Category Archives: Collaborative learning

Teaching to emerge: Toward a bottom-up pedagogy

This paper focuses on the conceptual model of an academic course inspired by complexity theory. In the proposed conceptual model, the aim of teaching is to form a learning organization: a knowledge community with emergent properties that cannot be reduced … Continue reading

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Socially Mediated Metacognition and Learning to Write

Writing can be viewed as a recursive process involving both cognitive and metacognitive processes. Task, environment, individual cognition and affective processes all impact on producing written text. Recent research on the development of metacognition in young children has highlighted social … Continue reading

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Development of a Metacognition Construct for Communities of Inquiry

Metacognition is a required cognitive ability to achieve deep and meaningful learning that must be viewed from both an individual and social perspective. Recently, the transition from the earliest individualistic models to an acknowledgment of metacognition as socially situated and … Continue reading

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Applying Adaptive Swarm Intelligence Technology with Structuration in Web-based Collaborative Learning

One of the key challenges in the promotion of web-based learning is the development of effective collaborative learning environments. We posit that the structuration process strongly influences the effectiveness of technology used in web-based collaborative learning activities. In this paper, … Continue reading

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Supporting self-directed learning with cultures of participation in collaborative learning environments

Different kinds of problems require different kinds of learning approaches and different sociotechnical  environments to support them. Outside the classroom, much learning and problem solving takes place as individuals explore personally meaningful problems and engage with each other in collaborative … Continue reading

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Reflecting on Boundaries: Who is Teaching and Who is Learning?

By looking at the boundaries of a system, we can identify some of the challenges and opportunities to transform that system. As a faculty member I find the practice of “blurring the boundaries” to be transformative for myself and my … Continue reading

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Collaborative Knowledge Creation – Practices, Tools, Concepts

This book presents perspectives on the knowledge creation metaphor of learning, and elaborates the trialogical approach to learning. The knowledge creation metaphor differs from both the acquisition and the participation metaphors. In a nutshell trialogical approaches seek to engage learners … Continue reading

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Training Creative and Collaborative Knowledge-Builders – Major challenge for the 21st century Education

Read In a world that is changing at an unprecedented pace, what can education provide that will prepare today’s children for the challenges of the Twenty-first century? This report introduces the forces that lead to rapid environmental change and the … Continue reading

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Learning Together: Children and Adults in a School Community

This book advances the theoretical account that Barbara Rogoff presented in her highly acclaimed book, Apprenticeship in Thinking. Here, Rogoff collaborates with two master teachers from an innovative school in Salt Lake City, Utah, to examine how students, parents, and … Continue reading

Posted in Adult development, Childhood, Children, Collaborative learning, Community, Cultural psychology, Education, Educational research, Rogoff, Schooling, Schools | Tagged , , ,

Knowledge intensive work as human centered, task-based and as collaborative learning

Knowledge intensive work as human centered, task-based and as collaborative learning Finland’s innovation system has previously been one of the world’s top systems. However, recently we have begun to fail in global comparisons of development of the information society and … Continue reading

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