| Images of connected features: |
| | | Anonymous peer evaluation in CeLS environment |  |
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Connections 
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| Description: |
| This principle advocates the use of artifacts developed by learners, as resources for further learning of their peers. |
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Theoretical background:
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Artifacts developed by learners can be used as resources for further learning of their peers (Dillenbourg, 2002; Ronen et al., 2005;Levin-Peled R., Kali, Y & Dori, Y.J. ,in press). In this manner, the artifacts, created by individuals, or in groups, can support the learning of those who struggled to interpret and process a certain body of knowledge, as well as others, who can benefit from the products of this process (Bransford, Brown & Cocking, 1999). Scardamalia & Berieter (1994) argue that environments that support the development of a knowledge-building community, enable learners to share knowledge and artifacts, so that this knowledge becomes part of the environment, and other learners can build on and further advance this knowledge.
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| Tips (Challenges, Limitations, Tradeoffs, Pitfalls): |
When the reuse modifies the original environment it can turn it into a second-order environment. Scardamalia & Berieter (1994) call collective products in which the knowledge produced by learners is “merely a summary report of what is in individual minds” first order environments. They distinguish these environments from second-order environments in which the community produce a collective product and edit each others work.
This principle and the principle "Employ multiple social activity structures" strengthen each other.
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| References (Off-line): |
Bransford, J., Brown, A., & Cocking, R. (1999). How people learn: Brain, mind, experience, and school.
Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL: Can we support CSCL? (pp. 61- 91). Heerlen: Open University of the Netherlands.
Levin-Peled R., Kali, Y & Dori, Y.J. (in press). Promoting Collaborative Learning in Higher Education: Design Principles for Hybrid Courses. Proceedings of the Computer Support for Collaborative Learning (CSCL) International Conference, 2007, New Jersey, USA, July 16-21, 2007.
Ronen, M., Kohen-Vacs, D., & Raz-Fogel, N. Structuring, sharing and reusing asynchronous collaborative pedagogy. Submitted to ICLS 2006.
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265-283.
Scardamalia, M., & Bereiter, C. (1994). Computer Support for Knowledge-Building Communities. Journal of the Learning Sciences, 3(3), 265–283. |
| References (Online): |
| http://stills.nap.edu/html/howpeople1/ |
| Summary of changes (wiki): |
Connect Scardamalia & Berieter idea of 2nd order environment with reuse
Publish the draft |
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History
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