Computer Supported Collaborative Learning CSCL

The aim of this study is to assess the usage of blogs for education purposes by the students enrolled in a Linguistics course at postgraduate level at University of Sargodha. The study encompassed a total of 50 participants, selected randomly from a total population of 150 students. Over the course of a semester, these students were assigned various blog-related tasks and encouraged to engage in discussions concerning their responses. The topics covered in the lectures included second language learning, multilingualism, research methods and sociolinguistics. Towards the conclusion of the term, a survey questionnaire comprising 16 questions regarding blog utilization and its impact on their learning was administered. The study is quantitative in nature and the data was collected through questionnaire. The responses were collected on a Likert scale. The data was processed on SPSS for statistical analysis. The study's outcomes indicated that leveraging the blog platform supported students in self-guided learning, fostered a deeper understanding of diverse perspectives, facilitated improved self-expression compared to traditional classroom settings, and enhanced comprehension of linguistic topics.

Background: Teaching in medical education often alternates between explicit instruction and inquiry-based learning, yet their optimal sequencing for high-element-interactivity content as a function of prior knowledge remains unclear. Aims: This study investigated whether sequencing explicit instruction before inquiry, or inquiry before explicit instruction, differentially affects learning of pharmacology concepts with high element interactivity. Sample: Participants were 211 undergraduate prehospital care students. Method: In a randomised design, students were assigned to either explicit instruction before inquiry or inquiry before explicit instruction. Prior knowledge was measured via a pre-test and included as a continuous variable. Post-test performance was analysed using ANCOVA. All participants completed an identical clinical simulation. Results: The main effect of prior knowledge was non-significant, whereas the main effect of instructional sequence was significant, indicating that students in the explicit instruction before inquiry condition outperformed those in the inquiry before explicit instruction condition on the post-test. A significant interaction between instructional sequence and prior knowledge was also found. For students with lower prior knowledge, explicit instruction before inquiry led to higher performance. For students with higher prior knowledge, the reverse sequence was more effective. Conclusions: Findings are consistent with cognitive load theory and the expertise reversal effect. Explicit instruction before inquiry benefited learners with lower prior knowledge, whereas the reverse sequence was more effective for those with higher prior knowledge. Aligning instructional sequence with prior knowledge may optimise conceptual learning in complex domains such as medical education.

This chapter’s goal is to examine the experiences and perceptions of undergraduate students using a 3D Virtual Learning Environment. After creating a 3D didactic constructivist virtual environment, student conversations were observed for collaborative elements. Findings revealed that five forms of collaboration amplified the learning process and indeed occured within the virtual learning environments. Results further suggested that the 3D VLE project, though limited in time and scope, successfully created a community of learners.

This paper examines how a classroom culture developsadvanced strategies and procedures for handling complexdigital tools. We report from a vocational Mediaand Communication course at an Upper SecondarySchool in Oslo, Norway. Our analysis reveals how aprocedure called practical assignments has developedhistorically at the school, and how this procedure iscarried out in the classroom. Theoretically, our studyis informed by Activity Theory, which affords us toolsto analyze how social institutions and learning trajectoriesevolve over time, and how longitudinal dimensionsemerge in situ. Our findings show how teachers andlearners create a space for solving context-specific problemsinvolving sophisticated technology. A historicalanalysis is here crucial not only in understanding whydigital technologies are used in specific ways, but alsohow they evolve into classroom conventions.

Different classifications of Wiki editor have been proposed. However, so far there has been no mapping between user classes based on their contributions and their motivations, which can be useful to design persuasive functions in wiki systems to increase participation. In this study, we attempt to bridge this gap by developing a customized MediaWiki system, used by 10 senior undergraduate students for their coursework. The participants were classified into three editors' classes and mapped to their motivation factors, using the system data and the results from the exit questionnaire.

The present study focuses on comparing the impact of role assignment and cross-age peer tutors on students' level of knowledge construction in 15 asynchronous discussion groups of nine students each in a first-year university course (N ¼ 135). Content analysis was applied to analyse the level of knowledge construction in students' online postings. The results indicated that students in the tutor-supported discussions reached significantly higher levels of knowledge construction as compared to students in the role-supported group. These findings underline the value of regulation by cross-age peer tutors to foster freshmen's knowledge construction processes.

This article examines the impact of the introduction of roles and the added value of self‐assessment on students' level of knowledge construction in online asynchronous discussions in a first‐year university course in instructional sciences. Students' postings in 20 discussion groups were used as the research data for this study. All messages, submitted during the 12‐week discussion period and comprising four discussion themes of 3 weeks each, were analysed. Repeated‐measures multilevel modeling was adopted to analyse the data from the content analysis. The results point at a significant positive impact of assigning roles to students. However, this positive impact depends on the moment of the introduction of the roles. Higher levels of social knowledge construction were found in discussion groups where roles were introduced right at the start of the discussions and faded out towards the end. The results further indicate that self‐assessment has no significant added value.

We investigate how the integration of visual agent-based programming and computationally augmented physical structures can support curricular integration across STEM domains for elementary grade students. We introduce ViMAP-Tangible, a socio-technically distributed computational learning environment, which integrates ultrasonic sensors with the ViMAP visual programming language using a distributed computation infrastructure. In this paper, we report a study in which 3rd and 4th grade students used ViMAP-Tangible to engage in collaborative design-based activities in order to invent "drawing machines'' for generating geometric shapes. The curricular activities integrate engineering practices such as user-centered design, mathematical reasoning about multiplication, rates and fractions, and physical science concepts central to learning Newtonian mechanics. We identify the key affordances of the learning environment and our pedagogical approach in terms of the relationship ...

One of the objectives of online learning systems is to support new learners in order to minimise failure problems and to increase training success. The availability of assistance and guidance can improve cognitive and behavioural levels of learners. This task is dedicated to a human actor, who is “the tutor”. In existing tutoring systems, learner is assigned to one and only one human tutor. The latter can found some problems when the type of required assistance of his learner doesn’t belong to his skills. In addition, the absence of the tutor during a long time for technical or professional reasons is another problem. To overcome these limitations, we study the collaboration among tutors to carry out the task of learner's monitoring that will enable tutors to meet all the needs of learners seeking assistance. In this case, we face a new research field, which is “CSCTT: Computer-Supported Collaborative TuToring”. In CSCTT, tutors are organized into small groups randomly or accord...

espanolResumen: En este trabajo se exploran los procesos de construccion compartida del conocimiento desarrollados por pequenos grupos de estudiantes en un entorno tecnologico de comunicacion asincrona. Se realizo un estudio cualitativo de casos multiples en donde participaron tres grupos de estudiantes universitarios que cursaban una licenciatura en linea. El procedimiento de analisis consistio en identificar cadenas socio-cognitivas dentro de la interaccion asincrona de los estudiantes y en caracterizarlas de acuerdo con cuatro fases de construccion del conocimiento: i) esclarecimiento/organizacion de la tarea, ii) sintesis y acuerdos finales, iii) elaboracion de significados/propuestas, y iv) intercambio de informacion/ideas iniciales. Los resultados revelaron que los grupos de estudiantes prestan mayor interes a la organizacion de la tarea y al intercambio de informacion y, en detrimento, hay menos elaboracion de significados propios sobre la tarea. Asimismo, se identificaron cu...

In this paper, the use of YouTube© as an academic tool by lecturers in four Information Systems (IS) departments in South Africa was investigated. Using engaging and entertaining learning tools and techniques inside the classroom has become imperative in order to ensure, amongst others, engagement and motivation for the scholars of today. In this paper, the use of YouTube© by Information Systems lecturers in South Africa is explored for use in the classroom. The findings of our survey indicated that most of the lecturers do use YouTube, but mostly as passive participants. Only one-third of the lecturers indicated that they use online videos in their classes, although two-thirds thought it is a good idea. The research done for this paper opens up a number of new research areas that can be explored.

One socio-economic and environmental challenge facing the leaders of tomorrow is how Green Information Technology can be applied effectively by organisations to contribute to the global green revolution. The author teaches 1500 undergraduate students yearly about Green Information Technology to influence awareness positively in terms of efficient ways that computer resources can be used. In order to facilitate this process, the author supplemented the theory component with a practical assignment leveraging a number of interactive learning tools, including: social networking, on-line collaboration, and 3-D programming. These tools can be classified as one of the components of social computing. Social computing is seen as the convergence of information technology with social behaviour, and the resulting interactions. The tools used include: Alice©, Facebook©, and pbWiki©. The students were tasked with creating an animation using Alice© teaching people about Green Information Technolog...

Using engaging and entertaining learning tools and techniques inside and outside the classroom has become imperative in order to ensure, amongst others, subject-matter retention for the scholars of today. These technologies are not restricted to enriching course content alone and can also stimulate and encourage students to participate in collaborative learning processes. In this paper, the use of Google Sites© is described to encourage collaborative learning.. The research findings are supported with outcomes from student ...

The complexity of language learning may be expanded to learning the languages belonging to the same language family, for example, Slavic languages. This paper reports on the reflection-on action research aimed at the increase of learners’ multicultural competence and enhancement of critical thinking at the interdisciplinary, blended course of Slavic languages and cultures. The course organized in modules is implemented in Moodle. Course content is designed by the teacher; however, Slavic languages are presented by native speakers of these languages. Learners have an opportunity to get familiar with Slavic languages, history, and culture from the presenters’ perspective, what generally results in the increase of learners’ multicultural competence and enhancement of critical thinking. Learning experience is intensified through reflective learner logs, which serve as a knowledge-sharing medium and cognitive learning.

This study explores the characteristics and distribution of the feedback provided by the participants (a teacher and her students) in an activity organized inside a collaborative online learning environment. We analyse 853 submissions made by two groups of graduate students and their teacher (N1= 629 & N2=224) involved in the collaborative development of a rubric for evaluating teaching skills using the Knowledge Forum platform. The results show that the feedback is distributed among participants (a teacher and her students), although there are important differences in the way in which this distribution occurs. The results also show that both the teacher and some of the students are able to provide verification and elaboration feedback on the learning content, the academic task at hand, and social participation. This feedback is useful for processes of knowledge construction, though significant differences are observed in the ways in which it is provided. Finally, the results show t...

Recientemente han surgido varias líneas de investigación que tratan de optimizar los procesos de aprendizaje que utilizan foros digitales. Estos trabajos ponen el énfasis en proporcionar información a los participantes -en tiempo real- sobre su propia actividad en el foro con el fin de ayudarlos a mejorar los procesos de colaboración y los resultados de aprendizaje. En este trabajo, desde un marco constructivista sociocultural y, en particular, el concepto de influencia educativa distribuida exploramos el grado en que distintos tipos de información sobre la influencia educativa que ejercen los participantes en un foro digital les ayudan a orientar su participación y a mejorar sus procesos colaborativos en línea. Presentamos un estudio de caso con 33 estudiantes universitarios de postgrado que participan en siete foros sucesivos. Los resultados sugieren que la información derivada del análisis de contenido de las contribuciones es más útil para potenciar la mejora de los procesos col...

Nous présentons dans cet article des travaux pédagogiques se situant dans le domaine de l'interactivité expressive en maternelle et dans le domaine de la composition musicale assistée par ordinateur en primaire. L'objectif de la pédagogie de l'interactivité expressive est de préparer les enfants au jeu instrumental, à l'improvisation, à la composition et au jeu de musique de chambre. Les objectifs de la pédagogie de la composition assistée par ordinateur sont d'une part l'écoute et l'analyse musicale, et d'autre part l'utilisation de l'ordinateur comme outil de création. Enfin, en conjuguant nos propres expériences avec d'autres se déroulant en France et poursuivant d'autres objectifs, nous proposons l'idée de monter des parcours musicaux avec les instruments actuels et reposant sur un réseau de compétences.

The purpose of this study was to conduct an ecological study of a self-contained classroom of 8-, 9-, and 10-year-olds in order to: (1) define various techniques through which students offer help to and receive help from peers; (2) identify the types of situations under which these different types of peer helping relationships are likely to occur; and (3) determine correlations between type and frequency of helping behavior and sociometric status, attitude toward school, and achievement. Students were found to vary widely in their ability to work with peers. However, results indicate that engaging in peer helping relationships does seem to have some positive effects in relation to school attitude, peer acceptance, and. self -esteem. (Author/HMV)

L'objectiu principal d'aquest treball és presentar la Guia sobre aprenentatge cooperatiu elaborada per la Xarxa d'Innovació Docent sobre l'Aprenentatge Cooperatiu (XIDAC) durant el curs 2012-2013, a més a més d'altres activitats portades a terme per aquesta xarxa. El projecte «Millora de la qualitat docent mitjançant aprenentatge cooperatiu en una perspectiva interdisciplinària» (2010MQD00017) és una ajuda per a la millora de la qualitat docent de les universitats públiques catalanes (MQD) que va ser atorgada per l'Agència de Gestió d'Ajuts Universitaris i de Recerca l'any 2011. Sota el marc definit en aquesta ajuda, de durada biennal, s'han dut a terme diferents accions centrades sempre a potenciar i afavorir l'ús de l'aprenentatge cooperatiu (AC) entre el professorat de la Universitat de Girona. Entre aquestes, la XIDAC va realitzar una enquesta per poder extreure una radiografia de l'estat de l'aprenentatge cooperatiu a la Universitat de Girona que orientés l'elaboració d'una guia sobre aquest tema. Malgrat que es van obtenir poques respostes, el 77,55 % dels professors que van contestar l'enquesta utilitzaven l'AC. Dintre del qüestionari, a la pregunta 20, sobre la utilització d'una guia de treball cooperatiu en el cas que existís, el 79,6 % afirmaven que la utilitzarien, el 10,2 % afirmaven que no la utilitzarien i el 5,1 % no contestaven. Aquests dos fets són els antecedents principals que emmarquen el desenvolupament de la Guia sobre aprenentatge cooperatiu que es presentarà en aquest treball.

Despite our changed view of learning, necessitated by recent scientific research, Socrates' pedagogical use of learning technology remains relevant. The Greek philosopher improvised an informal sketch in the sand to structure an interactive, engaging learning experience. Why didn't Socrates prepare his points before class, using the PowerPoint of his day: a chisel and block of stone? A few possible reasons come to mind. First, his hand-drawn sketch was likely more expressive of the key concepts Socrates wished to communicate than a neat, chiseled presentation would have been. Second, an informal sketch might have invited the participation of his student in active reasoning more effectively than a more formal, fixed diagram would have. Third, the act of drawing, gesturing, and speaking in close synchrony let Socrates focus his student's attention on the meaning of the diagram he was preparing. Fourth, by asking probing questions, Socrates learned much about his student's existing state of knowledge, letting him adapt his instruction to his student's needs. This example highlights why today's classroom teachers might prefer Tablet PCs with their constellation of affordances, and the right software, over desktop or laptop computers. Compared to typing, ink can express important ideas more vividly. For example, handwrit-

Wireless and mobile devices are beginning to offer stunning new technical capabilities for collaborative learning. Yet, researchers in this field must recognize the importance of complementing these technical advances with improved understanding of the patterns of classroom activity that most need support. Our approach is to create conceptual tools that help us think and talk about technology-supported collaborative learning. A particularly powerful tool, we have found, is Collaborative Design Patterns, which capture common learning situations and tradeoffs in written form.

Physical and cognitive rehabilitation based on natural interaction and VR has been on our horizon for several years, and we have been conducting experimentation towards that goal through several exploratory research initiatives.This article addresses some aspects of the state-of-the-art of VR in healthcare and well-being, with opportunities in the domain of rehabilitation based on natural interaction and VR being analyzed and put in perspective with the SmartAL ecosystem roadmap.info:eu-repo/semantics/publishedVersio

The convergence of telecommunications and information technology has accelerated the application of mobile technology in various areas of society, including the field of learning. M-learning (mobile learning) is only one kind of the application of mobile technology in education and training that is now being popularized, applied and available in the market place. As an institution that promotes modern education and training in the Ministry of TransportationRepublic of Indonesia, ATKP (Akademi Teknik dan Keselamatan Penerbangan) Surabaya anticipated the change of learning technology. To meet this challenge, ATKP hasstarted to implement m-learning and its integration with other learning system. As a result, ATKP is now able to provide the technology, establish the rules and policy, help develop human resource, as well as provide benchmarking services. Up to this date, ATKP has achieved and implemented a whole new idea in learning, especially in utilizing information and communication technology in mobile learning, as shown by their staff as well as the cadets. It is recognized that the ATKP future development is largely determined by the efforts related to the growing awareness in the academic community in optimizing new learning resources that have been constructed.

School visits to art museums are a vital aspect of art education and cultural participation. In this paper we present a CSCL concept designed to encourage students to observe closely and reflect on art works in art museums. The concept is based on a multilevel perspective on learning in art museums. It is implemented by means of a multi-touch tabletop and a video tool with functions enabling students to collaborate on processing digital reproductions of art works in small groups during a collaborative visual design task.

This paper presents a recent whole-school study of Critical Action Learning, a form of sustained critical inquiry for K-12 classroom communities. Through partnerships in North America, Europe, and Asia, we pursue a deeper understanding of how Critical Action Learning occurs in classrooms and how it influences students, teachers, schools and communities. This paper presents a study of a school located in Bangalore, India, in which teachers and school leaders worked to adopt Critical Action Learning in numerous classrooms. We report on teacher knowledge and practice, features of curriculum, and the growth of the school community.

As educators and technologists we have various views on what may constitute a useful mobile learning application, but this is typically from a teacher's perspective. In this paper, we review some mobile learning applications developed by some postgraduate students, who were free to explore their own ideas about mobile learning. Reviewing the range of applications developed, and the mix of implementation technologies chosen, demonstrates that these learners' perspectives go beyond simplistic categorizations of mobile technologies and associated learning applications. Rather, they use a blend of technologies and pedagogical approaches to meet the requirements of each learning context.

A wiki, namely, Wikispaces is a component of Web 2.0 technology tools. It is utilised as a peer editing platform for students in correcting errors made by them in their essay writing. The purpose of this article is to find out how the affordances of Wikispaces encourage collaborative learning and knowledge management in correcting errors in L2 students" essays. The experience of using Wikispaces throughout the peer editing context and its affordances are described extensively based on three perspectives: pedagogical, social and technological. Data was obtained from online-writing records (students" essays), field notes, questionnaire, reflective research diary, and feedback form. The qualitative data are analysed thematically and then triangulated. In terms of pedagogical affordances, Wikispaces supports dual applications of pedagogical approaches (teaching and learning). In relation to social affordances, Wikispaces promotes a variety of interactions (peer-peer and students-teacher interactions) and the dynamics of the activities involved (individual, group and whole-class work) provide a safe and comfortable environment for social interaction and add possibility for asynchronous communications to happen through discussion forums and personal messaging. With respect to the technological affordances, it is a free, user-friendly, and easily accessible web-based tool provided via the Internet. Wikispaces secures backups as well as supports flexible learning environment with the presence of two features: page reverting and autosave. This study implicates the needs to consider the three mentioned affordances of wikis (pedagogical, social and technological) as a platform for teaching and learning.

The use of mobile technologies such as Smartphone, Tablet are becoming more pervasive in our daily lives. Obviously, it should also be used and integrated to support learning seamlessly. But not all learning environments can be used with all these devices. In some cases, special libraries are needed (e.g. flash not available on iPad, Mac OS X) or a permanent internet connection to a learning-platform is necessary. This publication proposes a new way in math education using the standard format PDF with completely auto-generated tasks for seamless learning and presents new learning scenarios for collaborations. On the one hand a new information system will be described and on the other hand use cases are carried out to establish individual learning. It can be concluded that individual math training is an important step to foster future education.

This study investigated whether design guidelines for computer-based learning can be applied to computer-based testing (CBT). 22 students completed a CBT-exam with half of the questions presented in a split-screen format and half in an integrated format. Results show that students attended to all information in the integrated format while ignoring information in the split-format. Interestingly, they worked more efficiently in the split-format. A content analysis of the ignored information revealed that it was mostly not directly relevant to answering the questions and thus unnecessarily taxed students' mental effort. Consequences of these findings on CBT-design are discussed. Use of advanced technologies for education is increasing. In the Netherlands, for example, students take centrally organized examinations at the end of high school using technologies which incorporate different media (e.g., video, sound, animation). This creates an ecologically valid test-setting closer to the acquired knowledge and skills strived for than paper-based testing (e.g., in Fine-Arts education). However, not much is known about how to design such tests. Cognitive Load Theory provides guidelines for designing computer-based learning environments such that they can be processed by students (in working memory; WM) without exceeding available cognitive capacity while allowing for germane learning activities (i.e., managing mental effort). One guideline is that information should be presented in a spatially integrated way, sparing students unnecessary search, and thus freeing up WM-capacity for learning (i.e., split-attention effect;. This study investigated whether this guideline also facilitates CBT.

Abstract Contemporary real-world problems require
creative solutions, necessitating the preparation of a new
generation of creative experts capable of finding original
solutions to ill-structured problems. Although much
school-based training in creativity focuses on discrete
skills, real-world creativity results from a multidimensional
interaction between and among personal attributes, specific
processes, internal or external Press for invention, and a
valued Product. All of these are often set into action by an
individual’s Passion to create something new. Creative
experts also tend to see creativity and problem-solving as
deeply intertwined, especially when solving ill-structured
problems. Students must experience all of these elements,
including the emotional catalyst, if they are to understand
the full creative process. Problem-based learning (PBL)
can be used to immerse students in authentic scenarios that
necessitate creative thought. An alignment is drawn between
creativity theory and the inquiry-based structure of
PBL. Evidence is provided documenting the efficacy of
using PBL to promote various dimensions of creative
thought from discrete strategies to more general characteristics
of ‘‘flow’’. Evidence is also presented that PBL can
be a tool in a reconceptualization of giftedness or talent by
allowing teachers to see a more complete set of skills and
abilities among their students.

In this paper we present a case study of collaborative diagram drawing involving 36 students in Computer Science. Their task was to collaboratively draw a Use Case Diagram about the scenarios provided at the begin of the experiment. As students of a Software Engineering course, they had a general knowledge of such type of diagrams and related terminology, but they were not experts and had not real and practical experiences in diagram drawing. The tools used were a synchronous collaborative drawing tool integrated with a chat tool to support communication among the participants. Moreover, the experiment has been structured following the 'think, pair, share' method. The analysis of the collaboration process outlines a twofold result: first, a significant equal participation of all the students and second, an implicit and recurrent self-regulatory behavior employed by the students to create and refine the diagram and to reach agreement about the final result.

Critical Transnational Pedagogy is grounded in a Freirean approach to education that prioritises symmetrical power relations in the pursuit of social justice. This research examines how this pedagogy is enacted through Collaborative Transnational Teaching, in which educators in different countries collaboratively create and deliver courses to students across borders. Using three case studies of transnational media and communication courses between Ecuador-Argentina, Nigeria-Pakistan, and New Zealand-China, this research argues that Collaborative Transnational Teaching enables a Critical Transnational Pedagogy by centring symmetrical power relations; supporting collaboration between educators; focusing on local needs with global impacts; and prioritising intercultural competence and understanding.

This study explores Critical Transition Design Practice to unmask, challenge and shift culturally held beliefs about design practice and mental health. Critical Design and Transition Design Practice both draw attention to the ways in which the design industry affirms, rather than transitions the status quo. Critical Theory offers insight into this, explaining how culturally held beliefs, used to guide design decision-making, can be mistaken as naturally held beliefs and as such go unchallenged. By placing Critical Theory at the heart of Critical Transition Design Practice, design practitioners and participants can expose the historical, cultural construction of their own beliefs and the role their own understandings play in affirming or changing given situations. Furthermore, Critical Transition Design, utilises an Ethic of Care to step change how ‘care’ is understood. ‘Care’ is understood as an alternative innate, historically devalued human disposition. This framing of ‘care’ foregrounds how we have a moral responsibility to each other and therefore a moral responsibility to expose the historical and cultural construction of beliefs that can unknowingly reinforce established power differences or reproduce inequalities. Prominent in the public consciousness, one could believe that mental health is understood more than ever but Critical Theory unmasks the dominant forms of oppression present in constructing beliefs about mental health. Whilst there are some studies that explore the navigation of beliefs in the design of mental health services, there is limited knowledge about employing Critical Transition Design Practice, anchored in an Ethic of Care to shift oppressive mental health beliefs. This study addresses the gap.

Critical Realism is adopted as the research paradigm. Fundamental to this paradigm is the assumption of an objective reality, acknowledging that human beings are often unable to fully understand or witness this reality. Critical Participatory Action Research forms the methodological approach, which enables the researcher to canvas experiences of participants involved in the research. This eight-year study draws from evidence gathered from the researcher, students, volunteers and directors of a Mental Health Recovery College. The findings detail how a designer unknowingly mistakes culturally held beliefs for naturally held beliefs, limiting their practice to affirmative change making. Despite beginning as affirmative design, the findings highlight that design’s distinct culture, of making, doing and the abductive modes of reasoning offer promise to make non-affirmative change. This promise comes when attention is shifted from the external world of products and services to the internal world of attitudes and beliefs. The contribution of this research is significant to those who are interested in how design practice anchored in an Ethic of Care might be utilised to challenge culturally held beliefs and transition towards non-affirmative change.

This study explores the characteristics and distribution of the feedback provided by the participants (a teacher and her students) in an activity organized inside a collaborative online learning environment. We analyse 853 submissions made by two groups of graduate students and their teacher (N1= 629 & N2=224) involved in the collaborative development of a rubric for evaluating teaching skills using the Knowledge Forum platform. The results show that the feedback is distributed among participants (a teacher and her students), although there are important differences in the way in which this distribution occurs. The results also show that both the teacher and some of the students are able to provide verification and elaboration feedback on the learning content, the academic task at hand, and social participation. This feedback is useful for processes of knowledge construction, though significant differences are observed in the ways in which it is provided. Finally, the results show t...

Este artículo examina cómo los principios de la teoría de la selección natural de Darwin pueden inspirar un modelo innovador de aprendizaje basado en juegos (LEARNGames). A través de simulaciones inmersivas y el uso creativo de LEGO, se promueve un enfoque de pull learning impulsado por la curiosidad, la experimentación y la autorregulación de la acción. Los LEARNGames generan entornos adaptativos en los que los aprendices desarrollan comportamientos emprendedores caracterizados por iniciativa propia, proactividad y superación de barreras.
Experimentos realizados en diferentes contextos —incluidos proyectos internacionales y experiencias en Stellenbosch— muestran cómo estos entornos favorecen la adquisición de competencias emprendedoras y sociales mediante comunidades de aprendizaje. Los resultados sugieren que integrar la perspectiva darwiniana de adaptación con metodologías lúdicas y colaborativas ofrece un marco pedagógico eficaz para preparar a los estudiantes ante la complejidad y la incertidumbre contemporáneas.

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