Social annotation enabling collaboration for open learning
Social annotation enabling collaboration for open learning
复制标题
社交注释支持开放学习的协作
DOI：
10.31219/osf.io/bhd9q
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发表时间：
2019
影响因子：
7.3
通讯作者：
Jeremiah H. Kalir
中科院分区：
文献类型：
--
作者：
Jeremiah H. Kalir
抽象协作在概念上是开放教育的一个模糊方面。鉴于开放教育文献中对合作的讨论不一致，本文建议将合作定义为一种独特的开放教育实践并加以研究。计算机支持的协作学习学科的理论立场有助于将协作概念化为主体间意义形成的过程。然后，社交注释被呈现为一种学习技术流派，可以有效地实现小组协作和共享意义创造。在介绍了一个利用社会注解进行小组对话的开放学习项目后，对访谈和注解数据的分析详细说明了社会注解如何使三个群体层面的认知表达成为主体间的意义创造和作为一种开放的教育实践。结束性讨论考虑了文件的社会生活如何鼓励合作，为什么对认知表达的关注是阐明开放学习的有效手段，以及如何将合作作为一种开放的教育实践来扩展研究。
ABSTRACT Collaboration is a conceptually ambiguous aspect of open education. Given inconsistent discussion about collaboration in the open education literature, this article suggests collaboration be defined and studied as a distinct open educational practice. A theoretical stance from the discipline of computer-supported collaborative learning helps conceptualize collaboration as processes of intersubjective meaning-making. Social annotation is then presented as a genre of learning technology that can productively enable group collaboration and shared meaning-making. After introducing an open learning project utilizing social annotation for group dialogue, analysis of interview and annotation data details how social annotation enabled three group-level epistemic expressions delineating collaboration as intersubjective meaning-making and as an open educational practice. A summative discussion considers how the social life of documents encourages collaboration, why attention to epistemic expression is a productive means of articulating open learning, and how to extend the study of collaboration as an open educational practice.
网络协作对话设计：UnLMS 方法
影响因子：
2.5
作者：
Chen, Bodong
通讯作者：
Chen, Bodong