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1.
We highlight ways to support interest-driven creation of digital media in Scratch, a visual-based programming language and community, within a high school programming workshop. We describe a collaborative approach, the programmers’ collective, that builds on social models found in do-it-yourself and open source communities, but with scaffolding structures that support students’ learning. We analyze the work of a class of high school student collectives engaged in programming music videos as part of a collaborative challenge in the online Scratch community. Our multi-level analysis focused on students’ learning specific programming concepts, effects of collaborative and task design on learning, and their personal reflections on collaboration and media creation. We address how these overlapping collaborative experiences point to the value of “nested collectives,” or multiple levels of designed-for collaboration. We also highlight a needed shift from a focus on computation to computational participation, highlighting the innately social aspects of media creation. 相似文献
2.
This study explored how a free-space digital storytelling approach that advocates autonomy and creativity can be implemented in a formal elementary classroom and how it impacts students’ language learning motivation and performances. Participants of the study were 64 sixth grade students in Taiwan. Following an experimental design, the data collected from three data sources, including motivation surveys, achievement test scores, and digital stories, were analyzed and triangulated. Two performance indicators of the digital storytelling, levels of language usage and levels of creativity, were found to have significant but different impacts on language learning. While the students’ language usage performance in digital storytelling was significantly related to their achievement test scores, their creativity performance were significantly related to multiple motivation components, including extrinsic motivation, task value and elaboration. It was also found that the proposed digital storytelling approach had a positive impact on students’ language performance and contributed to an increase to students’ motivation in two dimensions: extrinsic goal orientation and elaboration, rather than intrinsic goal orientation. The results suggest that the positive impact of the proposed storytelling pedagogy resides in allowing students to stretch their creativity while demonstrating their language productivity, with the leverage of a holistic assessment scheme. 相似文献
3.
Digital technologies allow teachers and students to experience new pedagogical approaches leveraging on interactivity and collaboration. Among the available techniques, digital storytelling (DST) has been usually regarded as an activity that can both enrich the teaching practices and foster students’ active behaviour. This paper aims at analysing to what extent a DST platform proposing the collaborative writing of a fictional story and leveraging on an active learning technique such as role-play can affect a variety of dimensions, namely students’ performance, commitment, creativity and social skills. Combining the analysis of the data-log automatically collected by the system with the evaluations given by teachers before and after the activity, this article shows that the use of a DST tool in the teaching practice can have positive effects on students, including the ones that usually manifest moderate scores for the previously mentioned dimensions. Additionally, semi-structured interviews and direct observations provide an insight on how the benefits stemming from the use of a DST tool in the classroom can especially lie on the collaborative process that is activated. 相似文献
4.
This case study is an examination of the emergence of leadership in students’ group interaction in a school-based makerspace. The data comprised video records of 20 primary school students’ group work within this context, encompassing student-driven creative engagement in science, technology, engineering, arts, and mathematics (STEAM) learning activities. Interaction analysis was applied to analyze the students’ leadership moves and to depict how students’ leadership was related to their collaboration. The analysis resulted in a typology of students’ leadership moves in a makerspace context, namely, coordination of joint work, exploring new ideas, seeking out resources, and offering guidance and supporting others, adding to the existing literature on student leadership and collaboration in novel learning environments. The study also illustrates how the students’ leadership moves in group interactions can lead to dominating and/or shared leadership, with consequences for students’ collaboration. The study points to the importance of more research and development of pedagogical practices that support students’ symmetric participation and opportunities to lead collaborative work and to promote advanced collaboration in school-based makerspaces. 相似文献
5.
ABSTRACTFeelings of community increase information flow, cooperation, support, and a sense of commitment toward group goals. Many studies have explored the significance of sense of community and collaborative learning activities in online learning environments. Using a correlational study, the relationship between students’ sense of community and their attitude toward online collaborative learning was examined in this study. Results indicate that collaboration and sense of community were moderately correlated. A positive correlation between collaboration and students’ sense of community was determined. It was also noticed that the degree of correlation between sense of community and collaborative learning was higher among graduate students than among undergraduate students. Furthermore, a higher degree of correlation existed between a positive attitude toward collaborative learning and the dimensions of sense of community when compared to the correlation between a negative attitude toward collaborative learning and sense of community. 相似文献
6.
Social technologies such as social networking sites, Wikis and blogs have gained popularity not only in social communication but also in other areas, such as in enhancing learning experience among students in tertiary education. This study investigated how blogs and Facebook scaffolded students’ learning during their internships in tertiary education. A mix-method approach was employed to examine students’ perceptions of blogs and Facebook in improving their internship learning experience. The results showed that blogs and Facebook encouraged students and facilitated their engagement in problem solving, information sharing and knowledge construction during their internships. In particular, Facebook showed more promising results, assisting students in reflecting on their experiences. Moreover, students acknowledged that Facebook was a better platform for online interaction and collaborative learning than blogs. This study provides empirical evidence for the use of social media tools in pedagogical scaffolding and collaborative learning during internships. 相似文献
8.
This study investigated the effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Students in one middle school course were randomly assigned to one of the two treatment groups after they received initial general instruction regarding teamwork skills. The “digital storytelling-based online collaborative learning (DST-OCL)” and the “general online collaborative learning (G-OCL)” groups received subsequent associated skills training. The overall results indicated that after each group took part in the treatment during online collaborative learning activities, the “DST-OCL” groups had significantly higher social presence than the “G-OCL” groups. Specifically, using “DST-OCL” strategies was significantly more effective than using “G-OCL” strategies for improving the “online communication,” “interactivity,” and “privacy” components of students’ social presence in online collaborative learning environments. There was no significant difference between the two groups regarding student achievement and attitude. The findings of this study offer an insight into methods for using digital storytelling as an instructional strategy for improving online collaborative learning effectiveness. 相似文献
9.
计算机与网络给大学英语合作学习模式的实现提供了必要条件,在网络背景下开展大学英语合作学习的具体应用策略有：做好课前导学设计,构建合作学习小组,设置学习目标,整舍网络资源,培养学生多元跨文化交际能力,采取多元化的评价手段。为建立全新师生合作关系,要求教师转变角色成为合作目标的引导者、合作学习的监督者、合作任务的探究者、合作效果的评价者。 相似文献
10.
Traditional and digital storytelling is a powerful literacy tool which engage students in making connections between pedagogy and academic content. Definitions of traditional and digital storytelling, pedagogical methods aligned with curriculum standards, and examples of literacy centers associated with storytelling in early childhood classrooms are shared. The theoretical framework, Technological Pedagogical Content Knowledge (TPACK), is included to illustrate how pedagogy, storytelling, and technology interact to teach content knowledge and 21st-century skills. The five literary elements and additional elements of stories identified from research which enhance students’ engagement in stories are provided. A checklist for selecting stories, book lists and storytelling websites offer resources that will support teachers in using both digital and traditional storytelling with their students. 相似文献
11.
Digital storytelling has been shown to be an effective tool in achieving learner autonomy during language learning. Studies have focused on providing students with multimedia authoring tools for unbinding their imagination when developing stories, but the complexity of digital story construction still presents a number of challenges to students. Anxiety about speaking a foreign language can have a debilitating effect on students’ autonomous behavior and learning performance. This study therefore introduced group work to relieve anxiety about exposing individual work to an entire class. An experiment was conducted with 55 sixth-grade students involved in a digital storytelling learning task, where 28 students worked individually and 27 cooperatively. The aim was to examine the effect of learner grouping pattern on learning outcomes, such as knowledge achievement, autonomy in language learning, and emotional experience. The students working cooperatively were discovered to outperform those working individually in all outcomes. 相似文献
12.
Although online education is popularized, it is in a developing stage that continues to struggle with communicating and engaging with students. The question remains on how students can be better engaged in online educational materials that are presented in asynchronous media, especially in lecture videos. Thus, using engagement theory, the present study explored how online lecture videos can be improved by incorporating entertainment education. Using a public lecture video found on YouTube, an online survey ( N = 133) was conducted to identify digital storytelling techniques and their effects. Results revealed that these techniques that are often utilized in entertainment became meaningful components to increase student engagement and learning outcomes. However, they can also negatively affect instructor credibility, which could suggest the need to increase instructors’ skills. The implications for the development of lecture videos using entertainment and its potential to positively impact online education are discussed. 相似文献
13.
AbstractThis mixed-methods study examined how ten- to twelve-year-old children experienced and made sense of their growing climate change awareness through an after-school program that used participatory methods to facilitate children’s informed climate change action. The fifteen-week program combined hands-on educational activities with digital photography and culminated in youth-led action projects focused on individual (i.e. daily habits) and collaborative change (i.e. community projects). After the program, children knew significantly more about the scientific and social dimensions of climate change than before, and more than the average U.S. teen or adult. Survey and focus group analyses showed that, in addition to learning, children were inspired and motivated by their growing climate change awareness. Children felt empowered by their knowledge and eager to learn more and take action to minimize harms. Towards theorizing children’s constructive climate change engagement, the importance of informal learning environments for children’s intergenerational and political influence is discussed. 相似文献
14.
Using an interpretive epistemology to explore the perceived benefits of using co-creation as a pedagogic tool with undergraduate students, this research focuses on a collaborative project between some first year undergraduate Education Studies students, a university Senior Lecturer and an Education Coordinator from a regional social enterprise organisation. The paper explores how the use of co-creation and creativity enhances the professional development and employability of graduates. Drawing on data collected from the students, this paper presents a range of perspectives and identifies how ‘meaningful’ problem-solving, co-creation and collaboration lead to transformative learning and enhanced student engagement. By doing this, we explore how complex challenges create agency for learning and develop critical thinking. 相似文献
15.
This multisite qualitative study explored the narratives of Black male college students’ engagement experiences in a Black Male Initiative (BMI) program across three different campuses. To better understand the students’ narratives and experiences, sense of belonging was employed as a theoretical frame to investigate how the participants made meaning from their engagement. The findings suggest that the BMI program provided students with a unique cultural community that enhanced how they felt valued and their persistence in college. In particular, students identified bonding with their Black male peers and learning from Black men connected to the program as central components of the BMI community. That deepened their sense of self and deepened their sense of mattering. 相似文献
16.
Higher education institutions are seeking greater community engagement through academic, social and civic activity. In response, researcher attention has turned to impacts on students’ education, and benefits to both university and community partners. This phenomenographic study examines how a diverse group of teachers, researchers and administrators at one New Zealand university conceptualised their involvement in community-engaged learning and teaching. We identified an outcome space where university people conceived their community engagement in three ways: within an expert/novice discourse, as advocacy, and in the most complex conception, as reciprocal learning. When working with and within communities, we suggest that university people should be supported to approach community engagement as reciprocal learning rather than adopting approaches that render community partners in passive roles. 相似文献
17.
The features of collaboration in design education include effective and efficient communication and reflection, and feasible manipulation of design objects. For collaborative design, information and communication technology offers educators the possibility to change design pedagogy. However, there is a paucity of literature on relative advantages and disadvantages of online collaboration for real‐time manipulation of design objects and prototypes, particularly in web design education. Using survey instrumentations, this study investigated online collaborative design practices with an application by measuring experiences of communication and interaction among twelve designers who are enrolled in a Master's programme in interactive design. The study identified barriers to online collaboration design: (1) real‐time manipulation of design objects and prototypes may increase complexity of communication interaction; (2) records of communication and invisibility of team members may attenuate quality and frequency of critical feedback to each other; (3) students’ attitudes towards collaboration, individual students’ learning goals, and completing tasks in a timely manner could reduce their engagement and increase their reliance on teacher intervention. 相似文献
18.
Online collaborative and content-focused professional development (PD) is becoming an increasingly important setting for supporting mathematics teachers’ professional learning. The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics teachers’ social network evolves and associated shifts in the quality of mathematics teachers’ mathematical discourse. We employed social network analysis (SNA) to examine the evolving cohesiveness of mathematics teachers’ social network and coding procedures to examine teachers’ mathematical discourse. A key finding was the documentation of an emergent divide between participation in the core and periphery during initial weeks of the PD and then a reduced divide and emergence of a social network that resembles a community. We argue that the instructor’s pattern of participation that included distributing their interactions across the subgroups while sending a common message regarding expectations for mathematical discourse in the PD may have contributed to the community formation process. We propose the Interaction Assessment Model, which outlines an approach for PD facilitators to use SNA as a feedback mechanism to differentiate facilitation of online collaborative and content-focused PD and build online communities. 相似文献
19.
This study investigates how early childhood education (ECE) teachers incorporated digital storytelling in their classrooms and the challenges and successes that they faced in the process. After the teachers attended a digital storytelling workshop, in-depth phenomenological interview, observation and focus group interviews were used to collect data. Phenomenal data were collected from 5 kindergarten classrooms, each of which contained approximately 20 students and a teacher. The study presented examples that illustrated how ECE teachers had used digital storytelling to enhance learning. The results showed that an emphasis on specific points may assist teachers, parents, educational researchers and education policy-makers in using technological tools in young children’s learning environments. 相似文献
20.
Computer programming is a subject that requires problem-solving strategies and involves a great number of programming logic activities which pose challenges for learners. Therefore, providing learning support and guidance is important. Collaborative learning is widely believed to be an effective teaching approach; it can enhance learners’ social interaction and offer a learning environment which provides rich learning experiences. However, the social interaction in collaborative learning does not occur automatically. Without proper guidance strategies or supporting tools for collaborative learning, the learning effects can be disappointing. To solve such a problem, a problem posing-based practicing strategy was proposed to support the development of a collaborative learning activity in a computer programming practice course. The students were guided to raise computer programming problems to boost the discussion among team members. The problems raised in each team were then exchanged and solved by another team to examine the coding and to provide feedback. To investigate the effectiveness of the proposed approach, an experiment was conducted in a C# programming course. Two classes of students from a university participated in the experiment. One class with 25 students was randomly assigned as the experimental group, and learned with a collaborative learning activity using the problem posing-based practicing strategy; the other class with 28 students was the control group, which learned with a conventional collaborative learning activity. The results show that the proposed strategy benefited the students in terms of improving their learning achievement, in particular, their programming skills. Moreover, it was found that the students who learned with the proposed approach had higher self-efficacy and lower cognitive load than those who learned with the conventional collaborative learning approach. 相似文献
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