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The presentation describes collaborative space 3 developed within EU-funded project CoCreat and reports the main its results.
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Collaborative Space 3 Handbook for Educators
Mikhail Fominykh and Monica Divitini Norwegian University of Science and Technology
Part I. Description of CS 3
University students in UO, TU and NTNU are writing collaboratively a book chapter into electronic publication. In the publication, students are handling current topics in the field of educational technology. Students are working both f2f in their home universities and virtually in social media environments. Writing-process is supported with mobile-phones. The working process is based on adaptive problem solving process and the ideas of playful learning. These pedagogical approaches enhances creative thinking and fosters students to critically consider used ways of thinking and acting.
Description of CS 3: Settings
University students in UO, TU and NTNU are writing collaboratively a book chapter into electronic publication. In the publication, students are handling current topics in the field of educational technology. Students are working both f2f in their home universities and virtually in social media environments. Writing-process is supported with mobile-phones. The working process is based on adaptive problem solving process and the ideas of playful learning. These pedagogical approaches enhances creative thinking and fosters students to critically consider used ways of thinking and acting.
Description of CS 3: Technology
University students in UO, TU and NTNU are writing collaboratively a book chapter into electronic publication. In the publication, students are handling current topics in the field of educational technology. Students are working both f2f in their home universities and virtually in social media environments. Writing-process is supported with mobile-phones. The working process is based on adaptive problem solving process and the ideas of playful learning. These pedagogical approaches enhances creative thinking and fosters students to critically consider used ways of thinking and acting.
Description of CS 3: Theory
University students in UO, TU and NTNU are writing collaboratively a book chapter into electronic publication. In the publication, students are handling current topics in the field of educational technology. Students are working both f2f in their home universities and virtually in social media environments. Writing-process is supported with mobile-phones. The working process is based on adaptive problem solving process and the ideas of playful learning. These pedagogical approaches enhances creative thinking and fosters students to critically consider used ways of thinking and acting.
Description of CS 3: Creativity
University students in UO, TU and NTNU are writing collaboratively a book chapter into electronic publication. In the publication, students are handling current topics in the field of educational technology. Students are working both f2f in their home universities and virtually in social media environments. Writing-process is supported with mobile-phones. The working process is based on adaptive problem solving process and the ideas of playful learning. These pedagogical approaches enhances creative thinking and fosters students to critically consider used ways of thinking and acting.
Designing of seven TEL challenges Bringing 68 students (OU, NTNU, and TU) Timeline of five weeks Three expert and one peer-review A tutor for each international group
International group 1
Part II. What we did in CS 3 Settings–Technology–Theory–Creativity–Process–Outcome
Local group OU
… Local group NTNU
… Local group TU
…
2
3
4
5
6
7
Adobe Connect, PurotWiki, and Prezi
Part II. What we did in CS 3 Settings–Technology–Theory–Creativity–Process–Outcome
Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7
Doodle
Google Drive&Docs
Skype
- No use of mobile phones
Creativity (problem solving, as proposed) • Process – problem definition and idea generation
and evaluation (Lubart, 1999; Hilliges et al., 2007) • Product – a response to the problem (Amabile, 1996) Learning (not very Playful learning) • Constructivist approaches • Problem-based learning • Project-based learning • Reflective learning
Part II. What we did in CS 3 Settings–Technology–Theory–Creativity–Process–Outcome
Perceptions of Creativity • In the product • In the process • Limited or inhibited Technology as a means to support Creativity • Technological challenges – efforts to resolve problems • Building trust and atmosphere by synchronous
communication as close to f2f as possible
Part II. What we did in CS 3 Settings–Technology–Theory–Creativity–Process–Outcome
Questionnaire
Implementation
Planning in Tallinn
Reflection Notes @
NTNU
Workshop paper @ EC-TEL
24.05.12 18.09.12 15.10.12 15.10.12 Nov.12 Dec.12 Jan.13 Aug.13
Intr
oduc
tion
Gene
ral e
xper
t Th
eory
exp
ert
Peer
-rev
iew
Te
ch. e
xper
t + p
rese
ntat
ions
Data analysis
Evaluation in Trondheim
Interviews Full paper draft
Part II. What we did in CS 3 Settings–Technology–Theory–Creativity–Process–Outcome
What we did in CS 3: Process Week 34 Week 35 Week 36 Week 37 Week 38 Week 39 Week 40 Week 41 Week 42 Week 43 Week 44 Week 45 Week 46 Week 47
Task 1 “Cooperation Technology overview”
Task announce
Group formation, Assemble list of tools
Presentations of the group projects
Task 2 “Mobile learning in the city”
Task announce
Report delivery
Task 3 “International project work”
Teams’ starting meetings Monday 15th and Tuesday 16th of October (in AC)
The teams will be encouraged to meet regularly on AC or some other place…
Peer-review on other team’s book chapter
Joint ending meeting Thursday 15th of November
Task 4 “Individual essay”
Announce of the topics for discussion
Essay submission
Virtual seminars
Virtual seminar 1 “Web-conferences” AC
Virtual lecture on Virtual Worlds “Second Life” and “vAcademia?
Virtual seminar 3 Presentation of annotated classification of CSCW in “vAcademia”
http://cocreat.purot.net/
Media Handbook for Educators = seven chapters produced by seven student groups
Students learning • International cooperation and coordination (process) • International collaborative project work (product) • Cooperation and media technology (New tools) • Technology-Enhanced Learning (New domain)
Part II. What we did in CS 3 Settings–Technology–Theory–Creativity–Process–Outcome
Thank you!
Presented by Mikhail Fominykh
[email protected] http://www.idi.ntnu.no/~fominykh/
For more information visit
http://cocreat.wordpress.com/
The CoCreat Project has been funded with support from the European Commission. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of
the information contained. 511733-LLP1-2010-1-FI-KA3MP
