A Learning Proposal Based on a Project and Collaborative Work: An Online Course Experience
Keywords:
Training, virtual education, project-based learning, collaborative learning, activity theory.Abstract
One of the basic necessities for education in the future is to prepare learners to participate in a computer network, since in the information society knowledge is the most critical resource for social and economic development. This paper addresses how project-based learning was designed and implemented in a course on computer science at the National University of Central Argentina. The objective of the course was to engage students in the production of projects that were authentic, meaningful, and intended for future teaching and professional use. Two types of interaction have been considered in computer-mediated learning: individual interaction (interaction with the content), and social or interpersonal interaction. This paper describes the course design, provides an overview of the processes involved in developing the project-based learning activities, and reports the responses of students to the course.
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References
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Leont´ev, A. N. (1978). Activity, consciousness and personality. Englewood Cliffs, NJ: Prentice Hall.
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Moallem, M. (2003). An interactive online course: A collaborative design model. Educational Technology: Research and Development, 51 (4), 85-103.
Moore, M. (1990). Contemporary issues in American distance education. Oxford: Pergamon Press-BPCC Wheatons.
Nardi, B. (Ed.). (1996). Context and consciousness: Activity theory and human-computer interaction. Cambridge, MA: MIT Press.
Olea, J. y Ponsoda, V. (1998). Evaluación Informatizada en contextos de aprendizaje. En C. Vizcarro y J. A. León (Eds.), Nuevas Tecnologías para el aprendizaje (pp. 161-175). Madrid: Pirámide.
Peal, D. y Wilson B. (2001). Activity theory and web-based training. En B. Khan (Ed.), Web-based training (pp. 147-153). Englewood Cliffs NJ: Educational Technology Publications.
Reigeluth, C. (2000), La teoría elaborativa: Orientación para la toma de decisiones sobre el alcance y la secuenciación. En C. Reigeluth (Ed.), Diseño de la instrucción. Teorías y modelos (pp. 449-479). Madrid: Aula XXI Santillana.
Ronteltap F. y Eurelings A. (2002). Activity and interaction of students in an electronic learning environment for problem-based learning. Distance Education, 23 (1), 11-22.
Salmon, G. (2004). E-moderating in higher education. En C. Howard, K. Schenk y R. Discenza (Eds.), Distance learning and university effectiveness: Changing educational paradigms for online learning (pp. 55-78). Hershey, PA: Information Science Publishing.
Schank, R., Berman, T. y Macpherson, K. A. (2000). Aprender a través de la práctica. En C. Reigeluth (Ed.), Diseño de la instrucción. Teorías y modelos (pp. 173-192). Madrid: Aula XXI Santillana.
Tam, M. (2000). Constructivism, instructional design, and technology: Implications for transforming distance learning. Educational Technology & Society, 3 (2), 50-60.
Tolmie, A. y Boyle, J. (2000). Factors influencing the success of computer mediated communication (CMC) environments in university teaching: A review and case study. Computers & Education, 34, 110-140.
Vygotsky, L. (2000). El desarrollo de los procesos psicológicos superiores. Buenos Aires: Biblioteca de Bolsillo (Trabajo original publicado en 1978).
http://www.ascusc.org/jcmc/vol3/issue3/anderson.html.
Applefield, J. M., Huber, R. y Moallem, M. (2001). Constructivism in theory and practice: Toward a better understanding. The High School Journal, 84 (2), 35-53.
Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., Bransford, J. D. y The Cognition and Technology Group at Vanderbilt. (1998). Doing with understanding: Lessons from research on problem- and project-based learning. The Journal of the Learning Sciences, 7 (3-4), 271-311.
Bennett, S. (2004). Supporting collaborative project teams: Using computer-based technologies. En T. Roberts (Ed), Online collaborative learning: Theory and practice (pp. 1-27). Hershey, PA: Idea Group Publishing.
Berge, Z., Collins, M. y Dougherty, K. (2000). Design guidelines for web-based courses. En B. Abbey (Ed.), Instructional and cognitive impacts of web-based education (pp. 32-40). Hershey, PA: Idea Group Publishing.
Chen, Y.-J. (2001). Dimensions of transactional distance in the World Wide Web learning environment: a factor analysis. British Journal of Educational Technology, 32 (4), 459-470.
Collins, A. (1997). El potencial de las tecnologías de la información para la educación. En C. Vizcarro y J. A. León (Eds.), Nuevas tecnologías para el aprendizaje (pp. 29-51). Madrid: Pirámide.
DeLacey, B. J. y Leonard D. A. (2002). Case study on technology and distance in education at the Harvard Business School. Educational Technology & Society, 5 (2), 13-28.
Grabinger, S. y Dunlap, J. (1996). Links. En P. Kommers, S. Grabinger y J, Dunlap (Eds.), Hypermedia learning environments (Instructional design and integration) (pp. 89-114). New Jersey: Lawrence Erlbaum Associates.
Hamada, T. y Scout, K. (2000). A collaborative learning model. The Journal of Electronic Publishing, 6 (1). Consultado el 1 de noviembre de 2004 en:
http://www.press.umich.edu/jep/06-01/hamada.html
Ingram, A. y Hathorn L. (2004). Methods for analyzing collaboration in online communications. En T. Roberts (Ed), Online collaborative learning: Theory and practice (pp. 215-241). Hershey, PA: Idea Group Publishing.
Jonassen, D. H. (1997), Instructional design models for well-structure and Ill-structure problem. Solving learning outcomes. Educational Technology: Research and Development, 45 (1), 65-95.
Jonassen, D. y Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology: Research and Development, 47 (1), 61-79.
Jonassen, D. (2000). El diseño de entornos constructivistas de aprendizaje. En C. Reigeluth (Eds), Diseño de la instrucción. Teorías y modelos (pp. 225-249). Madrid: Aula XXI Santillana.
Leont´ev, A. N. (1978). Activity, consciousness and personality. Englewood Cliffs, NJ: Prentice Hall.
Mayer, R. E. (2000). Diseño educativo para un aprendizaje constructivista. En C. Reigeluth (Ed.), Diseño de la instrucción. Teorías y modelos (pp. 154-171). Madrid: Aula XXI Santillana.
Moallem, M. (2003). An interactive online course: A collaborative design model. Educational Technology: Research and Development, 51 (4), 85-103.
Moore, M. (1990). Contemporary issues in American distance education. Oxford: Pergamon Press-BPCC Wheatons.
Nardi, B. (Ed.). (1996). Context and consciousness: Activity theory and human-computer interaction. Cambridge, MA: MIT Press.
Olea, J. y Ponsoda, V. (1998). Evaluación Informatizada en contextos de aprendizaje. En C. Vizcarro y J. A. León (Eds.), Nuevas Tecnologías para el aprendizaje (pp. 161-175). Madrid: Pirámide.
Peal, D. y Wilson B. (2001). Activity theory and web-based training. En B. Khan (Ed.), Web-based training (pp. 147-153). Englewood Cliffs NJ: Educational Technology Publications.
Reigeluth, C. (2000), La teoría elaborativa: Orientación para la toma de decisiones sobre el alcance y la secuenciación. En C. Reigeluth (Ed.), Diseño de la instrucción. Teorías y modelos (pp. 449-479). Madrid: Aula XXI Santillana.
Ronteltap F. y Eurelings A. (2002). Activity and interaction of students in an electronic learning environment for problem-based learning. Distance Education, 23 (1), 11-22.
Salmon, G. (2004). E-moderating in higher education. En C. Howard, K. Schenk y R. Discenza (Eds.), Distance learning and university effectiveness: Changing educational paradigms for online learning (pp. 55-78). Hershey, PA: Information Science Publishing.
Schank, R., Berman, T. y Macpherson, K. A. (2000). Aprender a través de la práctica. En C. Reigeluth (Ed.), Diseño de la instrucción. Teorías y modelos (pp. 173-192). Madrid: Aula XXI Santillana.
Tam, M. (2000). Constructivism, instructional design, and technology: Implications for transforming distance learning. Educational Technology & Society, 3 (2), 50-60.
Tolmie, A. y Boyle, J. (2000). Factors influencing the success of computer mediated communication (CMC) environments in university teaching: A review and case study. Computers & Education, 34, 110-140.
Vygotsky, L. (2000). El desarrollo de los procesos psicológicos superiores. Buenos Aires: Biblioteca de Bolsillo (Trabajo original publicado en 1978).
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Published
2005-11-01
