Notes

a collaborative learning methodology for classroom-based and distance-learning (LOLA).

Activities aim at encouraging knowledge construction. This chapter describes case study with students in postgrad course in education.

differ in terms of

• role, authority and degree of intervention of the teacher
• hierarcalization of teaching-learning process
• construction and assimilation of knowledge
• way in which groups are organized
• individual and group responsibility for the activities (Matthews, Cooper & Hawkes, 2004)

• discussing texts chosen by teacher
  • use chat or forum to prepare comment on chosen reading
  • comments are published, can be discussed by teams
  • “management of heterogeneity”
• inserting links and proposing connections with systematized knowledge
  • bibliographic research, “state of the art” related to subject
  • make this available to other students
  • published using EUREKA
• questioning existing knowledge
  • individually (QuestInd) and in small groups (QuestGru) students prepare questions about texts read
  • teacher: provides guidance, push students to develop more complex questions
  • in forum tool
• replying to questions that have been drawn up
  • individually (RespInd) or groups (RespGru)
  • establish their own criteria for choosing question, and content and length of answer
• preparing concept maps
  • “preparing a collective text”
  • map is synthesis of texts teams have worked on
• producing new knowledge
  • dialogue between group members to choose subject for article
  • each member writes own contributions
  • forward to other members, complete and refute or add ideas
  • added to portfolios
• evaluating procedures that were used

• “Laboratório on line de aprendizagem :uma proposta crítica de aprendizagem colaborativa para a educação”, PhD thesis by Lupion Torres (2002)
• other papers