Collaborative projects using networked technologiesKesi Walters, TACT, Universit Laval
OverviewAbout TACT @ Laval UniversityProject examples:Remote Networked School Project Knowledge Building International ProjectResearch findingsStarting points for organizing a collaborative project
About TACTA collaborative network of educators, researchers and research students based at Laval UniversityGoal: the efficient and thoughtful application of ICTs in learning environments by identifying socio-technical specifications that transform the experience of teaching and learning
RNS: A collaborative project between rural schools
RNS : GoalsEnrich the environment of small rural schools (less than 100 students) in the province of QuebecFocus on student learning and student successUse ICT to reduce teacher and student isolation (increasing interaction with peers)Link the school to the community
Design ResearchUniversity-school partnerships are at the basis of this innovation. Iterations of the research process. Changes included the teaching of the knowledge building principles (timing and feedback to teachers), the matching of classrooms, and the management of databases.Support and coordination by TACT team.
Knowledge Building Principles informing design research
Tools for networked collaborationA videoconferencing device (small use of bandwith, on teacher computer): VIAAn online written support for collaborative discourse:Knowledge Forum
Video available with students : http://www.eer.qc.ca/doc/2011/eer_ruralia.m4v
KF : Investigating important questions
Examples of applications of the KF: http://www.eer.qc.ca/contenu/exemples-dactivits-dapprentissage-dans-lr
RNS - Project ResultsKnowledge transfer: Publication of articles and transfer sessions with participants
Influence on the design of other projects, including KBIP
Transfer of responsibility to school boards with CEFRIO, a knowledge transfer organization
KBIP: Possibilities for international collaboration
Overview - KBIPPromotes collaborative learning environments across geographical, cultural and linguistic barriers. Investigate authentic problems of global importance (such as climate change) in a knowledge building process.Participation from several regions in the world, including Catalonia, Hong Kong, the USA, Quebec and Mexico.Based on school-university partnerships.
Best Practices: PROTICStudents learn in a 1-1 laptop environment.
Objective of the PROTIC programDescriptionHow participation in KBIP helps to achieve the objectives of PROTICEntrepreneurial cultureDeveloping entrepreneurial skills (motivation, team work etc.) to promote the development of active citizensStudents take ownership of research. They work in teams to deepen their understanding of research questions.Technological cultureYouth are active and experienced users of technologyStudents use videoconferencing, online forums and the internet.Language skillsOral and written communication in English and FrenchStudents present their findings at international meetings in English and French.Exposure to the worldCurriculum that introduces students to all aspects of society (social sciences, natural sciences, arts)Students collaborate with peers in other countries. They understand their research topics from various international perspectives.
Students Research Questions 1. How does the pH level in the water of the St. Lawrence River affect the biodiversity level in the area?2. Why are there more fish on the south shore of the St. Lawrence river in Quebec compared to the north shore?
Example of a students contribution on the KFExample of student note in KF with types of contribution highlighted ( inference, synthesis etc.)inferencesynthesis of learning
KBIP Project ResultsKnowledge Sharing: Presentation at CSCL in Hong Kong July 2011
Influence on the design of other projects, including Projet @ctif
Collaborative projects between emerging and established networks: Burkina-Faso-Quebec project
Research findingsCognitive and conversational analyses conducted by Turcotte, Hamel and Laferrire (2011) revealed that students who wrote better explanations on the Knowledge Forum scored higher on post-activity interviews even when they scored lower on the pre-activity interviews. Active use (1 hour a day) produced the greatest improvement of student explanation skills, and that confirmed teachers impressions and field observations.
Starting a Collaborative Projectwww.mangospring.com
Thank you!For more information, visit:
Remote Networked School Project (Lcole loigne en Rseau): eer.qc.ca - in French
Knowledge Building International Projectkbip.fse.ulaval.ca