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Created with Fabric.js 1.4.5 Issue s Students have difficulties to engage in truly collaborative processes (Dillenbourg y Hong, 2008; Kobbe et al., 2007)Collaborative scripts to enhance effective interactions for social knowledge construction (Dillenbourg & Tchounikine, 2007)Overscripting: highly structured scripts impact negatively in collaborative processes and student satisfaction (Dillenbourg, 2002) Optimal distance between collaborative scripts and spontaneous processes of students (ZPD, Vygotsky, 1978) (Fisher, Kollar, Stegmann & Wecker, 2013)Distributed Educational Influence DEI (Coll, Bustos, Engel, de Gispert & Rochera, 2013) Essential Ideas establishing characteristics of taskrequest for precisions of the characteristics of taskformulation of precisions of the characteristics of task formulation rules of participation, evaluation of the rules of participation, proposal to review the rules of participation contrubuting fo personal meanings, identification of topics or subjetcts, critical evaluation, request of precisions or explanations, identification or correction of misconceptions or misundertandings, contribution of synthesis or summaires Aims of the study Research Design management of social participation management of academic task management of meanings realted to content learning Three dimensions of DEI Future lines of action Final remarks · Content analysis· Contrast this case with others about the impact of self-script· Study the influence of scripts in learning outcomes· Explore other forms of scaffolding collaboration This study is part of a thesis in devolpment Case study in natural situationSemester course 2013-2014 / Interuniversity Master of Educational Psychology (MIPE)34 students in 6 small groups7 fortnightly sessions face to face and online activities in Moodle covering all relevant organizational and operational aspects to conduct a truly collaborative work and the activity of resolving the case with a high level of efficiency and utilization · Self-assessment of students is generally satisfactory· Groups with detailed guidelines used lesser their scripts than groups with general guidelines· Detailed guidelines helped groups to internalize actions for a good collaborative work · Groups with detailed guidelines rated better their own performance· All scripts were placed at an optimal distance of spontaneous collaborative processes, avoiding overscripting· Satisfaction with collaborative work improve with the development of the instructional process· All groups considered have acquired skills related to learning to collaborate and work together to learn Teaching instruction: students groups had to design their own scriptsconsidering the three dimensions of the Distributed Educional Influence Online activities:· Individual summary work about readings [wiki]· small group case analysis [wiki, forum and small group chat] Face to face activities· discussion about mandatory readings· small group evaluation about resolution of the case during the fortnight· teacher presentation about the following mandatory readings Design an psycho pedagogical intervention plan:i) define strategies to get informationii) hypothesizeiii) establish specific proposals for action Scripts and Distributed Educational Influence Horacio Vidosa Department of Developmental and Educational Psychology · Faculty of Psychology · University of Barcelona horaciovidosa@ub.edu Further understanding of the effect of collaborative scripts in group learning processesAnalyze the optimum degree of coercion on students, avoiding the risk of overscripting Scripts: a set of instructions regarding to how the group members should interact, how they should collaborate and how they should solve the problem (Dillenbourg, 2002) 3 groups with general guidelines 3 groups with detailed guidelines Analysis Valuation of the usefulness of scripts - Utility of collaborative self-scripts considering aspects of DEI- Satisfaction with final product delivered to teacher- Satisfaction whit group organization and functioningduring and at the end of the process- Satisfaction with learning outcomes Individual and group questionnaires Results double click to changethis text! Drag a cornerto scale proportionally. Satisfaction with final product delivered to teacher Utility of self-scripts considering aspects of DEI Satisfaction with learning outcomes Satisfaction with group organization and functioningduring and at the end of the learning process Nada Mucho Poco Bibliografia....
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