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Collaborative projects using networked technologies

Collaborative projects using networked technologies. Kesi Walters, TACT, Université Laval. About TACT @ Laval University Project examples: Remote Networked School Project Knowledge Building International Project Research findings Starting points for organizing a collaborative project.

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Collaborative projects using networked technologies

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  1. Collaborative projects using networked technologies Kesi Walters, TACT, Université Laval

  2. About TACT @ Laval University • Project examples: • Remote Networked School Project • Knowledge Building International Project • Research findings • Starting points for organizing a collaborative project Overview

  3. A collaborative network of educators, researchers and research students based at Laval University • Goal: the efficient and thoughtful application of ICTs in learning environments by identifying socio-technical specifications that transform the experience of teaching and learning About TACT

  4. RNS: A collaborative project between rural schools

  5. Enrich the environment of small rural schools (less than 100 students) in the province of Quebec • Focus on student learning and student success • Use ICT to reduce teacher and student isolation (increasing interaction with peers) • Link the school to the community RNS : Goals

  6. University-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. Design Research

  7. Knowledge Building Principles – informing design research

  8. Tools for networked collaboration • A videoconferencing device (small use of bandwith, on teacher computer): • VIA • An online written support for collaborative discourse: • Knowledge Forum

  9. Video available with students : http://www.eer.qc.ca/doc/2011/eer_ruralia.m4v Videoconference

  10. Examples of applications of the KF: http://www.eer.qc.ca/contenu/exemples-dactivités-dapprentissage-dans-léér KF : Investigating important questions

  11. Progressive discourse

  12. Knowledge 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 RNS - Project Results

  13. KBIP: Possibilities for international collaboration

  14. Promotes 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. Overview - KBIP

  15. Best Practices: PROTIC • Students learn in a 1-1 laptop environment.

  16. Objective of the PROTIC program Description How participation in KBIP helps to achieve the objectives of PROTIC Entrepreneurial culture Developing entrepreneurial skills (motivation, team work etc.) to promote the development of active citizens Students take ownership of research. They work in teams to deepen their understanding of research questions. Technological culture Youth are active and experienced users of technology Students use videoconferencing, online forums and the internet. Language skills Oral and written communication in English and French Students present their findings at international meetings in English and French. Exposure to the world Curriculum 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.

  17. 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?

  18. Example of a student’s contribution on the KF Example of student note in KF with types of contribution highlighted ( inference, synthesis etc.) inference synthesis of learning

  19. http://kbip.fse.ulaval.ca

  20. Knowledge Sharing: Presentation at CSCL in Hong Kong – July 2011 • Influence on the design of other projects, including Projet @ctif • Publications KBIP Project Results

  21. Collaborative projects between emerging and established networks: Burkina-Faso-Quebec project

  22. Cognitive and conversational analyses conducted by Turcotte, Hamel and Laferrière (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. Research findings

  23. Starting a Collaborative Project www.mangospring.com

  24. For more information, visit: • Remote Networked School Project (L’École Éloignée en Réseau): eer.qc.ca - in French • Knowledge Building International Project • kbip.fse.ulaval.ca • Contact: kesi.walters@fse.ulaval.ca Thank you!

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