Basics of qualitative research: Grounded theory procedures and techniques

Cognitive load theory has traditionally been associated with individual learning. Based on evolutionary educational psychology and our knowledge of human cognition, particularly the relations between working memory and long-term memory, the theory has been used to generate a variety of instructional effects. Though these instructional effects also influence the efficiency and effectiveness of collaborative learning, be it computer supported or face-to-face, they are often not considered either when designing collaborative learning situations/environments or researching collaborative learning. One reason for this omission is that cognitive load theory has only sporadically concerned itself with certain particulars of collaborative learning such as the concept of a collective working memory when collaborating along with issues associated with transactive activities and their concomitant costs which are inherent to collaboration. We illustrate how and why cognitive load theory, by adding these concepts, can throw light on collaborative learning and generate principles specific to the design and study of collaborative learning.

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From Cognitive Load Theory to Collaborative Cognitive Load Theory

Primary and secondary teachers’ conceptions of assessment: A qualitative study

In this reflection, we discuss the connectivist conception of learning in Web 2.0 environments, which underpins the pedagogy of what are known as cMOOCs (connectivist massive open online courses). We argue that this conception of learning is inadequate and problematic, and we propose that cultural psychology is best suited to address the explanatory challenges that Web 2.0 poses on learning, and therefore, it is also best suited to provide massive open online courses with more adequate and less problematic pedagogy. We suggest two initial and general pedagogical principles based on cultural psychology upon which to begin building this new pedagogy for massive open online courses.

Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology

El texto que presentamos esta estructurado en dos partes. La primera trata de las funciones que se le atribuyen en nuestros dias a la universidad, y que emergen de los debates cada vez mas frecuentes en torno al tema; entre ellas destacamos las que a nuestro juicio nos parecen mas importantes y que deberian abordarse con prontitud. En la segunda parte subrayamos la necesidad de elaborar una propuesta de formacion en valores eticos para la educacion superior en sociedades plurales, orientada a la creacion de una ciudadania interesada en profundizar los estilos de vida basados en valores democraticos y en construir una sociedad mas equitativa. En ella planteamos un modelo de aprendizaje etico que tanto en su dimension teorica como practica, pretende dar respuestas y ofrecer pautas para la formacion en valores en el mundo universitario.

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La universidad como espacio de aprendizaje ético

ResumenEl articulo presenta las principales opciones teoricas y metodologicas de un proyecto de investigacion cuyo objetivo principal es el estudio de algunos mecanismos de influencia educativa que se manifiestan en, o actuan a traves de, la interaccion profesor/grupo de alumnos y adulterino. Utilizando como punto de partida el concepto de interactividad, termino acunado para designar las formas de organizacion de la actividad conjunta en torno al contenido o tarea que estan llevando a cabo los participantes, se analizan dos mecanismos de influencia educativa: la cesion y el traspaso progresivos del control y la responsabilidad y la construccion progresiva de sistemas de significados compartidos.

Actividad conjunta y habla: una aproximación al estudio de los mecanismos de influencia educativa

The paper proposes a theoretical approach to the learning and teaching processes in virtual environments based on the principles of socio-cultural constructivism. Three key ideas are discussed: learning in virtual environments as a process of knowledge construction, teaching in virtual environments as a process of continuous and sensible assistance to knowledge construction, and teacher-students joint activity as the basic unit of analysis of learning and teaching processes in virtual environments. Implications of these ideas for the design and evaluation of virtual learning environments and learning objects are considered and examined.

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Aprender y enseñar en entornos virtuales: actividad conjunta, ayuda pedagógica y construcción del conocimiento

https://dialnet.unirioja.es/descarga/articulo/48416.pdf

Actividad conjunta y habla: una aproximación al estudio de los mecanismos de influencia educativa'

Within the framework of research that describes the processes of collaborative knowledge construction in computer-supported collaborative learning (CSCL) environments, the present work has three objectives: (i) the identification of the strategies of six small groups of university students for the elaboration of written products in a CSCL environment; (ii) seek relations between the identified writing strategies and the processes and phases of collaborative knowledge construction in the groups; and (iii) relate these strategies and phases with the learning results obtained by the groups. We carried out a multiple-case study, with the analysis of four different didactic sequences, in two different virtual learning and teaching settings. In each setting, three student groups were studied, where each had to collaboratively develop between four and eight written products. For all the studied groups, the analysis enabled the identification of five types of strategies in the preparation of the elaboration of written products, and four types of phases of collaborative knowledge construction, which are interrelated and also connected with the grades that the groups obtained in each case.

Javier Onrubia

Papers

Actividad conjunta y habla: una aproximación al estudio de los mecanismos de influencia educativa

Aprender y enseñar en entornos virtuales: actividad conjunta, ayuda pedagógica y construcción del conocimiento

Actividad conjunta y habla: una aproximación al estudio de los mecanismos de influencia educativa'

Strategies for collaborative writing and phases of knowledge construction in CSCL environments

Interactividad, mecanismos de influencia educativa y construcción del conocimiento en el aula