Or co-op co-op technique for collaborative learning. Each work group freely chooses the topics to be divided into subtopics. These subtopics will be assigned to, and developed by, each member. Later, each member will impart the knowledge acquired to the rest of the colleagues, so that at the end, each group presents their work globally.
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.