Building Learning Communities with Wikis

Gilbert, Dan; Chen, Helen L.; Sabol, Jeremy

doi:10.2307/j.ctv65sx6q.8

Cited by 7 publications

(6 citation statements)

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“…Such a movement from teacher-controlled towards learner-centred tasks makes it easy to hand over more responsibility to the students than they can handle and to expose them to situations where they lack appropriate tools for solving completing the task (Jedeskog and Nissen, 2004). In order to engage students in participatory, creative and reflective processes of learning, screen-based approaches must leave room for autonomy, but at the same time students must be encouraged or driven by an instructor (Gilbert et al., 2008; Lamb, 2004). The choices in balancing teacher and student control and what is made explicit to the students are not just crucial to students’ learning but also complex for the teacher (Exley and Richard-Bossez, 2013; Morais and Neves, 2011; Smith, 2013).…”

Section: Literacy Instruction and Digital Technologymentioning

confidence: 99%

Making room for the transformation of literacy instruction in the digital classroom

Hashemi

Cederlund

2016

Journal of Early Childhood Literacy

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Education is in the process of transforming traditional print-based instruction into digital formats. This multi-case study sheds light on the challenge of coping with the old and new in literacy teaching in the context of technology-mediated instruction in the early years of schooling (7-8 years old children). By investigating the relation between literacy and digital technology in diverse pedagogical contexts we capture the complexity in the educational transformation that needs to be acknowledged. Each of the cases demonstrates a distinct knowledge focus and goal for early literacy instruction, organisation and access around technology and what is made visible in instruction. All these factors had consequences for the teaching that occurred. Depending on epistemological beliefs, digital competencies were taught separately from literacy and considered as a goal on its own or integrated with literacy considered as a means and a goal for literacy teaching and learning. Implicit pedagogy with weaker classification and framing enabled conditions for infused approaches making use of digital technology in multimodal, functional and learner centred literacy practices. Furthermore, initial guidance and the weaving of invisible and visible pedagogy highlight a possible way to both exploit the potential of digital technology and support children from various backgrounds. The balance of teacher and student control was further affected in regard to the organisation of technology and choices of pedagogical methods. This research hereby expands the current discussion on the relation between technology and literacy with an understanding that the epistemological focus and context of practices are necessary tools to problematize, rather than measure or value, emerging practices in early literacy instruction. We conclude that in addition to the necessary heavy investments in digital technology in schools there is a need to provide

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Section: Literacy Instruction and Digital Technologymentioning

confidence: 99%

Making room for the transformation of literacy instruction in the digital classroom

Hashemi

Cederlund

2016

Journal of Early Childhood Literacy

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“…According to trialogical learning theory, focus of education should be on processes rather than outcomes – and this is why Web 2.0 technologies are so important for teaching and learning (Gilbert et al ., 2008). They not only support individual and collective adaptation, addition and change, but also retain previous versions for comparison and evaluation.…”

Section: Web 20 Technologies and Educationmentioning

confidence: 99%

Web 2 technologies for Net Native language learners: a “social CALL”

Kárpáti¹

2009

ReCALL

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In order to make optimal educational use of social spaces offered by thousands of international communities in the second generation web applications termed Web 2 or Social Web, ICT competences as well as social skills are needed for both teachers and learners. The paper outlines differences in competence structures of Net Natives (who came of age in the 21st century) and the Net Generation of the 1980s and 1990s who evolve in response to changes between Web 1 and Web 2 technologies.Virtual educational environments in the age of the Social Web represent a perfect embodiment of the Constructionist paradigm: they offer shared discussion and work spaces instead of presentation tools, coaching utilities instead of help desks, and digital learning resource repositories instead of ready-made learning materials. LRE, the European Learning Resource Exchange, and several collaborative web based services and applications will be presented, to illustrate the interrelated change in educational software design and use.New teaching and learning aids require and at the same time inspire new educational theories. The trialogical learning paradigm that invites all educational stakeholders to work on shared objects of inquiry and development and thus develop epistemic agency will be offered as a foundation for a ‘social CALL’.

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“…The thermal resistances of a PCB and a thermal interface material are estimated and added to depict an actual system configuration. Finally, the total power dissipation from all SDR-MM elements, the total calculated resistance, and the air characteristics inside the CEAE are used in Equation (7) to calculate the AEST.…”

Section: Thermal Analysismentioning

confidence: 99%

“…This results in improved efficiency, consistency, and transparency in the development process, leading to better decisions and faster time to market. MBSE also allows traceability and reuse of system knowledge and artifacts throughout the lifecycle, which are crucial for digital transformation [6,7].…”

Section: Introductionmentioning

confidence: 99%

A Model-Based Engineering Approach for Evaluating Software-Defined Radio Architecture

Albayati,

Dano,

Rajamani

et al. 2023

Systems

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In product development, important specification and design decisions must be made at various stages of the lifecycle that include design, manufacturing, operations, and support. However, making these decisions becomes more complex when a multi-disciplinary team of stakeholders is involved in system-level or subsystem-level architecture and design decisions. Model-Based Engineering (MBE) approaches are enabling a digital thread of connected data and models. This work demonstrates a novel MBE approach that incorporates a model-based systems engineering (MBSE) method and a multi-criteria decision-making (MCDM) method to determine the best architecture solution that aligns with stakeholder needs and objectives over multiple domains. This approach demonstrates the connection of a system descriptive model, modeled using the systems modeling language (SysML), to underlying physics-based engineering models for the purpose of better predicting the technical performance of systems during the architecture development phase. This approach is demonstrated for a common aerospace communications application, a software-defined radio. This novel MBE approach supports digital transformation at organizations and allows for earlier design validation, enabling designers to test and select the best system architecture from many candidates and validate that the design meets stakeholder needs.

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Building Learning Communities with Wikis

Cited by 7 publications

References 0 publications

Making room for the transformation of literacy instruction in the digital classroom

Making room for the transformation of literacy instruction in the digital classroom

Web 2 technologies for Net Native language learners: a “social CALL”

A Model-Based Engineering Approach for Evaluating Software-Defined Radio Architecture

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