[ { "key": "F8GTUR9W", "version": 1, "library": { "type": "group", "id": 20121, "name": "Social Pedagogies and Their Relevance to Liberal Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/social_pedagogies_and_their_relevance_to_liberal_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20121/items/F8GTUR9W", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/social_pedagogies_and_their_relevance_to_liberal_education/items/F8GTUR9W", "type": "text/html" } }, "meta": { "createdByUser": { "id": 270905, "username": "CharlieDann", "name": "Charlie Dann", "links": { "alternate": { "href": "https://www.zotero.org/charliedann", "type": "text/html" } } }, "creatorSummary": "Charbonneau-Gowdy", "parsedDate": "2009", "numChildren": 1 }, "data": { "key": "F8GTUR9W", "version": 1, "itemType": "journalArticle", "title": "Moving from Analogue to High Definition e-Tools to Support Empowering Social Learning Approaches", "creators": [ { "creatorType": "author", "firstName": "", "lastName": "Charbonneau-Gowdy" } ], "abstractNote": "Traditional educational and training settings have dictated that the act of learning is an activity that is motivated by learners, directed by a teacher expert and based on information transfer and data manipulation. In this scenario, it has been assumed that learners more or less acquire knowledge or develop sets of skills as a result of such activity. With this model in place, learning ends when the training activities cease--and implies that repeated doses of similar training are required over time. Various computer technologies, as they have been generally integrated into educational settings, have taken on the role as tools to support such a model. In some cases they are used to replace the teacher in these contexts although not without serious implications for learners and their learning it has been argued. During the last three decades, a growing movement in educational research, based on the theoretical support of Leon Vygtosky and Mikhail Bakhtin, is advocating that the traditional conceptualization of the learning process is misconceived. From the perspective of this movement, learning is understood as a life-long, social act of constructing knowledge in a dialogic activity with others. Within this model, social interaction is the precursor to higher order thinking rather than the reverse. The challenging question emerging for many educators is how new technologies can support knowledge and skill building in social constructivist-based learning settings. A corollary to this question arises: depending on the particular technology chosen, what are the implications for learning and identity construction? In this paper, we describe the Language Learning Through Conferencing project (LLTC) in which an affordable video-based web conferencing technology and desktop computers were used to conduct language learning sessions via the Internet. The project description, project content, and the experiences that took place over a sustained period, as well as the potential future for this approach to distance learning in a variety of fields are presented. The aim of the Language Learning Through Conferencing project (LLTC) has been to exploit a particular Web 2.0 technology to connect language learners internationally between Canada and new democracies in Central and Eastern Europe and more recently in the public sector in Canada. More specifically, the project was a means to respond to learners who faced challenges in finding opportunities for language learning both in Europe and in Canada. Outcomes from ongoing qualitative and quantitative findings gathered by the respective authors are indicating that these dialogic opportunities are also having a powerful influence on learners' professional, linguistic and personal identities as well as their views of technology and learning. (Contains 9 figures.)", "publicationTitle": "Electronic Journal of e-Learning", "publisher": "", "place": "", "date": "2009", "volume": "7", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "225-238", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "www.ejel.org/Volume-7/.../Charbonneau-Gowdy_and_Cechova.pdf", "accessDate": "2010-06-28T02:17:07Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-06-28T02:19:49Z", "dateModified": "2010-07-13T16:23:17Z" } }, { "key": "JIEK7NJ3", "version": 1, "library": { "type": "group", "id": 20121, "name": "Social Pedagogies and Their Relevance to Liberal Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/social_pedagogies_and_their_relevance_to_liberal_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20121/items/JIEK7NJ3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/social_pedagogies_and_their_relevance_to_liberal_education/items/JIEK7NJ3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 270905, "username": "CharlieDann", "name": "Charlie Dann", "links": { "alternate": { "href": "https://www.zotero.org/charliedann", "type": "text/html" } } }, "creatorSummary": "Woo et al.", "parsedDate": "2007", "numChildren": 1 }, "data": { "key": "JIEK7NJ3", "version": 1, "itemType": "journalArticle", "title": "Implementing Authentic Tasks in Web-Based Learning Environments", "creators": [ { "creatorType": "author", "firstName": "Youngshee", "lastName": "Woo" }, { "creatorType": "author", "firstName": "Jan", "lastName": "Herrington" }, { "creatorType": "author", "firstName": "Shirley", "lastName": "Agostinho" }, { "creatorType": "author", "firstName": "Thomas C.", "lastName": "Reeves" } ], "abstractNote": "The use of authentic tasks is derived from social constructivist principles of locating learning in the context of reality. Authentic tasks can foster learning transfer because collaboration among students not only helps them learn the concepts under discussion, but also exemplifies how these concepts are used in real-world contexts. To achieve a challenging authentic task, students must interact--sharing their thoughts, relating their ideas to past experiences, collaborating with their peers, actively constructing their own meaning, and incorporating the diverse perspectives of others. Social constructivists believe learning can be enhanced through these types of interaction. According to the theoretical principles of social constructivism, well-designed and well-operated courses focused on authentic activities should meet the expectations of meaningful interaction that contribute to student growth and learning. This article presents two Web-based learning case studies on using authentic tasks. The instructors who designed and managed these two courses offer several suggestions for implementation of authentic tasks in online courses. The information presented here pulls from an analysis of the transcripts of the discussion board postings and chat room exchanges in the two courses and on in-depth interviews with the two Australian instructors and with seven students who participated in the courses. (Contains 1 table and 31 endnotes.)", "publicationTitle": "Educause Quarterly", "publisher": "", "place": "", "date": "2007", "volume": "30", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "36-43", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ImplementingAuthenticTasksinWe/161831", "accessDate": "2010-06-28T02:29:02Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-06-28T02:29:02Z", "dateModified": "2010-07-13T16:19:01Z" } }, { "key": "6II532XN", "version": 1, "library": { "type": "group", "id": 20121, "name": "Social Pedagogies and Their Relevance to Liberal Education", "links": { "alternate": { "href": 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encounters with other\nparticipants. This paper assesses the learning effectiveness of students in HLE for two core MSIS\ncourses at DSU. In conclusion, the results attest to the viability of HLE. In-class and video\nconferencing students get to benefit from the virtual classroom setting (supporting web-site,\nasynchronous communication via electronic discussion board and email, and the opportunity to\nreview the recorded class), while Internet students get to benefit by reducing the anxiety and\nfeeling of isolation through the opportunity to feel and experience the classroom setting. 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"id": 270905, "username": "CharlieDann", "name": "Charlie Dann", "links": { "alternate": { "href": "https://www.zotero.org/charliedann", "type": "text/html" } } }, "creatorSummary": "Tan", "parsedDate": "2007", "numChildren": 0 }, "data": { "key": "BHE3TJJT", "version": 1, "itemType": "journalArticle", "title": "Problem-based learning pedagogies: psychological processes and enhancement of intelligences", "creators": [ { "creatorType": "author", "firstName": "Oon-Seng", "lastName": "Tan" } ], "abstractNote": "Education in this 21st century is concerned with developing intelligences. Problem solving in real-world contexts involves multiple ways of knowing and learning. Intelligence in the real world involves not only learning how to do things effectively but also more importantly the ability to deal with novelty and growing our capacity to adapt, select and shape our interactions with the environment. Knowledge in this new millennium is increasingly characterized by the creative integration of information and learning from diverse disciplines. Educators, policy makers and researchers need to be aware of new approaches of dealing with knowledge and information where problems can be used innovatively in pedagogies. Problem-based learning (PBL) is an inquiry-based pedagogy that is best rooted in sound understanding of the psychological processes of problem solving and the development of cognition. Whilst many educators support the need to develop multiple intelligences, few realize that one of the best ways to draw forth these intelligences is to understand the psychology of using real world problem scenarios and engaging inquiry. This paper addresses the state-of-the-art of PBL along three themes. The first is the psychology of cognition, metacognition, and self-regulation in problem-based pedagogies. The second is the idea of making thinking and mind visible through dialogue and inquiry. The third theme is the use of learning environments beyond the boundaries of the classroom to enhance problem-based thinking. Finally, the implications for educational innovation and practices are discussed.", "publicationTitle": "Educational Research for Policy and Practice", "publisher": "", "place": "", "date": "3/2007", "volume": "6", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "101-114", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Educ Res Policy Prac", "DOI": "10.1007/s10671-007-9014-1", "citationKey": "", "url": "http://www.springerlink.com/index/10.1007/s10671-007-9014-1", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1570-2081", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-07-09T13:39:38Z", "dateModified": "2010-07-09T13:39:38Z" } }, { "key": "SCRZ8MZJ", "version": 1, "library": { "type": "group", "id": 20121, "name": "Social Pedagogies and Their Relevance to Liberal Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/social_pedagogies_and_their_relevance_to_liberal_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20121/items/SCRZ8MZJ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/social_pedagogies_and_their_relevance_to_liberal_education/items/SCRZ8MZJ", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/20121/items/S7MG9IMX", "type": "application/json" } }, "meta": { "createdByUser": { "id": 270905, "username": "CharlieDann", "name": "Charlie Dann", "links": { "alternate": { "href": "https://www.zotero.org/charliedann", "type": "text/html" } } } }, "data": { "key": "SCRZ8MZJ", "version": 1, "parentItem": "S7MG9IMX", "itemType": "attachment", "linkMode": "imported_url", "title": "ERIC - Education Resources Information Center", "accessDate": "2010-06-28T01:26:59Z", "url": "http://www.eric.ed.gov/ERICWebPortal/search/recordDetails.jsp?searchtype=keyword&pageSize=10&ERICExtSearch_SearchValue_0=critical+thinking+collaboration+online+learning+college&eric_displayStartCount=1&ERICExtSearch_SearchType_0=kw&_pageLabel=RecordDetails&objectId=0900019b8036f447&accno=EJ817933&_nfls=false", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "recordDetails.html", "md5": null, "mtime": 2147483647, "tags": [], "relations": {}, "dateAdded": "2010-07-09T13:38:13Z", "dateModified": "2010-07-09T13:38:13Z" } }, { "key": "TTMTG7VP", "version": 1, "library": { "type": "group", "id": 20121, "name": "Social Pedagogies and Their Relevance to Liberal Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/social_pedagogies_and_their_relevance_to_liberal_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20121/items/TTMTG7VP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/social_pedagogies_and_their_relevance_to_liberal_education/items/TTMTG7VP", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/20121/items/S7MG9IMX", "type": "application/json" } }, "meta": { "createdByUser": { "id": 270905, "username": "CharlieDann", "name": "Charlie Dann", "links": { "alternate": { "href": "https://www.zotero.org/charliedann", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "TTMTG7VP", "version": 1, "parentItem": "S7MG9IMX", "itemType": "note", "note": "

This looks particularly informative and relevant.

", "tags": [], "relations": {}, "dateAdded": "2010-07-09T13:38:13Z", "dateModified": "2010-07-09T13:38:13Z" } }, { "key": "S7MG9IMX", "version": 1, "library": { "type": "group", "id": 20121, "name": "Social Pedagogies and Their Relevance to Liberal Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/social_pedagogies_and_their_relevance_to_liberal_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20121/items/S7MG9IMX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/social_pedagogies_and_their_relevance_to_liberal_education/items/S7MG9IMX", "type": "text/html" } }, "meta": { "createdByUser": { "id": 270905, "username": "CharlieDann", "name": "Charlie Dann", "links": { "alternate": { "href": "https://www.zotero.org/charliedann", "type": "text/html" } } }, "creatorSummary": "Jones and Cooke", "parsedDate": "2006-09", "numChildren": 2 }, "data": { "key": "S7MG9IMX", "version": 1, "itemType": "journalArticle", "title": "A Window into Learning: Case Studies of Online Group Communication and Collaboration", "creators": [ { "creatorType": "author", "firstName": "Richard E. J.", "lastName": "Jones" }, { "creatorType": "author", "firstName": "Louise", "lastName": "Cooke" } ], "abstractNote": "A brief narrative description of the journal article, document, or resource.\tThe two case studies presented explore the potential offered by in-depth qualitative analysis of students' online discussion to enhance our understanding of how students learn. Both cases are used to illustrate how the monitoring and moderation of online student group communication can open up a \"window into learning\", providing us with new insights into complex problem-solving and thinking processes. The cases offer examples of students' \"thinking aloud\" while problem-solving, showing how and why they arrived at particular outcomes and the underlying thought processes involved. It is argued that these insights into students' learning processes can in turn offer us the opportunity to adapt our own teaching practice in order to achieve a better pedagogical \"fit\" with the learning needs of our students; for example, through a more precise or more timely intervention. It is also suggested that looking through this \"window\" enables us to concentrate our assessment more closely on the \"process\" of task completion, rather than focusing solely on the end \"product\".\nAbstractor:\nSource of the abstract: ERIC or Author; prior to 2005, abstractor initials appeared at the end of the abstract.", "publicationTitle": "Research in Learning Technology", "publisher": "", "place": "", "date": "September 2006", "volume": "14", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "261-274", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://www.eric.ed.gov/ERICWebPortal/search/recordDetails.jsp?searchtype=keyword&pageSize=10&ERICExtSearch_SearchValue_0=critical+thinking+collaboration+online+learning+college&eric_displayStartCount=1&ERICExtSearch_SearchType_0=kw&_pageLabel=RecordDetails&objectId=0900019b8036f447&accno=EJ817933&_nfls=false", "accessDate": "2010-06-28T01:26:57Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-07-09T13:38:13Z", "dateModified": "2010-07-09T13:38:13Z" } }, { "key": "2Q3KN9SR", "version": 1, "library": { "type": "group", "id": 20121, "name": "Social Pedagogies and Their Relevance to Liberal Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/social_pedagogies_and_their_relevance_to_liberal_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20121/items/2Q3KN9SR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/social_pedagogies_and_their_relevance_to_liberal_education/items/2Q3KN9SR", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/20121/items/N4TQH226", "type": "application/json" } }, "meta": { "createdByUser": { "id": 270905, "username": "CharlieDann", "name": "Charlie Dann", "links": { "alternate": { "href": "https://www.zotero.org/charliedann", "type": "text/html" } } } }, "data": { "key": "2Q3KN9SR", "version": 1, "parentItem": "N4TQH226", "itemType": "attachment", "linkMode": "imported_url", "title": "EBSCOhost: Web 2.0 as a non-foundational network-centric learning space", "accessDate": "2010-07-09T13:30:49Z", "url": "http://web.ebscohost.com.proxy.ohiolink.edu:9099/ehost/detail?vid=3&hid=11&sid=03b4558c-32b2-4f77-8da2-bde9e2fc5d84%40sessionmgr14&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=32620661", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "detail.html", "md5": null, "mtime": 2147483647, "tags": [], "relations": {}, "dateAdded": "2010-07-09T13:37:13Z", "dateModified": "2010-07-09T13:37:13Z" } }, { "key": "N4TQH226", "version": 1, "library": { "type": "group", "id": 20121, "name": "Social Pedagogies and Their Relevance to Liberal Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/social_pedagogies_and_their_relevance_to_liberal_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20121/items/N4TQH226", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/social_pedagogies_and_their_relevance_to_liberal_education/items/N4TQH226", "type": "text/html" } }, "meta": { "createdByUser": { "id": 270905, "username": "CharlieDann", "name": "Charlie Dann", "links": { "alternate": { "href": "https://www.zotero.org/charliedann", "type": "text/html" } } }, "creatorSummary": "Eijkman", "parsedDate": "2008-03", "numChildren": 1 }, "data": { "key": "N4TQH226", "version": 1, "itemType": "journalArticle", "title": "Web 2.0 as a non-foundational network-centric learning space", "creators": [ { "creatorType": "author", "firstName": "Henk", "lastName": "Eijkman" } ], "abstractNote": "Purpose - This paper aims to initiate a timely discussion about the epistemological advantages of Web 2.0 as a non-foundational network-centric learning space in higher education. Design/methodology/approach - A philosophical analysis of the underpinning design principles of Web 2.0 social media and of conventional \"foundational\" and emergent \"non-foundational\" learning and which uses Wikipedia as a case study. Findings - For academics in higher education to take a more informed approach to the use of Web 2.0 in formal learning settings and begin to consider integrating Web 2.0's architecture of participation with a non-foundational architecture of learning, focused on acculturation into networks of practice. Practical implications - The paper argues that the continuing dominance and therefore likely application of conventional old paradigm foundational learning theory will work against the grain of, if not undermine, the powerful affordances Web 2.0 social media provides for learning focused on social interaction and collaborative knowledge construction. The paper puts the case for non-foundational learning and draws attention to the importance of aligning Web 2.0's architecture of participation with a non-foundational architecture of acculturation as the latter is better epistemologically placed to more fully realise the potential of Web 2.0 to position students on trajectories of acculturation into their new networks of practice. Originality/value - This paper exposes the epistemological dilemma Web 2.0's participatory culture poses for academics wedded to conventional ideas about the nature of knowledge and learning as is, for instance, clearly evidenced by their sceptical disposition towards or outright rejection of, Wikipedia.", "publicationTitle": "Campus -- Wide Information Systems", "publisher": "", "place": "", "date": "March 2008", "volume": "Vol. 25", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "93-104", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://journals.ohiolink.edu/ejc/article.cgi?issn=10650741&issue=v25i0002&article=93_w2aannls&search_term=%28volkey%3D%2810650741%2325%2393%232%29%29", "accessDate": "2010-07-09T13:30:47Z", "PMID": "", "PMCID": "", "ISSN": "10650741", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", 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