Literaturnachweis - Detailanzeige
Autor/inn/en | Damsa, Crina; Muukkonen, Hanni |
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Titel | Conceptualising Pedagogical Designs for Learning through Object-Oriented Collaboration in Higher Education |
Quelle | In: Research Papers in Education, 35 (2020) 1, S.82-104 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Damsa, Crina) ORCID (Muukkonen, Hanni) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0267-1522 |
DOI | 10.1080/02671522.2019.1677751 |
Schlagwörter | Instructional Design; Cooperative Learning; Case Studies; Higher Education; Teaching Methods; Learning Processes; Inquiry; Student Projects; Active Learning; Learning Activities; Program Development; Course Descriptions; Computer Science Education; Programming Languages; Computer Games; Undergraduate Students; Psychology; Video Technology; Computer Mediated Communication; Education Majors; Foreign Countries; Finland Lesson concept; Lessonplan; Unterrichtsentwurf; Kooperatives Lernen; Case study; Fallstudie; Case Study; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schulprojekt; Aktives Lernen; Lernaktivität; Programmplanung; Kursstrukturplan; Computer science lessons; Informatikunterricht; Computer game; Computerspiel; Computerspiele; Psychologie; Computerkonferenz; Ausland; Finnland |
Abstract | This paper elaborates on the notion of object-oriented collaborative learning by building on empirical material from two case studies in higher education. Prior empirical findings show how knowledge objects are evolving entities, shaped by the interactions between participants, and how students learn from engaging in knowledge practice that involves different activities with knowledge objects. However, the pedagogy of teaching and learning with objects needs to be further explored and grounded in empirical data. Using two case studies, we examine how learning designs in higher education courses support students' learning through work on shared knowledge objects, as well as how students experience these designs and the learning process. By means of complementary datasets, the learning design, enacted teaching practices, collaboration processes, experiences, and competence learned are mapped and analysed. The findings are helpful in elucidating the learning taking place through interaction and practices mediated by shared knowledge objects, as well as informing the development of principles of a pedagogy of object-oriented collaborative learning, which provide practical recommendations and invite further research endeavours. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |