I wiki nell'organizzazione e nella valutazione del c-learning

Barra laterale dell'articolo

PDF
Pubblicato: Jan 1, 2007
DOI: https://doi.org/10.17471/2499-4324/374
Parole chiave:
Tecnologie didattiche, Tecnologie per l'apprendimento, co-writing, ambiente wiki,

Contenuto principale dell'articolo

Guglielmo Trentin
Istituto per le Tecnologie Didattiche - CNR | Genova

Abstract

Descrizione di un approccio metodologico teso a favorire il processo di monitoraggio e valutazione del collaborative learning basato su processi di co-writing in ambiente wiki. Il contesto di riferimento e’ una ricerca sviluppata nell’ambito del corso Network Technology & Human Resources Development (NT&HRD) presso la Facolta’ di Scienze Politiche dell’Universita’ degli Studi di Torino.

Dettagli dell'articolo

Fascicolo
V. 15 N. 3 (2007): TD42 - Argomenti Vari
Sezione
Articoli - Numero speciale

Gli autori che pubblicano su questa rivista accettano le seguenti condizioni:

  1. Gli autori mantengono i diritti sulla loro opera e cedono alla rivista il diritto di prima pubblicazione dell'opera, contemporaneamente licenziata sotto una Licenza Creative Commons CC BY 4.0 Attribution 4.0 International License.
  2. Gli autori possono aderire ad altri accordi di licenza non esclusiva per la distribuzione della versione dell'opera pubblicata (es. depositarla in un archivio istituzionale o pubblicarla in una monografia), a patto di indicare che la prima pubblicazione è avvenuta su questa rivista.
  3. Gli autori possono diffondere la loro opera online (es. in repository istituzionali o nel loro sito web) prima e durante il processo di submission, poiché può portare a scambi produttivi e aumentare le citazioni dell'opera pubblicata (Vedi The effect of Open Access).

Riferimenti bibliografici

Alavi M. (1994), Computer-mediated collaborative learning: an empirical evaluation, MIS Quarterly, 18, pp.159-174.

Bocconi S., Midoro V., Sarti L. (1999), Valutazione della qualità nella formazione in rete, TD Tecnologie Didattiche, 16, pp.24-40.

Bornstein M., Bruner J. (eds.) (1989), Interaction in human development, The crosscurrents in contemporary psychology series, Lawrence Erlbaum, Hillsdale, NJ.

Boyd S. (2003), Are you ready for social software? http://www.darwingmag.com/ read/050103/social.html

Brown A., Palincsar A. (1989), Guided cooperative learning and individual knowledge acquisition, In L.B. Resnick (ed) Knowing, Learning, and Instruction, Hillsdale, NJ: Lawrence Erlbaum, pp.393-451.

Clifford J. (1992), Responses to the essays: toward an ethical community of writers, In J. Forman (ed) New Visions of Collaborative Writing, Boynton/Cook, Portsmouth NH, pp.170-176.

Cohen E. (1994), Restructuring the classroom: conditions for productive small groups, Review of Educational Research, 64, pp.1-35.

Collazos C., Guerrero L., Pino J., Ochoa S. (2004), A method for evaluating computer-supported collaborative learning processes, International Journal of Computer Applications in Technology, 19, pp.151-161.

Cooper M., George D., Sanders S. (1994), Collaboration for a change: collaborative learning and social action, In S.B. Reagan, T. Fox e D. Bleich (eds) Writing With: New Directions in Collaborative Teaching, Learning, and Research, Albany, SUNY P, NY, pp.31-46.

Copeland J.S., Earl D.L. (1988), Building effective student writing groups, In Jeff Golub (ed) Focus on Collaborative Learning: Classroom Practices in Teaching English, National Council of Teachers of English, Urbana, IL, pp.99-104.

Cunningham D.J. (1991), Assessing construction and constructing assessments: a dialogue, Educational Technology, 31, pp.5-8.

Delamont S. (1976), Interaction in the classroom: contemporary sociology of the school, Richard Clay Ltd, Suffolk.

Delisle N.M., Shwartz M.D. (1989), Collaborative writing with hypertext, IEEE Transactions on Professional Communication, 32, pp.183-188.

Felder R., Brent E. (2001), Effective strategies for cooperative learning, Journal of Cooperation and Collaboration in College Teaching, 10, pp.66-75.

Flower L. (1996), Negotiating the meaning of difference, Written Communication, 13, pp.44-92.

Garrison D.R. (2003), Cognitive presence for effective asynchronous online learning: the role of reflective inquiry, self-direction and metacognition, In J. Bourne e J. C. Moore (eds) Elements of Quality Online Education: Practice and Direction, Needham, Sloan-C., MA, pp.47–58.

Guerrero L., Mejias B., Collazos C., Pino J., Ochoa S. (2003), Collaborative learning and creative writing, Proceedings of the First Latin American Web Congress, Santiago, Chile, IEEE Computer Society Press, Los Alamitos, CA, pp.180- 186.

Gunawardena C. N., Lowe C.A., Anderson T. (1997), Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing, Journal of Educational Computing Research, 17, pp.397–431.

Hale C., Wyche-Smith S. (1988), Student writing groups: demonstrating the process, Wordshop Productions, Tacoma, WA.

Harris J. (1994), Toward a working definition of collaborative writing, In J.S. Leonard, C.E. Wharton, R.M. Davis, J. Harris (eds) Authority and Textuality: Current Views of Collaborative Writing, Locust Hill P, West Cornwall, CT, pp.77-84.

Hart-Davidson W., Spinuzzi C., Zachry M. (2006), Visualizing writing activity as knowledge work: challenges e opportunities, Proceedings of the 24th Annual Conference on Design of communication, Myrtle Beach, SC, USA, pp.70-77.

Haughey M., Anderson T. (1998), Networked learning: the pedagogy of the Internet, McGraw-Hill, Toronto.

Henri F. (1982), Computer conferencing and content analysis, In Kaye A.R. (ed) Collaborative learning through computer conferencing, Springer-Verlag, Berlin, pp.117-136.

Ho C. H. (2004), Assessing electronic discourse: a case study in developing evaluation rubrics, Proceedings of the 14th Annual Meeting of the Society for Text and Discourse (ST&D), Chicago.

Lingnau A., Hoppe H.U., Mannhaupt G. (2003), Computer supported collaborative writing in an early learning classroom, Journal of Computer Assisted Learning, 19, pp.186-194.

Lowry P.B, Curtis A., Lowry M.R. (2004), Building a taxonomy and nomenclature of collaborative writing to improve interdisciplinary research and practice, Journal of Business Communication, 41, pp.66-99.

Macdonald J. (2003), Assessing online collaborative learning: process and product, Computers and Education, 40, pp.377–391.

Mackenzie K. (1966), Structural centrality in communication networks, Psychometrica, 31, pp.17-26.

Malloch M. (2005), Elearning 2.0. http://www.knownet.com/ writing/elearning2.0

Mercer N., Fisher E. (1993), How do teachers help children to learn? An analysis of teachers’ interventions in computer-based activities, Learning and Instruction, 2, pp.339-355.

Picciano A. G. (2002), Beyond student perceptions: issues of interaction, presence and performance in an online course, Journal of Asynchronous Learning Networks, 6, pp.21–40.

Scardamalia M., Bereiter C. (2003), Knowledge building, Encyclopedia of Education (2ª ed.), Macmillan Reference, New York.

Schrire S. (2003), A model for evaluating the process of learning in asynchronous computer conferencing, Journal of Instruction Delivery Systems, 17, pp.6-12.

Scribner S., Cole M. (1988), Unpackaging literacy, In Mercer N. (ed) Language and Literacy from and Educational Perspective, Vol. 1., Open University Press, Milton Keynes, UK.

Selfe C.L. (1992), Computer-based conversations and the changing nature of collaboration, In J. Forman (ed) New Visions of Collaborative Writing, Boynton/Cook, Portsmouth, NH, pp.147-169.

Shen J., Cheng K.E., Bieber M., Hiltz S.R. (2004), Traditional inclass examination vs collaborative online examination in asynchronous learning networks: field evaluation results, Proceedings, Americas Conference on Information Systems 2004, New York City, NY.

Stahl G. (2006), Group cognition: computer support for building collaborative knowledge, MIT Press, Cambridge, MA.

Sullivan P.A. (1994), Revising the myth of the independent scholar, In S.B. Reagan, T. Fox e D. Bleich (eds) Writing With: New Directions in Collaborative Teaching, Learning, and Research, Albany, SUNY P, NY, pp.11-30.

Swan K., Shen J., Hiltz S.R. (2006), Assessment and collaboration in online learning. Journal of Asynchronous Learning Networks, 10 (1). http://www.sloan-c.org/ publications/JALN/v10n1/v10n1 _5swan.asp

Thompson E.H. (1988), Ensuring the success of peer revision groups, In Golub J. (ed) Focus on Collaborative Learning: Classroom Practices in Teaching English, National Council of Teachers of English, Urbana, IL, pp.109-116.

Treleaven L., Cecez-Kecmanovic D. (2001), Collaborative learning in a web-mediated environment: a study of communicative practices, Studies in Continuing Education, 23, pp.169-183.

Trentin G. (2004), Networked collaborative learning in the study of modern history and literature, Computers and the Humanities, 38, pp.299-315.

Trentin G. (2005), Apprendimento collaborativo in rete: un possibile approccio metodologico alla conduzione di corsi universitari online, TD Tecnologie Didattiche, 36, pp.45-59.

Trentin G. (2006), Apprendimento collaborativo in rete e didattica universitaria: i ritorni di tipo educativo, TD Tecnologie Didattiche, 38, pp.3-9.

Trentin G. (2008), La sostenibilità didattico - formativa dell’e-learning: social networking e apprendimento attivo, ISBN 978-88-464- 9134-3, Franco Angeli, Milano.

Wang C.,Turner D. (2004), Extending the Wiki paradigm for use in the classroom, Proceedings of the International Conference on Information Technology: Coding and Computing (ITCC’04), IEEE Computer Society, Los Alamitos, CA., pp.255-261.

Weiner H.S. (1986), Collaborative learning in the classroom: a guide to evaluation, College English, 48, pp.52-61.