Social constructivism

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social constructivism is included as keyword or extra keyword in 0 datasets, 0 tools and 7 publications.

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Title Author(s) Published in Language DateThis property is a special property in this wiki. Abstract R C
Using wikis to facilitate interaction and collaboration among EFL learners: A social constructivist approach to language teaching Wang Y.-C. System English 2014 The interactive and collaborative nature of wikis offers opportunities for language learning beyond traditional pedagogy. This study examined the use of wikis in an EFL writing classroom. The aim was to explore the extent to which wikis can facilitate collaboration and promote foreign language acquisition through a social constructivist perspective. The instruments used in this study include two online questionnaires, interviews with randomly selected participants and students' reflections on using wikis for collaborative writing. Findings indicate that wikis increase the students' motivation to learn English, enhance their writing confidence and promote their initiatives for social constructivist learning. Most of the students enjoyed performing group tasks in the wiki-meditated environment because they found it to be engaging, challenging and interesting. The results also suggest that collaboration on a wiki in an EFL setting can contribute to both language development and social interaction. 0 0
Is Wikipedia a Relevant Model for E-Learning? Pierre-Carl Langlais English 2013 This article gives a global appraisal of wiki-based pedagogic projects. The growing influence of Wikipedia on students’ research practices have actually made these a promising area for educational research.

A compilation of data published by 30 previous academic case studies reveals several recurrent features. Wikis are not so easily adopted: most wiki learning programs begin by a slow initial phase, marked by a general unwillingness to adapt to an unusual environment. Some sociological factors, like age and, less clearly, gender may contribute to increase this initial reluctance.

In spite of their uneasiness, wikis proved precious tools on one major aspect: they give a vivid representation of scientific communities. Students get acquainted with some valuable epistemic practices and norms, such as collaborative work and critical thought. While not improving significantly the memorization of information, wikis clearly enhance research abilities.

This literature review can assist teachers in determining whether the use of wiki fits their pedagogic aims.
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Building Collaborative Capacities in Learners: The M/Cyclopedia Project, Revisited Axel Bruns
Sal Humphreys
WikiSym English 2007 In this paper we trace the evolution of a project using a wiki-based learning environment in a tertiary education setting. The project has the pedagogical goal of building learners’ capacities to work effectively in the networked, collaborative, creative environments of the knowledge economy. The paper explores the four key characteristics of a ‘produsage’ environment and identifies four strategic capacities that need to be developed in learners to be effective ‘produsers’ (user/producers). A case study is presented of our experiences with the subject New Media Technologies, run at Queensland University of Technology. This progress report updates our observations made at the 2005 WikiSym conference. 0 0
Building collaborative capacities in learners: The M/cyclopedia project revisited Axel Bruns
Sal Humphreys
Proceedings of the Conference on Object-Oriented Programming Systems, Languages, and Applications, OOPSLA English 2007 In this paper we trace the evolution of a project using a wiki-based learning environment in a tertiary education setting. The project has the pedagogical goal of building learners' capacities to work effectively in the networked, collaborative, creative environments of the knowledge economy. The paper explores the four key characteristics of a 'produsage' environment and identifies four strategic capacities that need to be developed in learners to be effective 'produsers' (user-producers). A case study is presented of our experiences with the subject New Media Technologies, run at Queensland University of Technology, Brisbane, Australia. This progress report updates our observations made at the 2005 WikiSym conference. Copyright 0 0
Using web 2.0 technologies to engage with and support the net generation of learners Doolan M. ECEL 2007: 6th European Conference on e-Learning English 2007 Web 2.0 social software offer new pedagogic opportunities to support and empower the Net generation of learners to create their own personal learning agenda and dynamic learning environments. This paper presents learners experiences of using Web 2.0 social software, such as videos and podcasts linked to Wiki contributions in a collaborative online learning environment. In addition to, a private blog which was provided for learner reflections and the University Managed Learning Environment (MLE): which included a private group area and a discussion forum to support the group based assessment. Within the Wiki environment, learners were presented with the learning design by the tutor using text, short videos and podcasts created using Web 2.0 technologies. Learners were given a choice in selecting the most appropriate technology to complete their individual and group tasks and to present these as a group linked to Wiki contributions. This paper outlines the setting up and the implementation of a multi-mode assessed collaborative student learning environment and identifies the different approaches used by learners. Evidence is provided from learners' contributions to the core task captured through the Wiki, and in the form of illustrations of Wiki contributions and images of video recordings. Learner attitude was measured using a pre and post test questionnaire and by students own reflections of their lived experiences captured using a blog. There are some interesting findings including the learners preferred technology for learning, and alternative technologies used which were not provided in this study. In addition, findings are presented relating to what learners did with the different technologies, including student approaches to learning, how the technologies helped or hindered learning and learner attitude to the use of the alternative technologies. These findings will add to the debate on how we engage with and support the Net Generation of learners. 0 0
Wikis in Teaching and Assessment - The M/Cyclopedia Project Axel Bruns
Sal Humphreys
WikiSym English 2005 In a knowledge-based, networked economy, students leaving university need to have attained skills in collaborative and creative project-based work and to have developed critical, reflective practices. This paper outlines how a wiki can been used as part of social constructivist pedagogical practice which aims to develop advanced ICT literacies in university students. The paper describes the implementation of a wiki-based project as part of a subject in New Media Technologies at Queensland University of Technology. We discuss the strengths and challenges involved in using networked, collaborative learning strategies in institutional environments that still operate in traditional paradigms. 3 0
Wikis in teaching and assessment: The M/Cyclopedia project Axel Bruns
Sal Humphreys
WikiSym 2005 - Conference Proceedings of the 2005 International Symposium on Wikis English 2005 In a knowledge-based, networked economy, students leaving university need to have attained skills in collaborative and creative project-based work and to have developed critical, reflective practices. This paper outlines how a wiki can been used as part of social constructivist pedagogical practice which aims to develop advanced ICT literacies in university students. The paper describes the implementation of a wiki-based project as part of a subject in New Media Technologies at Queensland University of Technology. We discuss the strengths and challenges involved in using networked, collaborative learning strategies in institutional environments that still operate in traditional paradigms. Copyright 2005 ACM. 0 8