boundaries and address them as responsible citizens. It is argued that there is a need (a) to take stock of new and alternative knowledge practices, (b) to reconsider the existing social, legal and technical protocols, standards, and infrastructures, (c) to cultivate social relations beyond institutional boundaries, as well as (d) to work towards a pedagogy of articulation and risk.