Abstract
We propose a collaborative training platform where students collectively contribute to the co-construction of the required knowledge to produce their individual semester project. Peers feedback is implemented in order to complete trainersâ?? supervision with peer-training. This collaborative platform is implemented as a social network, where collaborative interactions are organized 1) to engage and stimulate students to share their resources and contributions; 2) to monitor and comment peersâ?? contributions.
Highlights
Our purpose in this project is to investigate how a social network based configuration can be setup and applied to stimulate and engage tutee students in the co-elaboration of knowledge [1] and the co-tutoring for practical works in a blended learning context
Social networking allows introducing a mixed training approach where tutees and tutors are jointly participating in the training process
Peer-training is interesting in contexts where students show heterogeneous levels of background knowledge
Summary
Our purpose in this project is to investigate how a social network based configuration can be setup and applied to stimulate and engage tutee students in the co-elaboration of knowledge [1] and the co-tutoring for practical works in a blended learning context. 2) Determine the expected interaction: Our main interaction schema is focused on feedback It is a quite simple and widespread schema in web 2.0 services that trainees may have already experienced in their typical personal practice of information technologies. They first start with close tasks based on real case-studies that are analyzed with a predefined form they have to fill This stage allows establishing a common and shared corpus of knowledge among the tutees. To establish a shared and mutual initial background for the whole community we propose a common commented survey that all student tutees are requested to fill and submit for the case study they choose. Each student trainee submits his/her personal report based on the shared knowledge accumulated during the previous steps During these steps, trainers are constantly monitoring the activity and progress and they can intercede in the discussions and debates between the tutees whenever required. The possible interactions between the users are trainee to trainee, trainer to trainee and trainee to trainer
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