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Metafora: A Web-Based Platform for Learning to Learn Together in Science and Mathematics
July-Sept. 2013 (vol. 6 no. 3)
pp. 197-207
Toby Dragon, Saarland University, Saarbrücken
Manolis Mavrikis, University of London, London
Bruce M. McLaren, Saarland University, Saarbrücken and Carnegie Mellon University, Pittsburgh
Andreas Harrer, Catholic University Eichstätt-Ingolstadt, Eichstätt
Chronis Kynigos, National and Kapodistrian University of Athens, Athens
Rupert Wegerif, University of Exeter, Exeter
Yang Yang, University of Exeter, Exeter
This paper presents Metafora, both a platform for integrated tools as well as an emerging pedagogy for supporting Learning to Learn Together in science and mathematics education. Our goal is to design technology that brings education to a higher level; a level where students not only learn subject matter, but also gain a set of critical skills needed to engage in and self-regulate collaborative learning experiences in science and math education. To achieve this goal, we need to understand how educational technology can bring students' attention to, and promote these higher level skills. We first discuss the core skills that students need as they learn to learn together. We then present a platform and pedagogy to support the acquisition of the critical skills. Finally, we present an example use of our system based on results from pilot studies. This example demonstrates interaction with the platform to highlight potential benefits and limitations of our approach to promoting the associated skills.
Index Terms:
Planning,Reflection,Context,Mathematics,Collaboration,Collaborative work,Software,learning objects,Learning via discovery,educational simulations,social learning techniques,collaborative learning tools,knowledge sharing,peer tutoring
Toby Dragon, Manolis Mavrikis, Bruce M. McLaren, Andreas Harrer, Chronis Kynigos, Rupert Wegerif, Yang Yang, "Metafora: A Web-Based Platform for Learning to Learn Together in Science and Mathematics," IEEE Transactions on Learning Technologies, vol. 6, no. 3, pp. 197-207, July-Sept. 2013, doi:10.1109/TLT.2013.4
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