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Issue No.04 - Fourth Quarter (2012 vol.5)
pp: 336-348
I. Marenzi , L3S Res. Center, Hannover, Germany
S. Zerr , L3S Res. Center, Hannover, Germany
ABSTRACT
This paper discusses the development of LearnWeb2.0, a search and collaboration environment for supporting searching, organizing, and sharing distributed resources, and our pedagogical setup based on the multiliteracies approach. In LearnWeb2.0, collaborative and active learning is supported through project-focused search and aggregation, with discussion and comments directly linked to the resources. We are developing the LearnWeb2.0 platform through an iterative evaluation-driven design-based research approach - this paper describes the first iteration and part of the second one. In the first iteration, we developed LearnWeb2.0 and evaluated it in two Content and Language Integrated Learning (CLIL) courses We followed the multiliteracies approach, using authentic content from a variety of sources and contexts to provide important input for CLIL. We present evaluation design and results for both courses, and discuss how the differences in both scenarios influenced student performance and satisfaction. In the second iteration, we improved LearnWeb2.0 based on these experiences - we describe improvements as well as problems addressed. Finally, we sketch the evaluation planned for the second cycle, and close with a reflection of our experiences with the design-based research approach for developing a collaborative learning environment, and on multiliteracies as a suitable approach for CLIL.
INDEX TERMS
Decision support systems, Collaboration, Electronic leanring, Iterative methods, Context awareness, Natural language processing,design-based research, Decision support systems, Collaboration, Electronic leanring, Iterative methods, Context awareness, Natural language processing, collaborative search, Content and language integrated learning, multiliteracies
CITATION
I. Marenzi, S. Zerr, "Multiliteracies and Active Learning in CLIL—The Development of LearnWeb2.0", IEEE Transactions on Learning Technologies, vol.5, no. 4, pp. 336-348, Fourth Quarter 2012, doi:10.1109/TLT.2012.14
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