Details
| Original language | English |
|---|---|
| Article number | 6226349 |
| Pages (from-to) | 336-348 |
| Number of pages | 13 |
| Journal | IEEE Transactions on Learning Technologies |
| Volume | 5 |
| Issue number | 4 |
| Publication status | Published - 2012 |
Abstract
This paper discusses the development of LearnWeb2.0, a search and collaboration environment for supporting searching, organizing, and sharing distributed resources, and our pedagogical setup based on the multiliteracies approach. In LearnWeb2.0, collaborative and active learning is supported through project-focused search and aggregation, with discussion and comments directly linked to the resources. We are developing the LearnWeb2.0 platform through an iterative evaluation-driven design-based research approach-this paper describes the first iteration and part of the second one. In the first iteration, we developed LearnWeb2.0 and evaluated it in two Content and Language Integrated Learning (CLIL) courses We followed the multiliteracies approach, using authentic content from a variety of sources and contexts to provide important input for CLIL. We present evaluation design and results for both courses, and discuss how the differences in both scenarios influenced student performance and satisfaction. In the second iteration, we improved LearnWeb2.0 based on these experiences-we describe improvements as well as problems addressed. Finally, we sketch the evaluation planned for the second cycle, and close with a reflection of our experiences with the design-based research approach for developing a collaborative learning environment, and on multiliteracies as a suitable approach for CLIL.
Keywords
- collaborative search, Content and language integrated learning, design-based research, multiliteracies
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Engineering(all)
- General Engineering
- Computer Science(all)
- Computer Science Applications
Cite this
- Standard
- Harvard
- Apa
- Vancouver
- BibTeX
- RIS
In: IEEE Transactions on Learning Technologies, Vol. 5, No. 4, 6226349, 2012, p. 336-348.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Multiliteracies and active learning in CLIL-the development of LearnWeb2.0
AU - Marenzi, Ivana
AU - Zerr, Sergej
N1 - Funding Information: The authors wish to thank Professor Rita Kupetz (Leibniz University of Hannover) as well as Professor Anthony Baldry and Deirdre Kantz (University of Pavia) for their support. This work was supported in part by a grant from the EU Network of Excellence STELLAR.
PY - 2012
Y1 - 2012
N2 - This paper discusses the development of LearnWeb2.0, a search and collaboration environment for supporting searching, organizing, and sharing distributed resources, and our pedagogical setup based on the multiliteracies approach. In LearnWeb2.0, collaborative and active learning is supported through project-focused search and aggregation, with discussion and comments directly linked to the resources. We are developing the LearnWeb2.0 platform through an iterative evaluation-driven design-based research approach-this paper describes the first iteration and part of the second one. In the first iteration, we developed LearnWeb2.0 and evaluated it in two Content and Language Integrated Learning (CLIL) courses We followed the multiliteracies approach, using authentic content from a variety of sources and contexts to provide important input for CLIL. We present evaluation design and results for both courses, and discuss how the differences in both scenarios influenced student performance and satisfaction. In the second iteration, we improved LearnWeb2.0 based on these experiences-we describe improvements as well as problems addressed. Finally, we sketch the evaluation planned for the second cycle, and close with a reflection of our experiences with the design-based research approach for developing a collaborative learning environment, and on multiliteracies as a suitable approach for CLIL.
AB - This paper discusses the development of LearnWeb2.0, a search and collaboration environment for supporting searching, organizing, and sharing distributed resources, and our pedagogical setup based on the multiliteracies approach. In LearnWeb2.0, collaborative and active learning is supported through project-focused search and aggregation, with discussion and comments directly linked to the resources. We are developing the LearnWeb2.0 platform through an iterative evaluation-driven design-based research approach-this paper describes the first iteration and part of the second one. In the first iteration, we developed LearnWeb2.0 and evaluated it in two Content and Language Integrated Learning (CLIL) courses We followed the multiliteracies approach, using authentic content from a variety of sources and contexts to provide important input for CLIL. We present evaluation design and results for both courses, and discuss how the differences in both scenarios influenced student performance and satisfaction. In the second iteration, we improved LearnWeb2.0 based on these experiences-we describe improvements as well as problems addressed. Finally, we sketch the evaluation planned for the second cycle, and close with a reflection of our experiences with the design-based research approach for developing a collaborative learning environment, and on multiliteracies as a suitable approach for CLIL.
KW - collaborative search
KW - Content and language integrated learning
KW - design-based research
KW - multiliteracies
UR - http://www.scopus.com/inward/record.url?scp=84871011395&partnerID=8YFLogxK
U2 - 10.1109/TLT.2012.14
DO - 10.1109/TLT.2012.14
M3 - Article
AN - SCOPUS:84871011395
VL - 5
SP - 336
EP - 348
JO - IEEE Transactions on Learning Technologies
JF - IEEE Transactions on Learning Technologies
SN - 1939-1382
IS - 4
M1 - 6226349
ER -