Abstract
This paper presents Web Collage, an authoring tool developed to aid non-expert learning designers in the definition of assessments within Computer-Supported Collaborative Learning (CSCL) scripts. Web Collage fosters the consideration of assessments as a crucial aspect of CSCL scripts and tries to overcome the difficulties in their selection and configuration. Additionally, Web Collage supports the computational representation of CSCL scripts using the IMS Learning Design standard thus enabling the deployment and enactment of such scripts in compliant learning platforms. The paper describes the design process that Web Collage promotes, as well as the way the tool supports the interrelation of learning and assessment aspects of a script. Designers are also aided in the selection and application of widely accepted assessment techniques, by means of the application of assessment design patterns. The support of Web Collage to the design of CSCL scripts with assessments was evaluated in two studies, in which non-expert practitioners and experts drawn from the CSCL research community, respectively, assumed the role of script designers. The results indicate that the Web Collage successfully supports the task of assessment design for non-expert users, while they point out new research and development lines. We developed Web Collage, a collaborative learning (CL) script authoring tool.Web Collage provides support for the task of designing assessments.The tool is intended for non-expert designers, as teachers without CL experience.We carried out an evaluation both with target users, and expert designers.Evaluation results show that the provided support facilitates assessment design.
Highlights
This paper shows the results obtained from a class observation instrument in two different cases: One in a Human Science class and the other in an Exact Science class
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Summary
TEACHING STYLES AT UNIVERSITY: QUALITATIVE AND QUANTITATIVE ANALYSIS IN TWO DISCIPLINES TAUGHT AND TWO CLASSES’ TYPES. El presente artículo aborda los resultados obtenidos a partir de la utilización de una planilla de observación de clases en dos casos paradigmáticos: una cátedra de Ciencias Humanas y otra de Ciencias Exactas. El análisis de los datos se hizo en dos direcciones: relacionando el estilo docente con los tipos de clases (teóricas y prácticas) y las disciplinas que enseñan (Ciencias Humanas o Exactas). Los resultados muestran que existen diferencias en el estilo docente según el tipo de clase y según la disciplina enseñada. Las primeras tienen que ver con clases más magistrales o participativas, según que las clases sean teóricas o prácticas; las segundas conciernen al carácter más discursivo de la enseñanza de asignatura humanística y, más ligada a imágenes, en el caso de epistemes exactas.
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