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Collaborative Knowledge Building Through Simultaneous Private and Public Workspaces

  • Carolina Gracia-Moreno
  • Jean-François Cerisier
  • Bruno Devauchelle
  • Fernando Gamboa
  • Laëtitia Pierrot
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 10474)

Abstract

Socioconstructivism postulates that learning is both a personal and a social process. The specific needs of diverse student audiences’ forces educators and pedagogical engineers to redesign digital environments to foster collaborative and personal learning. As collaborative platforms evolve, rethinking their activity settings (task, artefact, scenario) becomes critical. The aim of this research is to assess whether the use of simultaneous private and public digital workspaces promotes collaborative knowledge building through the analysis of students’ performance and interactions in a collaborative concept map. The focus is on an experimentation carried out with 5 groups of tenth-grade history classes in two different high schools in France. The results show a tendency of the techno-pedagogical device to foster the collaborative knowledge building.

Keywords

Private workspace Concept mapping Collaborative knowledge building Social learning Digital environments Sociocognitive conflicts 

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Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  • Carolina Gracia-Moreno
    • 1
  • Jean-François Cerisier
    • 1
  • Bruno Devauchelle
    • 1
  • Fernando Gamboa
    • 2
  • Laëtitia Pierrot
    • 1
  1. 1.Université de Poitiers, TECHNE, EA6316PoitiersFrance
  2. 2.UNAM, CCADETMexico DFMexico

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