Table of Contents

LOLA: A Collaborative Learning Approach Using Concept Maps

Torres, P. L. (2010). LOLA: A Collaborative Learning Approach Using Concept Maps. In P. L. Torres & R. de Cassia Veiga Marriott (Eds.), (Tran.), Handbook of Research on Collaborative Learning Using Concept Mapping. Information Science Reference.

BibTex

BibTex

BibTex 

@incollection{torres2010lola,
author = {Torres, Patricia Lupion},
booktitle = {Handbook of Research on Collaborative Learning Using Concept Mapping},
date-added = {2012-01-27 17:53:07 +0000},
date-modified = {2012-04-09 01:02:06 +0000},
editor = {Torres, Patricia Lupion and de Cassia Veiga Marriott, Rita},
keywords = {concept-maps},
notes = {1},
publisher = {Information Science Reference},
read = {1},
title = {LOLA: A Collaborative Learning Approach Using Concept Maps},
year = {2010},
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Notes

Online Learning Laboratory

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.

Cooperative vs collaborative learning

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)

7 activities

  • 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

Relevant research

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

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