Titulo:
Representación gráfica de los hilos de discusión en línea, de un curso académico en un contexto constructivista
.
Sumario:
Constructivist teaching in virtual environments places particular emphasis on the use of discussion forums. This article presents the implementation of a concept of constructivist didactics through an e-learning course on the Blackboard platform of the Department of Education at the University of Salzburg, Austria. Students were motivated to build knowledge through their participation in discussion forums on the Blackboard platform. Teachers, in their role of moderators, expected to be able to gradually reduce their presence in the debates.  The challenge was to be able to measure the extent to which this was achieved, considering that thousands of discussion contributions had to be analyzed. This document describes how the dis... Ver más
Guardado en:
2357-514X
4
2017-09-21
6
21
Virtu@lmente - 2017
info:eu-repo/semantics/openAccess
http://purl.org/coar/access_right/c_abf2
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Representación gráfica de los hilos de discusión en línea, de un curso académico en un contexto constructivista Graphical representation of online discussion threads from an academic course in a constructivist setting Constructivist teaching in virtual environments places particular emphasis on the use of discussion forums. This article presents the implementation of a concept of constructivist didactics through an e-learning course on the Blackboard platform of the Department of Education at the University of Salzburg, Austria. Students were motivated to build knowledge through their participation in discussion forums on the Blackboard platform. Teachers, in their role of moderators, expected to be able to gradually reduce their presence in the debates.  The challenge was to be able to measure the extent to which this was achieved, considering that thousands of discussion contributions had to be analyzed. This document describes how the discussion lines can be extracted from Blackboard to be used by UCINET software for social network and thus produce a graphic presentation of the discussion sequences. Constructivist teaching in virtual environments places particular emphasis on the use of discussion forums. This article presents the implementation of a concept of constructivist didactics through an e-learning course on the Blackboard platform of the Department of Education at the University of Salzburg, Austria. Students were motivated to build knowledge through their participation in discussion forums on the Blackboard platform. Teachers, in their role of moderators, expected to be able to gradually reduce their presence in the debates.  The challenge was to be able to measure the extent to which this was achieved, considering that thousands of discussion contributions had to be analyzed. This document describes how the discussion lines can be extracted from Blackboard to be used by UCINET software for social network and thus produce a graphic presentation of the discussion sequences. Hamminger, Leopold E-Learning Constructivismo (Educación) Enseñanza con ayuda de computadores Redes sociales E-Learning Computer-assisted instruction Social Networks 4 2 Núm. 2 , Año 2016 : Un diálogo mediado por la comunicación virtual Artículo de revista Journal article 2017-09-21T00:00:00Z 2017-09-21T00:00:00Z 2017-09-21 application/pdf Universidad Ean Virtu@lmente (Activa de 2013 a 2022) 2357-514X https://journal.universidadean.edu.co/index.php/vir/article/view/1789 10.21158/2357514x.v4.n2.2016.1789 https://doi.org/10.21158/2357514x.v4.n2.2016.1789 eng https://creativecommons.org/licenses/by-nc-sa/4.0/ Virtu@lmente - 2017 6 21 Anohina, A. (2005). Analysis of the terminology used in the filed of virtual learning. Educational Technology & Society, 8 (3), 91- 102. Boer, P., Huisman, M., Snijders, T.A.B., Steglich, C.E.G., Wichers, L.H.Y., & Zeggelink, E.P.H. (2003). StOCNET: An open software system for the advanced statistical analysis of social networks. Version 1.4. Groningen: ProGAMMA/ICS. Retrieved from http://stat/gamma.rug.nl/stocnet/ Borgatti, S.P., Everett, M.G., & Freeman, L.C. (1999). UCINET 6.0 Version 1.00. Natick: Analytic Technologies. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42. Garton, L., Haythornthwaite, C., & Wellman, B. (1999). Studying On-Line Social Networks. In S. Jones (Ed.), Doing Internet Research: Critical Issues and Methods for Examining the Net (75-105). Thousand Oaks, CA: SAGE Publications,. Glasersfeld, E.V. (1981). The concepts of adaptation and viability in a radical constructivist theory of knowledge. In: Sigel, I., Glinkoff, R., & Brodzinsky, D. (eds.). New directions in Piagetian theory and their application to education. Hillsdale, NJ Herring, S. (1999). Interactional Coherence in CMC. Journal of Computer Mediated Communication, 4(4). Retrieved from http://www. ascusc.org/jcmc/vol4/issue4/herring.html#ADVANTAGES Huisman, M., & Van Duijn, M.A. (2004). Software for social network analysis. In: P.J. Carrington, J. Scott, & S. Wasserman (eds.), Models and methods in social network analysis. Cambridge: Cambridge University Press. IMS (2004). ePortfolio Best Practice and Implementation Guide, revision: 20 September 2004. Retrieved from http://www. imsglobal.org/ep/epv1p0pd/imsep_bestv1p0pd.html Knuppel, M. (2000). A characterization of the Linux community of practice using Linux newsgroups and Bales’ Interaction Process Analysis. Retrieved from http://www.scholar.google.com/ scholar?hl=en&lr=&q=cache:RLZoi29CzIkJ:neoref.ils.unc. edu/2622.pdf+bales+ipa Patry, J.L. (2001). Die Qualitätsdiskussion im konstruktivistischen Unterricht. In: Schwetz, H., Zeyringer, M., & Reiter, A. (Hrsg.), Konstruktives Lernen mit neuen Medien. Beiträge zu einer konstruktivistischen Mediendidaktik (73-94). Innsbruck: StudienVerlag. Scott, J. (2013). Social Network Analysis, (3rd ed.). London: Sage. Ugoretz, J. (2005). “Two roads diverged in a wood”: Productive digression in asynchronous discussion. Innovate: Journal of Online Education, 1(3), 7. Retrieved from http://www. innovateonline.info/index.php?view=article&id=30 Wideman, H.H. (n.d.). Creating a Learning Community: Using ICT to Enhance Constructivist Teaching Practice at Mountview School. Retrieved from http://sitesm2.org/sitesm2_search/ docs/CA002_narrative.pdf https://journal.universidadean.edu.co/index.php/vir/article/download/1789/1691 info:eu-repo/semantics/article http://purl.org/coar/resource_type/c_6501 http://purl.org/redcol/resource_type/ARTREF info:eu-repo/semantics/publishedVersion http://purl.org/coar/version/c_970fb48d4fbd8a85 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Text Publication |
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Virtu@lmente |
| title |
Representación gráfica de los hilos de discusión en línea, de un curso académico en un contexto constructivista |
| spellingShingle |
Representación gráfica de los hilos de discusión en línea, de un curso académico en un contexto constructivista Hamminger, Leopold E-Learning Constructivismo (Educación) Enseñanza con ayuda de computadores Redes sociales E-Learning Computer-assisted instruction Social Networks |
| title_short |
Representación gráfica de los hilos de discusión en línea, de un curso académico en un contexto constructivista |
| title_full |
Representación gráfica de los hilos de discusión en línea, de un curso académico en un contexto constructivista |
| title_fullStr |
Representación gráfica de los hilos de discusión en línea, de un curso académico en un contexto constructivista |
| title_full_unstemmed |
Representación gráfica de los hilos de discusión en línea, de un curso académico en un contexto constructivista |
| title_sort |
representación gráfica de los hilos de discusión en línea, de un curso académico en un contexto constructivista |
| title_eng |
Graphical representation of online discussion threads from an academic course in a constructivist setting |
| description |
Constructivist teaching in virtual environments places particular emphasis on the use of discussion forums. This article presents the implementation of a concept of constructivist didactics through an e-learning course on the Blackboard platform of the Department of Education at the University of Salzburg, Austria. Students were motivated to build knowledge through their participation in discussion forums on the Blackboard platform. Teachers, in their role of moderators, expected to be able to gradually reduce their presence in the debates.  The challenge was to be able to measure the extent to which this was achieved, considering that thousands of discussion contributions had to be analyzed. This document describes how the discussion lines can be extracted from Blackboard to be used by UCINET software for social network and thus produce a graphic presentation of the discussion sequences.
|
| description_eng |
Constructivist teaching in virtual environments places particular emphasis on the use of discussion forums. This article presents the implementation of a concept of constructivist didactics through an e-learning course on the Blackboard platform of the Department of Education at the University of Salzburg, Austria. Students were motivated to build knowledge through their participation in discussion forums on the Blackboard platform. Teachers, in their role of moderators, expected to be able to gradually reduce their presence in the debates.  The challenge was to be able to measure the extent to which this was achieved, considering that thousands of discussion contributions had to be analyzed. This document describes how the discussion lines can be extracted from Blackboard to be used by UCINET software for social network and thus produce a graphic presentation of the discussion sequences.
|
| author |
Hamminger, Leopold |
| author_facet |
Hamminger, Leopold |
| topicspa_str_mv |
E-Learning Constructivismo (Educación) Enseñanza con ayuda de computadores Redes sociales |
| topic |
E-Learning Constructivismo (Educación) Enseñanza con ayuda de computadores Redes sociales E-Learning Computer-assisted instruction Social Networks |
| topic_facet |
E-Learning Constructivismo (Educación) Enseñanza con ayuda de computadores Redes sociales E-Learning Computer-assisted instruction Social Networks |
| citationvolume |
4 |
| citationissue |
2 |
| citationedition |
Núm. 2 , Año 2016 : Un diálogo mediado por la comunicación virtual |
| publisher |
Universidad Ean |
| ispartofjournal |
Virtu@lmente (Activa de 2013 a 2022) |
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https://journal.universidadean.edu.co/index.php/vir/article/view/1789 |
| language |
eng |
| format |
Article |
| rights |
https://creativecommons.org/licenses/by-nc-sa/4.0/ Virtu@lmente - 2017 info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
| references_eng |
Anohina, A. (2005). Analysis of the terminology used in the filed of virtual learning. Educational Technology & Society, 8 (3), 91- 102. Boer, P., Huisman, M., Snijders, T.A.B., Steglich, C.E.G., Wichers, L.H.Y., & Zeggelink, E.P.H. (2003). StOCNET: An open software system for the advanced statistical analysis of social networks. Version 1.4. Groningen: ProGAMMA/ICS. Retrieved from http://stat/gamma.rug.nl/stocnet/ Borgatti, S.P., Everett, M.G., & Freeman, L.C. (1999). UCINET 6.0 Version 1.00. Natick: Analytic Technologies. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42. Garton, L., Haythornthwaite, C., & Wellman, B. (1999). Studying On-Line Social Networks. In S. Jones (Ed.), Doing Internet Research: Critical Issues and Methods for Examining the Net (75-105). Thousand Oaks, CA: SAGE Publications,. Glasersfeld, E.V. (1981). The concepts of adaptation and viability in a radical constructivist theory of knowledge. In: Sigel, I., Glinkoff, R., & Brodzinsky, D. (eds.). New directions in Piagetian theory and their application to education. Hillsdale, NJ Herring, S. (1999). Interactional Coherence in CMC. Journal of Computer Mediated Communication, 4(4). Retrieved from http://www. ascusc.org/jcmc/vol4/issue4/herring.html#ADVANTAGES Huisman, M., & Van Duijn, M.A. (2004). Software for social network analysis. In: P.J. Carrington, J. Scott, & S. Wasserman (eds.), Models and methods in social network analysis. Cambridge: Cambridge University Press. IMS (2004). ePortfolio Best Practice and Implementation Guide, revision: 20 September 2004. Retrieved from http://www. imsglobal.org/ep/epv1p0pd/imsep_bestv1p0pd.html Knuppel, M. (2000). A characterization of the Linux community of practice using Linux newsgroups and Bales’ Interaction Process Analysis. Retrieved from http://www.scholar.google.com/ scholar?hl=en&lr=&q=cache:RLZoi29CzIkJ:neoref.ils.unc. edu/2622.pdf+bales+ipa Patry, J.L. (2001). Die Qualitätsdiskussion im konstruktivistischen Unterricht. In: Schwetz, H., Zeyringer, M., & Reiter, A. (Hrsg.), Konstruktives Lernen mit neuen Medien. Beiträge zu einer konstruktivistischen Mediendidaktik (73-94). Innsbruck: StudienVerlag. Scott, J. (2013). Social Network Analysis, (3rd ed.). London: Sage. Ugoretz, J. (2005). “Two roads diverged in a wood”: Productive digression in asynchronous discussion. Innovate: Journal of Online Education, 1(3), 7. Retrieved from http://www. innovateonline.info/index.php?view=article&id=30 Wideman, H.H. (n.d.). Creating a Learning Community: Using ICT to Enhance Constructivist Teaching Practice at Mountview School. Retrieved from http://sitesm2.org/sitesm2_search/ docs/CA002_narrative.pdf |
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