Implementing Web 2.0 Tools for Collaborative Work of Learners Studying English
The aim of the paper is to introduce findings on the project on implementing Web 2.0 resources for collaborative work in National Research University Higher School of Economics. The main objectives of the project were to 1) single out Internet resources aimed at collaboration to suit the purposes of educational programme; 2) determine how much collaborative learning background students have and their attitudes to online and face-to-face collaboration; 3) analyse the students' involvements in collaborative learning activities; 4) research the influence of web-related technologies on willingness to collaborate.
This paper first looks at computer-mediated communication (CMC) technologies: at their advantages and disadvantages for learning and teaching. Secondly outline of the background for the research is given: the nature of the online forums in question, the material chosen for the discussion and the task. Thirdly, the author analyses the content of the forums by year (the 2010 forum and the 2011 forum) and by the participants’ nationality (Russians and Americans). In the end some trends are voiced.
Collaborative learning is a promising avenue in education research. Learning from others and with others can foster deeper learning at a multiple-choice assignment, but it is hard to control the level of students' pure guessing. This paper addresses the problem of promoting collaborative learning through regulation of guessing when students use clickers to answer multiple-choice questions of various levels of difficulty. The study is aimed at identifying how the difficulty of the task and students' levels of knowledge influence on the degree of partial guessing. To answer this research question, we developed two research models and validated them by testing 84 students with regard to the students' level of knowledge and the penalty announcement. The findings of this research reveal that: a) the announcement of penalty has a negative effect on promoting collaborative learning even if it leads to reducing pure guesses in test results; b) questions that require higher-order thinking skills promote collaborative learning to a greater extent; c) creating mixed level groups of students seems advisable to enhance learning from collaboration and, thus, to decrease the degree of pure guessing.
INTED is an annual meeting point for educators, researchers, and technology supported learning professionals. The main aim of INTED is to bring together educational experts under a common objective: to generate innovative ideas to be applied to education and to promote international cooperation and partnership.
The papers published in these proceedings are a sample of the huge number of sessions available at the conference. many themes are presented here: blended learning; technology enhanced learning; intelligent learning environments; university-industry collaboration;game-based learning; flipped learning; adult learning and ICT; lifelong and continous learnig; and many more. many parts of the globe are represented in these pages, and the work of newcomers to INTED appears alongside papers by wel-known experts.
This book presents a course of English for Specific Purposes devoted specifically to the widely-discussed topic Web 2.0. It covers several aspects of online communication ranging from online friendship to business interacions. The activities presented in the coursebook are aimed at developing students’ communicative competence in both written and oral discourse. Web 2.0 includes a variety of authentic articles that arouse interest and provoke discussions. It also presents listening texts based on professional podcasts. Most grammar and vocabulary activities are developed from authentic texts as well.
Web 2.0 can be used at the B2-C1 levels of Common European Famework. The coursebook will help learn and practice the target vocabulary. It will be relevant to those interested in the development of Information and Communication Technologies in general and the Internet in particular.
Software engineering education (SEE) process simulates the main professional software lifecycle processes such as analysis, design, construction and maintenance (see SWEBoK, ITIL, etc.). The necessity of meeting both educational needs and requirements from industry explains that using Supported Collaborative Learning (CSCL) techniques in software engineering (SE) should be based on professional tools or on similar to them. The main purpose of this work is to fill the gap between the SEE needs and the current trends in CSCL development. We generalize world experience and suggest the framework of using industry approved methods and tools. We compare CSCL tools and the other collaborative services; analyze the teaching experience of several SE courses supported by different collaborative methods and collaborative web-services. Special attention is paid to formative feedback implementation. Following achieved result we suppose that using best practices from SE will enrich CSCL methodology and tools not only for SE field, but also for other areas of knowledge.
The article compares social functions and perspectives of family memory in the era of traditional media and that of user generated content through Web 2.0. It focuses on different forms of social interaction and connection facilitated by online photo sharing practices in contrast to the more static practices of printing photographs. The matter concerns interaction of photographs and family memory. The idea is that the photographs posted on the Web are imbedded in communication, especially verbal, differently from the way they were before the era of Web 2.0. They differently shape the space of interpersonal communication and how family members talk about and visually construct the past.
Active learning and formative assessment techniques are the cutting edge of the modern education. This paper considers peer assessment automation and touches the topic of high actuality in advancing ICT for active learning. The roots of the study are obtained difficulties in adoption of the currently available peer assessment systems to engineering education introductory courses. The main goal of the paper is to collect software requirements and to build a peer assessment system, which may be easily agreed with standard educational routines (e.g. e-mailing) and which is be able to support complex artifacts interchange during a peer assessment session. The software requirements specification (SRS) for such a system has been created as a result of reviewing educational studies, technical reports and academic publications on common peer assessment processes and existing peer assessment systems. We also introduce the open source Mail-based Randomized Double-Blinded Peer-assessment System for Complex Artifacts called PASCA, which is developed according to this SRS and the results of PASCA adoption to an introductory programming course.