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Nussbaum Miguel, Alvarez Claudio & McFarlane Angela et al. (2009). « Technology as small group face-to-face Collaborative Scaffolding ». Computers & Education, vol. 52, n° 1, janvier, p. 147–153. ISSN 03601315. En ligne : <http://search.ebscohost ... 232&site=ehost-live>. 
Added by: RĂ©mi Thibert (23 Mar 2009 14:42:08 Europe/Paris)   Last edited by: RĂ©mi Thibert (30 Mar 2009 14:00:21 Europe/Paris)
Resource type: Journal Article
DOI: 10.1016/j.compedu.2008.07.005
ID no. (ISBN etc.): 03601315
BibTeX citation key: Nussbaum2009a
Categories: TICE
Keywords: apprentissage, TIC, travail collaboratif
Creators: Alvarez, Claro, Gomez, McFarlane, Nussbaum, Radovic
Collection: Computers & Education
Views: 669/2717
Views index: 35%
Popularity index: 8.75%
URLs     http://search.ebsc ... 32&site=ehost-live
Abstract     
Le numérique peut-il étayer l'apprentissage collaboratif ? L'apprentissage collaboratif ne va pas de soi, il y a nécessité d'apprendre aux élèves à collaborer. Quel peut être le rôle des TIC dans ce domaine ?

Résumé :
« There is a wealth of evidence that collaboration between learners can enhance the outcomes for all concerned. This supports the theorization of learning as a socio-cultural practice, framed by Vygotsky and developed by other researchers such as Rogoff, Lave and Wenger. However, there is also evidence that working collaboratively may not be a spontaneous response to working in a group, and that teaching learners how to collaborate, and in particular how to work together to negotiate meaning, is a necessary part of the process of learning collaboratively which can enhance outcomes further. A question for the computer supported collaborative learning community then arises as to whether learning to collaborate can be scaffolded through the use of digital tools, and what such tools might look like. This paper reports on the design of a digital system that aims to support the practice of face-to-face collaboration on open-ended tasks. Findings from trials of the system in classrooms in the {UK} and Chile show that the model is welcomed both by teachers and pupils, and met its objectives of ensuring greater interaction between class members who did not normally work together, and involvement of all individuals in discussion based activities. » {[Copyright} 2009 Elsevier]
Added by: RĂ©mi Thibert  Last edited by: RĂ©mi Thibert
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