协作学习框架,促进积极的学习文化

K. Willey, A. Gardner
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引用次数: 29

摘要

工程师经常需要对超出传统学科界限的决策做出关键性的判断。这就要求专业工程师进行持续的学习。这种学习大多是非正式的,是在工作中从同事那里学到的。因此,为了让学生为专业实践做好准备,他们需要有机会去体验、实践、反思和提高他们在协作学习环境中的工作能力。虽然很少有人会说协作学习的好处,但这些好处不是自动产生的。需要深思熟虑的设计,包括脚手架来激励所需的方法和行为。在本文中,我们报告了几项调查成功的协作学习活动的组成部分的研究结果。我们发现,旨在促进学习文化的评估框架,而不是专注于通过一系列评估,在吸引学生方面是有效的,形成性活动允许学生专注于学习,如果活动包括学习的变化和确认任务,那么从协作活动中学习就会得到改善。利用这些研究的结果,我们开发了两个框架来描述协作学习活动的要素。在本文中,我们报告调查这些框架的能力,以开发一个有效的和综合的学习经验,为学生。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Collaborative learning frameworks to promote a positive learning culture
Engineers are often required to make critical judgments involving decisions that extend beyond traditional discipline boundaries. This requires professional engineers to undertake ongoing learning. Much of this learning is informal, learnt on the job from peers. Hence, to prepare students for professional practice they require opportunities to experience, practise, reflect and improve their ability to work in collaborative learning environments. While few would argue the benefits of collaborative learning these benefits are not automatic. Thoughtful design including scaffolding to motivate desired approaches and behavior is required. In this paper we report the results of several studies investigating the components of successful collaborative learning activities. We found that assessment scaffolding directed at promoting a culture of learning rather than a focus on passing a series of assessments was effective in engaging students, that formative activities allowed students to focus on learning and that learning from collaborative activities improved if the activities included variation for learning and a confirmation task. Using the results of these studies we developed two frameworks characterizing the elements of collaborative learning activities. In this paper we report investigating the capacity of these frameworks to develop an effective and integrated learning experience for students.
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