Technique used in collaborative learning that proposes dividing the academic material in as many sections as the number of group members. All groups learn the same topic but, inside the groups, each member learns their assigned section, making him an “expert” on his “piece of the puzzle” or knowledge section. Later, the members of diverse groups that have researched the same topic meet in the so called “expert groups” to discuss their findings, obtain new knowledge and then, return to their original group to share and teach this topic to the rest of the group.
Published in Chapter:
Applying a Teaching Strategy to Create a Collaborative Educational Mode
Nidia J. Moncallo (Universidad Nacional Experimental Politécnica, Venezuela), Pilar Herrero (Universidad Politécnica de Madrid, Spain), and Luis Joyanes (Universidad Pontificia de Salamanca, Spain)
Copyright: © 2009
|Pages: 7
DOI: 10.4018/978-1-60566-026-4.ch034
Abstract
The evolution of ICT and the influence over educational areas has been very significant in recent years, changing conception of learning environments, communications and interactions forms, and educational material. Researchers, like Buzon and Barragán (2004), have expressed the need to create new learning (online)-environments that allow teaching and learning without the time and space restrictions of residential courses, and ensures continual (virtual) communication between students and professors, or the need to find new material courses, learning strategies that allow the efficient use of new systems and educational resources emerged from technical advances (Wai-Chung and Li, 2007; Weert, 2006). On the other hand, among the conclusions reached at the Second Virtual Congress, “Education through Internet and Internet in Education” (2004), was the need for all technological research to take into account the pedagogical, economic, and social aspects, so that a coherent integration between technology and education can be achieved. Nevertheless, it is still difficult to incorporate the use of tools like chat, electronic mail, text editors, and forums, in other activities that involve no more than the simple exchange of information; this limits their potential and benefits. According to Friendals and Pauls (2005), the majority of Professors still depend on well-established, primitive teaching aids, like, for example, chalk and board. Their analysis revealed that the need for teaching aids in classrooms, which include educational integrative mini-applications, should be one of teaching’s main priorities. Based on these criteria, that is, the need to effectively incorporate ICTs to make changes in the educational field, this research has focused in submitting a proposal of a collaborative teaching strategy, empirical education collaborative teaching strategy, shortening EE-Col, like first link to develop later on, a collaborative educational model. EE–CoL’s validation will enable to lay down the basis for the design of an exclusive model in distributed environments where the generated learning elements are interoperable and reusable, using shared and coordinated resources.