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Design And Development Of A Wiki Based Collaborative Process Writing Pedagogy
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Book Synopsis Design And Development Of A Wiki-based Collaborative Process Writing Pedagogy: Putting Technological, Pedagogical, And Content Knowledge (Tpack) In Action by : Xuanxi Li
Download or read book Design And Development Of A Wiki-based Collaborative Process Writing Pedagogy: Putting Technological, Pedagogical, And Content Knowledge (Tpack) In Action written by Xuanxi Li and published by World Scientific. This book was released on 2022-01-05 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an example of the capitalization of computer and wiki technology to support collaborative writing among Mainland Chinese upper primary school students. It presents the results of a study showing the application of the Design-Based Research (DBR) methodology to design a Wiki-based Collaborative Process Writing Pedagogy (WCPWP) to help students with their writing in the Chinese context. The WCPWP is designed and developed based on social constructivist theory and the social view of writing process theory, as well as in consideration of the Technological, Pedagogical, and Content Knowledge (TPACK) framework.Primarily aimed at researchers and practitioners in the fields of collaborative learning, TPACK, and Chinese writing, as well as Chinese language educators, this book will also deepen primary educators' understanding of the links among technology, pedagogy and content, and guide educators in the integration of social media, as well as the design of effective matching pedagogic strategies, in their teaching of writing.
Book Synopsis Experimenting with a Wiki-Based Collaborative Process Writing Pedagogy for Teaching and Learning of Chinese Writing Among Upper Primary School Students in China by : Xuanxi Li
Download or read book Experimenting with a Wiki-Based Collaborative Process Writing Pedagogy for Teaching and Learning of Chinese Writing Among Upper Primary School Students in China written by Xuanxi Li and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Experimenting With a Wiki-based Collaborative Process Writing Pedagogy for Teaching and Learning of Chinese Writing Among Upper Primary School Students in China" by Xuanxi, Li, 李绚兮, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: This research mainly aims to design a Wiki-based Collaborative Process Writing Pedagogy (WCPWP) to help Mainland Chinese upper primary school students with their writing. A wiki-based learning environment (www.joyouswriting.com) named Joyous Writing Club (JWC) was designed and developed by the researcher using MediaWiki software. This study was conducted in a primary school in Shenzhen, Mainland China. This research applied Design-based Research (DBR) methodology, and included three iterative research phases which lasted for over one and a half years (three semesters). Through the cyclical process of design-based research, the design for WCPWP was modified and refined during the three phases. Quantitative and qualitative methods as well as methodological triangulation were used for data collection (Hussein, 2009). Instrumentations included online wiki documents (group writing); course feedback questionnaire; writing ability (composition) pre- and posttest; writing attitude pre- and posttest; observations; interviews; open-ended questions for teacher's questionnaire. At the beginning of the study, a rudimentary conceptual framework of WCPWP was put forward to guide the initial teaching and learning of writing in the first research phase. The WCPWP framework is proposed based on Constructivist Learning Theory (Piaget, 1967; Vygotsky, 1978; Hewett, 2009), and Social View of Writing Process Theory (Faigley, 1986; Tompkins, 2008). The initial design of WCPWP was guided by principles for exploring virtual collaborative writing (Hewett, Robidoux, & Remley, 2010) which provides a broad framework for the research design and links the general learning theory to the specific domain of learning in this study. Besides, the Systems Approach Model of Dick and Carey (1996) is used to support the instructional design in this study. Furthermore, the Alessi and Trollip's (2001) model for software design and development was used to design a wiki-based virtual learning environment. The first and second research phases involved the same Chinese language teacher participant and student participants in the same class. Both of the two phases mainly aimed to improve the design of WCPWP by investigating students' collaborative writing processes, students' and teacher's perceptions and attitudes towards WCPWP, the change on students' writing attitudes. The results in each phase showed both effective and ineffective aspects of WCPWP, which became the starting points of pedagogical (WCPWP) improvement in the next research phase. The third research phase mainly aimed to investigate the effects of improved WCPWP on students' personal writing ability and attitudes towards writing compared that of Traditional Individual Product-oriented Writing Pedagogy (TIPWP). Besides, students' writing process on wiki, students' and teacher's perception and attitudes towards WCPWP were also explored. Based on the results in this research phase, an elaborate conceptual framework of WCPWP was put forward. The results showed that the Chinese language teachers and most students had positive attitudes and perceptions towards WCPWP. They perceived that WCPWP had positive influence on improving students' writing ability, writing attitudes, collaboration, reading and oral expression. They were also interested in using WCPWP in their fut
Book Synopsis Using Wikis for Online Collaboration by : James A. West
Download or read book Using Wikis for Online Collaboration written by James A. West and published by John Wiley & Sons. This book was released on 2008-11-24 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can online instructors and course designers' instruction harness the popular Web 2.0 tool, the wiki, for successful collaboration and learning outcomes? This book focuses on using wikis in the active learning processes that are the hallmark of collaborative learning and constructivism. It provides both the pedagogical background and practical guidelines, tools, and processes for accomplishing these goals with special emphasis on wikis and other collaborative design tools. This book supports the effective design and delivery of online courses through the integration of collaborative writing and design activities.
Download or read book Wiki Writing written by Matthew Barton and published by University of Michigan Press. This book was released on 2009-12-10 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: When most people think of wikis, the first---and usually the only---thing that comes to mind is Wikipedia. The editors of Wiki Writing: Collaborative Learning in the College Classroom, Robert E. Cummings and Matt Barton, have assembled a collection of essays that challenges this common misconception, providing an engaging and helpful array of perspectives on the many pressing theoretical and practical issues that wikis raise. Written in an engaging and accessible manner that will appeal to specialists and novices alike, Wiki Writing draws on a wealth of practical classroom experiences with wikis to offer a series of richly detailed and concrete suggestions to help educators realize the potential of these new writing environments. Robert E. Cummings began work at Columbus State University in August 2006 as Assistant Professor of English and Director of First-Year Composition. Currently he also serves as the Writing Specialist for CSU's Quality Enhancement Plan, assisting teachers across campus in their efforts to maximize student writing in their curriculum. He recently concluded a three-year research study with the Inter/National Coalition for Electronic Portfolio Research and continues to research in the fields of computers and writing, writing across the curriculum, writing in the disciplines, and curricular reform in higher education. Matt Barton is Assistant Professor, St. Cloud State University, Department of English-Rhetoric and Applied Writing Program. His research interests are rhetoric, new media, and computers and writing. He is the author of Dungeons and Desktops: A History of Computer Role-Playing Games and has published in the journals Text and Technology, Computers and Composition, Game Studies, and Kairos. He is currently serving as Associate Editor of Kairosnews and Managing Editor of Armchair Arcade. "Wiki Writing will quickly become the standard resource for using wikis in the classroom." ---Jim Kalmbach, Illinois State University digitalculturebooks is an imprint of the University of Michigan Press and the Scholarly Publishing Office of the University of Michigan Library dedicated to publishing innovative and accessible work exploring new media and their impact on society, culture, and scholarly communication. Visit the website at www.digitalculture.org.
Book Synopsis Geography Of Technology Transfer In China: A Glocal Network Approach by : Chengliang Liu
Download or read book Geography Of Technology Transfer In China: A Glocal Network Approach written by Chengliang Liu and published by World Scientific. This book was released on 2023-12-06 with total page 551 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technology transfer studies are usually framed through Economics and Management Sciences, but this volume Geography of Technology Transfer in China seeks to reveal the mechanism of technology transfer from the geographical perspective. It not only depicts the spatial evolution laws of glocal technology transfer networks, but also uses regression models to uncover the two-way effects between the networks and innovative capacity. In addition, this book highlights the integration and interaction of networks on both the global and local scales. A theoretical framework on glocal networks of technology transfer is established based on a series of economic geography bases in order to depict the spatial differences and coupling mechanism among multi-scaled networks in China.This book consists of 5 parts and 10 chapters, which illustrate the background, theoretical basis, spatial evolution, dual-way influences, and policy implications of technology transfer in China, presenting a clear structure both theoretically and empirically. The book begins with the 'what', 'why', and 'how' questions behind geographical studies on technology transfer to clarify the purpose of the book and its differentiation from present technology transfer studies. Thereafter, it discusses the 'holy trinity' framework of glocal technology transfer networks consisting of cultural, territorial, and networked subsystems. To this end, the spatial evolution of the technology transfer is highlighted through soical network analysis, which aims at depicting the geographical rules of China's technology transfer networks at global, domestic, and regional scales. Based on these discoveries, the next part of the book further analyzes, through a series of regression models such as ERGM and NBRM, the kinds of determinants which have influenced the network size and how the network has in turn affected local innovation capacity . Lastly, the policy implications connect the findings of empirical studies with the operability of the national innovation system. On the whole, this book extensively covers the theoretical, empirical, and practical applications of the geography of technology transfer in China.
Book Synopsis Achieving Greater Educational Impact Through Data Intelligence: Practice, Challenges And Expectations Of Education by : Bian Wu
Download or read book Achieving Greater Educational Impact Through Data Intelligence: Practice, Challenges And Expectations Of Education written by Bian Wu and published by World Scientific. This book was released on 2021-11-24 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: What is data intelligence? How can data intelligence influence education system systematically? The paradigm shift of scientific research implies a coming age of data-driven educational research and practice. This book presents research and practice of data intelligence in education from three levels: (i) educational governance, (ii) teaching practice, and (iii) student learning. Each chapter gives an analysis of fundamental knowledge, key themes, the state-of-the-art technologies and education application cases. This interdisciplinary book is essential reading for anyone interested in applying big data technology in education and for different stakeholders including education administrators, teachers, students, and researchers to broaden their minds to wisely use educational data to solve complex problems in the education field.
Book Synopsis 21st Century Skills Development Through Inquiry-Based Learning by : Samuel Kai Wah Chu
Download or read book 21st Century Skills Development Through Inquiry-Based Learning written by Samuel Kai Wah Chu and published by Springer. This book was released on 2016-09-21 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents innovative instructional interventions designed to support inquiry project-based learning as an approach to equip students with 21st century skills. Instructional techniques include collaborative team-based teaching, social constructivist game design and game play, and productive uses of social media such as wikis and other online communication affordances. The book will be of interest to researchers seeking a summary of recent empirical studies in the inquiry project-based learning domain that employ new technologies as constructive media for student synthesis and creation. The book also bridges the gap between empirical works and a range of national- and international-level educational standards frameworks such as the P21, the OECD framework, AASL Standards for the 21st Century Learner, and the Common Core State Standards in the US. Of particular interest to education practitioners, the book offers detailed descriptions of inquiry project-based learning interventions that can be directly reproduced in today's schools. Further, the book provides research-driven guidelines for the evaluation of student inquiry project-based learning. Lastly, it offers education policymakers insight into establishing anchors and spaces for applying inquiry project-based learning opportunities for youth today in the context of existing and current education reform efforts. The aim of this book is to support education leaders', practitioners' and researchers' efforts in advancing inspiring and motivating student learning through transformative social constructivist inquiry-based knowledge-building with information technologies. We propose that preparing students with inquiry mindsets and dispositions can promote greater agency, critical thinking and resourcefulness, qualities needed for addressing the complex societal challenges they may face.
Book Synopsis Handbook of Research on the Societal Impact of Digital Media by : Guzzetti, Barbara
Download or read book Handbook of Research on the Societal Impact of Digital Media written by Guzzetti, Barbara and published by IGI Global. This book was released on 2015-08-27 with total page 823 pages. Available in PDF, EPUB and Kindle. Book excerpt: The evolution of digital media has enhanced global perspectives in all facets of communication, greatly increasing the range, scope, and accessibility of shared information. Due to the tremendously broad-reaching influence of digital media, its impact on learning, behavior, and social interaction has become a widely discussed topic of study, synthesizing the research of academic scholars, community educators, and developers of civic programs. The Handbook of Research on the Societal Impact of Digital Media is an authoritative reference source for recent developments in the dynamic field of digital media. This timely publication provides an overview of technological developments in digital media and their myriad applications to literacy, education, and social settings. With its extensive coverage of issues related to digital media use, this handbook is an essential aid for students, instructors, school administrators, and education policymakers who hope to increase and optimize classroom incorporation of digital media. This innovative publication features current empirical studies and theoretical frameworks addressing a variety of topics including chapters on instant messaging, podcasts, video sharing, cell phone and tablet applications, e-discussion lists, e-zines, e-books, e-textiles, virtual worlds, social networking, cyberbullying, and the ethical issues associated with these new technologies.
Book Synopsis New Directions in Technology for Writing Instruction by : Gonca Yangın-Ekşi
Download or read book New Directions in Technology for Writing Instruction written by Gonca Yangın-Ekşi and published by Springer Nature. This book was released on 2023-01-01 with total page 393 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book responds to the changes and needs of English Language Learning by offering insight into online writing pedagogical platforms and atmospheres. Language learning enriched with technology, web tools and applications have become a necessary ingredient in language education internationally. This volume provides an in-depth understanding of writing practices that are responsive to the challenges for teaching and learning writing in local and global contexts of education. It also provides succinct knowledge at the intersection of technology with teaching, learning, and research. The chapters herein creatively take advantage of the affordances of digital platforms and further critiques their limitations. The book also delineates knowledge on concepts, theories, and innovative approaches to digital writing in the field of teaching and learning English. The chapters focus on reviews and provide guidance on the practical use of Web 2.0 and multimedia tools as well as presenting research on technology integration in writing classes.
Book Synopsis Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning by : Zou, Bin
Download or read book Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning written by Zou, Bin and published by IGI Global. This book was released on 2019-12-06 with total page 454 pages. Available in PDF, EPUB and Kindle. Book excerpt: The pace at which technology changes has created unique challenges in the integration of such technologies into language teaching and learning. Innovative pedagogies and strategies must be developed that adapt to these changes and accommodate future technological changes. Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning is an essential research publication that focuses on technological influences on language education and applications of technology in language learning courses including foreign and second language learning. Featuring an array of topics such as artificial intelligence, teacher preparation, and distance learning, this book is ideal for teachers, language instructors, IT specialists, instructional designers, curriculum developers, researchers, education professionals, academicians, administrators, practitioners, and students.
Book Synopsis Hybrid Learning by : Simon K.S. Cheung
Download or read book Hybrid Learning written by Simon K.S. Cheung and published by Springer. This book was released on 2012-07-16 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book constitutes the refereed proceedings of the 5th International Conference on Hybrid Learning, ICHL 2012, held in Guangzhou, China, in August 2012. The 32 contributions presented in this volume were carefully reviewed and selected from numerous submissions. In addition two keynote talks are included in this book. The topics covered are computer supported collaborative learning, experiences in hybrid learning, electronic learning, pedagogical and psychological issues, hybrid learning systems, and organizational frameworks for hybrid learning.
Book Synopsis Infusing IB Philosophy and Pedagogy into Chinese Language Teaching by : Mark S. K. Shum
Download or read book Infusing IB Philosophy and Pedagogy into Chinese Language Teaching written by Mark S. K. Shum and published by John Catt. This book was released on 2015-10-30 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book not only examines what IB philosophy is, it also explores the relationship between IB philosophy and Chinese language and culture and introduces a lot of useful and creative teaching pedagogies and methodologies. Most importantly, this book fills the gap of implementing IB philosophy and pedagogy into Chinese language teaching.
Book Synopsis Collaborative Learning and Writing by : Kathleen M. Hunzer
Download or read book Collaborative Learning and Writing written by Kathleen M. Hunzer and published by McFarland. This book was released on 2014-01-10 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although most writing instructors know the benefits of collaborative learning and writing in college writing classes, many remain unsure how to implement collaborative techniques successfully in the classroom. This collection provides a diversity of voices that address the "how tos" of collaborative learning and writing by addressing key concerns about the process. Fresh essays consider the importance of collaborative work and peer review, the best ways to select groups in classes, integration of collaborative learning techniques into electronic environments, whether group learning and writing are appropriate for all writing classes, and ways special populations can benefit from collaborative activities. Despite its challenges, collaborative learning can prove remarkably effective and this study provides the advice to make it work smoothly and successfully.
Book Synopsis Collaborative Creativity Processes in a Wiki by : ̌ Manoli Pifarr
Download or read book Collaborative Creativity Processes in a Wiki written by ̌ Manoli Pifarr and published by . This book was released on 2014 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper explores how wiki may be used to support secondary education students' collaborative creativity processes and how such interaction can promote critical and creativity thinking. A science case-based project in which 81 secondary students participated was designed, implemented and evaluated. Students worked in the science wiki project during two weeks. We scaffold students to be collaboratively engaged in purposeful critical and creative discourse in order to solve collectively science challenges and construct meaning about topics related to environmental challenges. Through the analyses of students' contributions in the wiki we have characterized collaborative creativity processes in science inquiry that includes performance (processes to develop a novel way of approaching and understanding the problem) and collaboration (peer collaboration, dialogue). The significance of the paper relays on the operationalization of the collaborative creativity processes in the wiki within four overarching learning to learn together skills, which are: distributed leadership, mutual engagement, peer evaluation and group reflection. Our findings showed that the wiki environment afforded the development of an effective and creative online collaborative learning community. In student's wiki contributions, the four learning to learn together skills took place. However, not all the groups displayed the four learning together skills during their collaboration in the wiki and there were differences among groups in relation to the presence and proportion of these skills. We discuss the contribution of these four learning to learn together skills for the collaborative creativity processes and the relation of the presence of the above mentioned skills with the level of creativity showed in the collaborative writing product students produced in the wiki project. Besides, the paper discusses a series of issues that instructors should consider when wikis are incorporated into teaching and learning for creativity. We claim that embedded scaffolds to help students to argue and reason creatively in their contributions in the wiki environment are needed. [For the complete proceedings, see ED557311.].
Book Synopsis Collaborative Writing Playbook by : Joe Moses
Download or read book Collaborative Writing Playbook written by Joe Moses and published by Parlor Press LLC. This book was released on 2021-02-27 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Collaborative Writing Playbook: An Instructor’s Guide to Designing Writing Projects for Student Teams supports writing across the curriculum by helping instructors overcome a key obstacle to assigning writing: the workload. The Playbook is for instructors who would assign more writing in their courses if they could create meaningful assignments that complement course goals. The Playbook is for instructors who would assign collaborative writing if they could account for individual contributions to collaboratively written content and use assessment criteria consistent with course learning objectives. Instructors can overcome the workload obstacles by identifying five learning objectives that writing and course content have in common: discipline-specific objectives for critical thinking, research, synthesis, genre/structure, and editing/peer review. By aligning writing objectives with course learning objectives, instructors can design writing projects, tasks, and peer review roles that support rather than distract from course content. Including collaborative writing throughout a course makes meaningful collaboration much easier to achieve than making collaboration a temporary activity, which can disrupt everyone’s productivity. Joe Moses and Jason Tham present ideas for small and large activities that help instructors introduce collaboration at a pace that makes sense for them and sustains meaningful learning throughout a course. Designed to support instructors who want to include writing-to-learn opportunities for their students, COLLABORATIVE WRITING PLAYBOOK has several unique features: • Practical tools for planning and promoting productive teamwork. • Roles for collaborative writing teammates that complement course-specific learning objectives. • Structured activities designed specifically to support teammate interdependence and accountability. • Templates for team charters, team planning, goal setting, and task coordination. • A versatile, five-part structure—defined by instructors according to their preferences—for designing and evaluating team projects.
Book Synopsis Collaborative Writing in L2 Classrooms by : Neomy Storch
Download or read book Collaborative Writing in L2 Classrooms written by Neomy Storch and published by Multilingual Matters. This book was released on 2013-07-04 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode. The book discusses factors that may impact on the nature and outcomes of collaborative writing, and examines the beliefs about language learning that underpin learners' and teachers' attitudes towards pair and group work. The book critically reviews the available body of research on collaborative writing and identifies future research directions, thereby encouraging researchers to continue investigating collaborative writing activities.
Book Synopsis Assessing Writing to Support Learning by : Sandra Murphy
Download or read book Assessing Writing to Support Learning written by Sandra Murphy and published by Taylor & Francis. This book was released on 2022-11-08 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, authors Murphy and O’Neill propose a new way forward, moving away from high-stakes, test-based writing assessment and the curriculum it generates and toward an approach to assessment that centers on student learning and success. Reviewing the landscape of writing assessment and existing research-based theories on writing, the authors demonstrate how a test-based approach to accountability and current practices have undermined effective teaching and learning of writing. This book bridges the gap between real-world writing that takes place in schools, college, and careers and the writing that students are asked to do in standardized writing assessments to offer a new ecological approach to writing assessment. Murphy and O’Neill’s new way forward turns accountability inside out to help teachers understand the role of formative assessments and assessment as inquiry. It also brings the outside in, by bridging the gap between authentic writing and writing assessment. Through these two strands, readers learn how assessment systems can be restructured to become better aligned with contemporary understandings of writing and with best practices in teaching. With examples of assessments from elementary school through college, chapters include guidance on designing assessments to address multiple kinds of writing, integrate reading with writing, and incorporate digital technology and multimodality. Emphasizing the central role that teachers play in systemic reform, the authors offer sample assessments developed with intensive teacher involvement that support learning and provide information for the evaluation of programs and schools. This book is an essential resource for graduate students, instructors, scholars and policymakers in writing assessment, composition, and English education.
