Propositions were clustered as “mini-maps”.
Different sub-teams read different portions of the chapter and highlighted relevant statements . Collaborative reading of book + Knowledge Soup sharing (details) Experienced model 1. Collaborative reading of book + Knowledge Soup sharing 5.1 Analyze text 5.2 Gather Knowledge Clusters and 5.3 transfer them in K. 4.1 Search of key concepts from different sources 4.2 collaborative editing of the gathered concept lists 4.3 apply model 3 to the same concept list and with the same focus question. Sharing of Concepts - independent Cmaps - Peer Rev. Mixed Independent-Alternated Concept Mapping Partners initiate to construct individual C-maps and then, first to become more complete, these C-maps are examined and reviewed by peers. Provide multilingual sources of information – Implement the use of Collaborative Tools Five models to carry out shared C-maps or Knowledge Models. Interactive training on the tools and on C-maps B. Involve students in the formation of sub-teams 6. Involve students in the choice of topics or sub-topics 5. Introduce each other, octopus_map_ex1 ex2 ex3 ex4 2.
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How to design collaborative activities to foster social interaction and motivation A. Availability of reference models of collaboration and/or active projects to join. Availability to carry on long term projects, necessary for accurate planning, training, finding agreement and confidence between partners and, above all, setting up and refining in time. Positive governance, as presence of feedbacks, support, agreement, shared awareness of objectives and meanings of the activity and responsiveness to the needs (human resources, organizational flexibility), from the educative entourage, self-government of educative strategies. Which conditions for sustainable distance C-map-collaborations? 1. CmapTools furnish a plenty of Collaborative Tools for negotiating meanings, peer reviewing, leaving feedbacks, sharing knowledge soups and resources. Concept maps can be easily constructed or translated into two or three languages. For the same reason the engagement of teachers of any subject, from Maths to History and Music, is favoured. The resulting language can be easily mastered also by students unskilled in language 2. Structure of C-map permits simplification and synthesis of knowledge domains. Beyond the individual task, this dynamic integration and organization could be also necessary for collective knowledge to grow up in working groups. Normal, "naked" C-maps permit dynamic integration of knowledge by eliciting and ranking key relationships. Why should be favoured shared C- maps as platforms for collaboration? 1.
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Baixe Collaborative Concept Mapping Models - CMAP Tools e outras Esquemas em PDF para Engenharia Química, somente na Docsity! Collaborative Concept Mapping Models 3rd CMC Tallinn - Helsinki World Wide Maps: Antonietta Lombardi & Alfredo Tifi (presenter) Why and how should distant students
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