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Laval</span></a></span><h1 class="u-m0x u-fw300 u-fs24 u-displayInline">Education (Educational Technology)</h1></div><div class="u-floatRight u-mt1x"></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline"><li class="u-floatLeft u-pr5x u-mr5x u-borderColorGrayLight u-borderRight1"><a href="https://ulaval.academia.edu/"><span><i class="fa fa-arrow-left"></i>  All Departments</span></a></li><li class="u-floatLeft active"><a href="https://ulaval.academia.edu/Departments/Education_Educational_Technology_/Documents">33 Papers</a></li><li class="u-floatLeft"><a href="https://ulaval.academia.edu/Departments/Education_Educational_Technology_">44 Researchers</a></li></ul></div></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="u-ph0x"><div class="works"><div class="u-borderBottom1 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$(".js-view-count[data-work-id=1681245]").text(description); $(".js-view-count-work_1681245").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1681245").removeClass('hidden') })</script></div></li></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1681246" data-work_id="1681246" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1681246/Mobile_Game_based_and_Augmented_Reality_Enhanced_Learning_for_Science_and_Technology_Education">Mobile Game-based and Augmented Reality-Enhanced Learning for Science and Technology Education</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div 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href="https://www.academia.edu/105683866/G%C3%A9o%C3%89duc3D_%C3%89volution_des_jeux_s%C3%A9rieux_vers_la_mobilit%C3%A9_et_la_r%C3%A9alit%C3%A9_augment%C3%A9e_au_service_de_lapprentissage_en_science_et_technologie">GéoÉduc3D : Évolution des jeux sérieux vers la mobilité et la réalité augmentée au service de l'apprentissage en science et technologie</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Cet article présente un projet de développement qui se veut novateur et qui s’oriente vers des recherches multidisciplinaires. L’objectif commun poursuivi est la concrétisation d&#39;un prototype de jeu destiné aux classes de 2ème cycle... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_105683866" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Cet article présente un projet de développement qui se veut novateur et qui s’oriente vers des recherches multidisciplinaires. L’objectif commun poursuivi est la concrétisation d&#39;un prototype de jeu destiné aux classes de 2ème cycle en Science et technologie. Les technologies géospatiales sont mises à profit à des fins d&#39;analyse et permettent l&#39;exploitation de la mobilité de l&#39;utilisateur en M-Learning et M-Gaming. Le projet Géoéduc 3D les exploite sur un banc d&#39;essai et de prototypage. Cet article met en lumière des théories éducatives susceptibles de susciter une réflexion sur l&#39;implication de l&#39;étudiant dans le développement de compétences d&#39;ordre supérieur, et ce, dans une perspective de design pédagogique.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/105683866" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0f32fcfcdcfe8ff797fb8828d57dd114" rel="nofollow" data-download="{"attachment_id":105081539,"asset_id":105683866,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/105081539/download_file?st=MTczOTgzMzE1OCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="326312" href="https://ulaval.academia.edu/MarcAntoineDumont">Marc-Antoine Dumont</a><script data-card-contents-for-user="326312" type="text/json">{"id":326312,"first_name":"Marc-Antoine","last_name":"Dumont","domain_name":"ulaval","page_name":"MarcAntoineDumont","display_name":"Marc-Antoine Dumont","profile_url":"https://ulaval.academia.edu/MarcAntoineDumont","photo":"https://0.academia-photos.com/326312/91674/100164/s65_marc-antoine.dumont.jpg"}</script></span></span></li><li class="js-paper-rank-work_105683866 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="105683866"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 105683866, container: ".js-paper-rank-work_105683866", }); 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$(".js-view-count[data-work-id=105683866]").text(description); $(".js-view-count-work_105683866").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_105683866").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="105683866"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="803" rel="nofollow" href="https://www.academia.edu/Documents/in/Philosophy">Philosophy</a>, <script data-card-contents-for-ri="803" type="text/json">{"id":803,"name":"Philosophy","url":"https://www.academia.edu/Documents/in/Philosophy","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="951" rel="nofollow" href="https://www.academia.edu/Documents/in/Humanities">Humanities</a><script data-card-contents-for-ri="951" type="text/json">{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=105683866]'), work: {"id":105683866,"title":"GéoÉduc3D : Évolution des jeux sérieux vers la mobilité et la réalité augmentée au service de l'apprentissage en science et technologie","created_at":"2023-08-17T05:49:04.800-07:00","owner_id":326312,"url":"https://www.academia.edu/105683866/G%C3%A9o%C3%89duc3D_%C3%89volution_des_jeux_s%C3%A9rieux_vers_la_mobilit%C3%A9_et_la_r%C3%A9alit%C3%A9_augment%C3%A9e_au_service_de_lapprentissage_en_science_et_technologie","slug":"GéoÉduc3D_Évolution_des_jeux_sérieux_vers_la_mobilité_et_la_réalité_augmentée_au_service_de_lapprentissage_en_science_et_technologie","dom_id":"work_105683866","summary":"Cet article présente un projet de développement qui se veut novateur et qui s’oriente vers des recherches multidisciplinaires. 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This WikiConcept research is housed within a theoretical perspective entitled "Communal Constructivism" (CC). According to CC,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1828651" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this paper I present how I use wikis in my undergraduate courses to try to enhance conceptual comprehension. This WikiConcept research is housed within a theoretical perspective entitled "Communal Constructivism" (CC). According to CC, students construct learning "for" as well as "with" others, ideally leaving their imprint in the development of the course, their school or university, and ideally the discipline. As I argued previously , "The goal of such "cocurricularization" is to influence the quality of ALL work, not just one's own. Quality is to be influenced OVER TIME (long term sustainability of knowledge-Ciffolilli, 2003 & Schwartz, 2004, ACROSS collectivities (across students, over classes, over years, over generations- Scardamalia & Bereiter, 1994), VIA opennatured projects and TOWARDS creating "impossible public goods" (Ciffolilli, 2003)." While the development and implementation of this conceptual enhancement project across time and collectivities has taken place over several years, the evaluation of these peer-to-peer conceptualizations has just begun (winter, 2007). This paper reports on students (n = 85) reported conceptual comprehension when asked to read and evaluate three differing co-elaborated texts (wiki texts produced by their peers in previous sessions of the same course in technology) regarding the concept of "Cookie". The same "Cookie" text did not "work" (enable greater comprehension) for all students. Many students appreciated a given text for the same reasons (both in terms of form and content) that many others did not. Again, while these results are preliminary, it appears that conceptual comprehension may be enhanced by systematic inclusion of and instance upon engagement with multiple, (and in this case) textual representations of a given concept. Such an insistence upon "a textual plurality around the same, the 'always already'", is seen as a pedagogical wiki bow towards enacting collaborative structuration research and practice.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1828651" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4e2e80a3cb5cbdb20c4b7d0e786aab82" rel="nofollow" data-download="{"attachment_id":25438043,"asset_id":1828651,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/25438043/download_file?st=MTczOTgzMzE1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2234720" href="https://ulaval.academia.edu/ren%C3%A9efountain">renée fountain</a><script data-card-contents-for-user="2234720" type="text/json">{"id":2234720,"first_name":"renée","last_name":"fountain","domain_name":"ulaval","page_name":"renéefountain","display_name":"renée fountain","profile_url":"https://ulaval.academia.edu/ren%C3%A9efountain","photo":"https://gravatar.com/avatar/1d4c377aaea1df5dc5f8c1e36ae90808?s=65"}</script></span></span></li><li class="js-paper-rank-work_1828651 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1828651"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1828651, container: ".js-paper-rank-work_1828651", }); 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$(".js-view-count[data-work-id=1828651]").text(description); $(".js-view-count-work_1828651").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1828651").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1828651"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="923" rel="nofollow" href="https://www.academia.edu/Documents/in/Technology">Technology</a>, <script data-card-contents-for-ri="923" type="text/json">{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1257" rel="nofollow" href="https://www.academia.edu/Documents/in/Information_Literacy">Information Literacy</a>, <script data-card-contents-for-ri="1257" type="text/json">{"id":1257,"name":"Information Literacy","url":"https://www.academia.edu/Documents/in/Information_Literacy","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1903" rel="nofollow" href="https://www.academia.edu/Documents/in/Design_education">Design education</a>, <script data-card-contents-for-ri="1903" type="text/json">{"id":1903,"name":"Design education","url":"https://www.academia.edu/Documents/in/Design_education","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a><script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1828651]'), work: {"id":1828651,"title":"Conceptual enhancement via textual plurality:: a pedagogical Wiki bow towards collaborative structuration","created_at":"2012-08-01T22:05:39.376-07:00","owner_id":2234720,"url":"https://www.academia.edu/1828651/Conceptual_enhancement_via_textual_plurality_a_pedagogical_Wiki_bow_towards_collaborative_structuration","slug":"Conceptual_enhancement_via_textual_plurality_a_pedagogical_Wiki_bow_towards_collaborative_structuration","dom_id":"work_1828651","summary":"In this paper I present how I use wikis in my undergraduate courses to try to enhance conceptual comprehension. This WikiConcept research is housed within a theoretical perspective entitled \"Communal Constructivism\" (CC). According to CC, students construct learning \"for\" as well as \"with\" others, ideally leaving their imprint in the development of the course, their school or university, and ideally the discipline. As I argued previously , \"The goal of such \"cocurricularization\" is to influence the quality of ALL work, not just one's own. Quality is to be influenced OVER TIME (long term sustainability of knowledge-Ciffolilli, 2003 \u0026 Schwartz, 2004, ACROSS collectivities (across students, over classes, over years, over generations- Scardamalia \u0026 Bereiter, 1994), VIA opennatured projects and TOWARDS creating \"impossible public goods\" (Ciffolilli, 2003).\" While the development and implementation of this conceptual enhancement project across time and collectivities has taken place over several years, the evaluation of these peer-to-peer conceptualizations has just begun (winter, 2007). This paper reports on students (n = 85) reported conceptual comprehension when asked to read and evaluate three differing co-elaborated texts (wiki texts produced by their peers in previous sessions of the same course in technology) regarding the concept of \"Cookie\". The same \"Cookie\" text did not \"work\" (enable greater comprehension) for all students. Many students appreciated a given text for the same reasons (both in terms of form and content) that many others did not. Again, while these results are preliminary, it appears that conceptual comprehension may be enhanced by systematic inclusion of and instance upon engagement with multiple, (and in this case) textual representations of a given concept. Such an insistence upon \"a textual plurality around the same, the 'always already'\", is seen as a pedagogical wiki bow towards enacting collaborative structuration research and practice.","publication":"Proceedings of the 2007 international symposium on …","publication_with_fallback":"Proceedings of the 2007 international symposium on 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itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1828652/_Post_modern_science_education_Propositions_and_alternative_paths">(Post) modern science (education): Propositions and alternative paths</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1828652" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="967efbc324a47f9d2e90bd2dca275863" rel="nofollow" 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workId = 1828652; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1828652"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1828652 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1828652"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1828652; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1828652]").text(description); $(".js-view-count-work_1828652").attr('title', description).tooltip(); }); });</script></span><script>$(function() { 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type="text/json">{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1828652]'), work: {"id":1828652,"title":"(Post) modern science (education): Propositions and alternative paths","created_at":"2012-08-01T22:06:06.146-07:00","owner_id":2234720,"url":"https://www.academia.edu/1828652/_Post_modern_science_education_Propositions_and_alternative_paths","slug":"_Post_modern_science_education_Propositions_and_alternative_paths","dom_id":"work_1828652","summary":null,"publication":"Science Education","publication_with_fallback":"Science 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href="https://www.academia.edu/1828656/UNA_VALORACI%C3%93N_DE_LAS_WIKIS_EL_DESARROLLO_DE_LOS_CONCEPTOS_EN_LA_ENSE%C3%91ANZA_A_TRAV%C3%89S_DEL_CONSTRUCTIVISMO_COMUNAL_">UNA VALORACIÓN DE LAS WIKIS: EL DESARROLLO DE LOS CONCEPTOS EN LA ENSEÑANZA A TRAVÉS DEL CONSTRUCTIVISMO COMUNAL¹</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1828656" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="499b087260623d9f0ea52e442391e5e2" rel="nofollow" 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type="text/json">{"id":2234720,"first_name":"renée","last_name":"fountain","domain_name":"ulaval","page_name":"renéefountain","display_name":"renée fountain","profile_url":"https://ulaval.academia.edu/ren%C3%A9efountain","photo":"https://gravatar.com/avatar/1d4c377aaea1df5dc5f8c1e36ae90808?s=65"}</script></span></span></li><li class="js-paper-rank-work_1828656 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1828656"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1828656, container: ".js-paper-rank-work_1828656", }); });</script></li><li class="js-percentile-work_1828656 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1828656; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1828656"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1828656 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1828656"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1828656; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1828656]").text(description); $(".js-view-count-work_1828656").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1828656").removeClass('hidden') })</script></div></li></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_93765705" data-work_id="93765705" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/93765705/Home_environment_pre_schooling_and_children_s_literacy_in_sub_Saharan_Africa_francophone">Home environment, pre-schooling and children’s literacy in sub-Saharan Africa francophone</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Background: The sustainable development goal (SDG) 4.2 calls to ‘ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education’. It is then... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_93765705" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Background: The sustainable development goal (SDG) 4.2 calls to ‘ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education’. It is then important to identify early childhood literacy drivers for better decision-making in education.Objectives: This research investigates the impact of pre-schooling and home environment effect on children’s literacy in sub-Saharan Africa francophone countries.Method: A total of 21 933 Grade 2 children participated in the regional assessment of literacy in 14 countries. Items on cognitive skills were used to assess children’s literacy skill. A contextual questionnaire was used to collect data on the home environment and children’s characteristics. Descriptive statistics, logistic regression and inverse-probability-weighted regression adjustment were used to estimate the impact of pre-schooling and home environment on children’s literacy skill.Results: At ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/93765705" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cac58bb56944f5ea8369265b05934123" rel="nofollow" data-download="{"attachment_id":96413276,"asset_id":93765705,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/96413276/download_file?st=MTczOTgzMzE1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3772476" href="https://ulaval.academia.edu/EmileOuedraogo">Emile Ouedraogo</a><script data-card-contents-for-user="3772476" type="text/json">{"id":3772476,"first_name":"Emile","last_name":"Ouedraogo","domain_name":"ulaval","page_name":"EmileOuedraogo","display_name":"Emile Ouedraogo","profile_url":"https://ulaval.academia.edu/EmileOuedraogo","photo":"https://0.academia-photos.com/3772476/1365470/3249221/s65_emile.ouedraogo.jpg"}</script></span></span></li><li class="js-paper-rank-work_93765705 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="93765705"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 93765705, container: ".js-paper-rank-work_93765705", }); });</script></li><li class="js-percentile-work_93765705 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 93765705; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_93765705"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_93765705 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="93765705"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 93765705; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=93765705]").text(description); $(".js-view-count-work_93765705").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_93765705").removeClass('hidden') })</script></div></li></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_103844688" data-work_id="103844688" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/103844688/La_Sexualit%C3%A9_le_Genre_et_l_Autre_dans_les_romans_de_Michel_Houellebecq">La Sexualité, le Genre et l’Autre, dans les romans de Michel Houellebecq</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Dans cet article nous essayons d’analyser comment Houellebecq racialise les référents de certains concepts tels que : « race », « culture », « espèce », « ethnicité ». Dans ses romans, il décrit l’organisation sociale de la communauté... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_103844688" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Dans cet article nous essayons d’analyser comment Houellebecq racialise les référents de certains concepts tels que : « race », « culture », « espèce », « ethnicité ». Dans ses romans, il décrit l’organisation sociale de la communauté humaine, comme un lieu de tension où se fondent les structures sociales de la société de consommation contemporaine. Il peint le paysage de l’imaginaire social de la sexualité et du genre qui est à l’origine de pratiques, mentalités, tendances, fantaisies et imagination, lesquelles nous invitent à déchiffrer un positionnement idéologique qui d’abord, présente en termes d’intempérance, la vie sexuelle dans la société, et ensuite, installe des aspects variés de la discrimination : occidental/ non-occidental, male / femelle.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/103844688" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="88eaf80fa41d67b6179326cd68de3d90" rel="nofollow" data-download="{"attachment_id":103737614,"asset_id":103844688,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/103737614/download_file?st=MTczOTgzMzE1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3729183" href="https://ulaval.academia.edu/znajjar">zeina najjar</a><script data-card-contents-for-user="3729183" type="text/json">{"id":3729183,"first_name":"zeina","last_name":"najjar","domain_name":"ulaval","page_name":"znajjar","display_name":"zeina najjar","profile_url":"https://ulaval.academia.edu/znajjar","photo":"https://0.academia-photos.com/3729183/165889574/155756116/s65_zeina.najjar.jpg"}</script></span></span></li><li class="js-paper-rank-work_103844688 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="103844688"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 103844688, container: ".js-paper-rank-work_103844688", }); 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$(".js-view-count[data-work-id=103844688]").text(description); $(".js-view-count-work_103844688").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_103844688").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="103844688"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="951" rel="nofollow" href="https://www.academia.edu/Documents/in/Humanities">Humanities</a>, <script data-card-contents-for-ri="951" type="text/json">{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="978292" rel="nofollow" href="https://www.academia.edu/Documents/in/Hybrida">Hybrida</a><script data-card-contents-for-ri="978292" type="text/json">{"id":978292,"name":"Hybrida","url":"https://www.academia.edu/Documents/in/Hybrida","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=103844688]'), work: {"id":103844688,"title":"La Sexualité, le Genre et l’Autre, dans les romans de Michel Houellebecq","created_at":"2023-06-25T07:47:27.921-07:00","owner_id":3729183,"url":"https://www.academia.edu/103844688/La_Sexualit%C3%A9_le_Genre_et_l_Autre_dans_les_romans_de_Michel_Houellebecq","slug":"La_Sexualité_le_Genre_et_l_Autre_dans_les_romans_de_Michel_Houellebecq","dom_id":"work_103844688","summary":"Dans cet article nous essayons d’analyser comment Houellebecq racialise les référents de certains concepts tels que : « race », « culture », « espèce », « ethnicité ». Dans ses romans, il décrit l’organisation sociale de la communauté humaine, comme un lieu de tension où se fondent les structures sociales de la société de consommation contemporaine. Il peint le paysage de l’imaginaire social de la sexualité et du genre qui est à l’origine de pratiques, mentalités, tendances, fantaisies et imagination, lesquelles nous invitent à déchiffrer un positionnement idéologique qui d’abord, présente en termes d’intempérance, la vie sexuelle dans la société, et ensuite, installe des aspects variés de la discrimination : occidental/ non-occidental, male / femelle.","publication":"HYBRIDA","publication_with_fallback":"HYBRIDA","downloadable_attachments":[{"id":103737614,"asset_id":103844688,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/103737614/thumbnails/1.jpg","download_url":"https://d1wqtxts1xzle7.cloudfront.net/103737614/16889-libre.pdf?1687705212=\u0026response-content-disposition=attachment%3B+filename%3DLa_Sexualite_le_Genre_et_l_Autre_dans_le.pdf\u0026Expires=1739759536\u0026Signature=HFTfmEpgXe2rENXA3ufI0~JCedP3Q7YYk2mVnbTd1Cydh2Zjj-DfXrxKYwZEC8NwhENbYXwchx-aVyL1bp9yDXYA6yyoStOcoznVWtjfbxIumsCYg97UOfAjSDJIt4pjTpUVPRLl4hOjV7OXBNGPPSTPzH9zkN6g7R-GkZmBXy0pdejszIknzmKngfuy8rNwoOf2zSfCJDDn84vjAATRFT45CGs9MVwPAA4IJy1iCk7K5IpCIYsh5RCfCUBOqST5-EnUxludv2MfcWmN-lYTn24JdTVPQqs9G5d4DqwzTLpHhzxjP0a77pofmLUOZa0O8geLywtNJQj~orHHOUja7A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/103737614/download_file?st=MTczOTgzMzE1OSw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/103737614/mini_magick20230625-1-6ck0bu.png?1687704501"}],"downloadable_attachments_with_full_thumbnails":[{"id":103737614,"asset_id":103844688,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/103737614/thumbnails/1.jpg","download_url":"https://d1wqtxts1xzle7.cloudfront.net/103737614/16889-libre.pdf?1687705212=\u0026response-content-disposition=attachment%3B+filename%3DLa_Sexualite_le_Genre_et_l_Autre_dans_le.pdf\u0026Expires=1739759537\u0026Signature=ctwXK3AxcWBUDGuLVSWFajWzxShx-N3wvlpX46xKUSKQGmDOvXXBDBJD4u1RQU5IFWaZJZgJtJXPZ9bv0CyK08rBC1~MyFm9WmwHv5O7XnJSbZGfEZtYm97EGF7YLKTrQZNiw02dcGP~k8Fvkut5SS2er7NDs-6dUrJztcj~0cPLJuX1sIchNYnneDC8lcFHfwTfN8zGybBmShcZmVckM1s6vC9m-VlxMvm3wgf1QTgcmrFlea5HJ7ZpsItPtUnncLdPKqSSMRpfXSHYJorQpFBBg6Cp4uGu2M4EMd6JhXcVM0Al08FkglU2fYtvEwoch56z8tMVcwEnTwFFSkKY0A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/103737614/download_file?st=MTczOTgzMzE1OSw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/103737614/mini_magick20230625-1-6ck0bu.png?1687704501"}],"has_pdf":true,"has_fulltext":true,"page_count":17,"ordered_authors":[{"id":3729183,"first_name":"zeina","last_name":"najjar","domain_name":"ulaval","page_name":"znajjar","display_name":"zeina najjar","profile_url":"https://ulaval.academia.edu/znajjar","photo":"https://0.academia-photos.com/3729183/165889574/155756116/s65_zeina.najjar.jpg"}],"research_interests":[{"id":951,"name":"Humanities","url":"https://www.academia.edu/Documents/in/Humanities","nofollow":true},{"id":978292,"name":"Hybrida","url":"https://www.academia.edu/Documents/in/Hybrida","nofollow":true}],"publication_year":2020,"publication_year_with_fallback":2020,"paper_rank":null,"all_time_views":4,"active_discussion":{}}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3586202" data-work_id="3586202" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3586202/Effects_of_a_context_awareness_tool_on_students_cognition_of_their_team_mates_learning_time_in_a_distance_learning_project_activity">Effects of a context awareness tool on students' cognition of their team-mates learning time in a distance learning project activity</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Aiming to understand and enhance metacognition in Computer Supported Collaborative Learning (CSCL), we considered time management as one of students' major challenges in CSCL. In collaborative activities, students need to know and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3586202" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Aiming to understand and enhance metacognition in Computer Supported Collaborative Learning (CSCL), we considered time management as one of students' major challenges in CSCL. In collaborative activities, students need to know and regulate their individual and collective time being aware about their own and their team-mates expected availabilities. Aiming to understand and enhance time awareness in distance learning context we introduced a methodology for the assessment of Group Time Awareness, based on the comparison of subjective and inter-subjective students' learning time perceptions. Assuming that enhancing awareness will help the collaborative learning process we hypothesize that group awareness could be improved by enhancing the reflexive properties of the Computer Learning Environment. For this purpose, we conducted an experimental study introducing a context-awareness tool in order to evaluate its impact on group time awareness scores.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3586202" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="af396e184e96ce6eee68fed9a5b7fb10" rel="nofollow" data-download="{"attachment_id":31288501,"asset_id":3586202,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31288501/download_file?st=MTczOTgzMzE1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4280765" href="https://ulaval.academia.edu/MargaridaRomero">Margarida Romero</a><script data-card-contents-for-user="4280765" type="text/json">{"id":4280765,"first_name":"Margarida","last_name":"Romero","domain_name":"ulaval","page_name":"MargaridaRomero","display_name":"Margarida Romero","profile_url":"https://ulaval.academia.edu/MargaridaRomero","photo":"https://0.academia-photos.com/4280765/1704009/2044345/s65_margarida.romero.jpg"}</script></span></span></li><li class="js-paper-rank-work_3586202 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3586202"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3586202, container: ".js-paper-rank-work_3586202", }); 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$(".js-view-count[data-work-id=3586202]").text(description); $(".js-view-count-work_3586202").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3586202").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3586202"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1000" rel="nofollow" href="https://www.academia.edu/Documents/in/Instructional_Design">Instructional Design</a>, <script data-card-contents-for-ri="1000" type="text/json">{"id":1000,"name":"Instructional Design","url":"https://www.academia.edu/Documents/in/Instructional_Design","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1695" rel="nofollow" href="https://www.academia.edu/Documents/in/Distance_Education">Distance Education</a>, <script data-card-contents-for-ri="1695" type="text/json">{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5625" rel="nofollow" href="https://www.academia.edu/Documents/in/Instructional_Technology">Instructional Technology</a><script data-card-contents-for-ri="5625" type="text/json">{"id":5625,"name":"Instructional Technology","url":"https://www.academia.edu/Documents/in/Instructional_Technology","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3586202]'), work: {"id":3586202,"title":"Effects of a context awareness tool on students' cognition of their team-mates learning time in a distance learning project activity","created_at":"2013-05-22T07:57:25.110-07:00","owner_id":4280765,"url":"https://www.academia.edu/3586202/Effects_of_a_context_awareness_tool_on_students_cognition_of_their_team_mates_learning_time_in_a_distance_learning_project_activity","slug":"Effects_of_a_context_awareness_tool_on_students_cognition_of_their_team_mates_learning_time_in_a_distance_learning_project_activity","dom_id":"work_3586202","summary":"Aiming to understand and enhance metacognition in Computer Supported Collaborative Learning (CSCL), we considered time management as one of students' major challenges in CSCL. In collaborative activities, students need to know and regulate their individual and collective time being aware about their own and their team-mates expected availabilities. Aiming to understand and enhance time awareness in distance learning context we introduced a methodology for the assessment of Group Time Awareness, based on the comparison of subjective and inter-subjective students' learning time perceptions. Assuming that enhancing awareness will help the collaborative learning process we hypothesize that group awareness could be improved by enhancing the reflexive properties of the Computer Learning Environment. For this purpose, we conducted an experimental study introducing a context-awareness tool in order to evaluate its impact on group time awareness scores.","publication":null,"publication_with_fallback":null,"downloadable_attachments":[{"id":31288501,"asset_id":3586202,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/31288501/thumbnails/1.jpg","download_url":"https://d1wqtxts1xzle7.cloudfront.net/31288501/paper382-libre.pdf?1392231955=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_a_context_awareness_tool_on_s.pdf\u0026Expires=1739836759\u0026Signature=EygSoby5lm-RZZH0xGASEnAU1hYpnM-ubj8GCTUbqmm~uuVzz6KYXkD6aJRWJXTXXPzrNgu8JbJ6IDSu87wMllXQDZtSTXfvjMOcj1FLqXj5GTFgCtKzBX5Pyr7swOCJUIzAyg5wbfUQMFG2jbxdCwDP3tr-a4dx2QybfWFJMWAa4v0vNQyNj6MLlTswfDYN6Yp5E-rk1n3JIAKkKYfMsxKcqHpyE8BnQ3nq9~0ajaG4jW-8Lltwv9V5eajHxcT9mi4h64zB6KolBiJswyIete1fJYwVArppk3MUkCDra71Es-j87~zC97aMmOijzhB3H12JdzdD9YUYJv3-jDnJCQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/31288501/download_file?st=MTczOTgzMzE1OSw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/31288501/mini_magick20190426-4347-1n3qyel.png?1556282840"}],"downloadable_attachments_with_full_thumbnails":[{"id":31288501,"asset_id":3586202,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/31288501/thumbnails/1.jpg","download_url":"https://d1wqtxts1xzle7.cloudfront.net/31288501/paper382-libre.pdf?1392231955=\u0026response-content-disposition=attachment%3B+filename%3DEffects_of_a_context_awareness_tool_on_s.pdf\u0026Expires=1739836759\u0026Signature=EygSoby5lm-RZZH0xGASEnAU1hYpnM-ubj8GCTUbqmm~uuVzz6KYXkD6aJRWJXTXXPzrNgu8JbJ6IDSu87wMllXQDZtSTXfvjMOcj1FLqXj5GTFgCtKzBX5Pyr7swOCJUIzAyg5wbfUQMFG2jbxdCwDP3tr-a4dx2QybfWFJMWAa4v0vNQyNj6MLlTswfDYN6Yp5E-rk1n3JIAKkKYfMsxKcqHpyE8BnQ3nq9~0ajaG4jW-8Lltwv9V5eajHxcT9mi4h64zB6KolBiJswyIete1fJYwVArppk3MUkCDra71Es-j87~zC97aMmOijzhB3H12JdzdD9YUYJv3-jDnJCQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/31288501/download_file?st=MTczOTgzMzE1OSw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/31288501/mini_magick20190426-4347-1n3qyel.png?1556282840"}],"has_pdf":true,"has_fulltext":true,"page_count":5,"ordered_authors":[{"id":4280765,"first_name":"Margarida","last_name":"Romero","domain_name":"ulaval","page_name":"MargaridaRomero","display_name":"Margarida 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href="https://www.academia.edu/Documents/in/E-learning">E-learning</a>, <script data-card-contents-for-ri="1609" type="text/json">{"id":1609,"name":"E-learning","url":"https://www.academia.edu/Documents/in/E-learning","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8667" rel="nofollow" href="https://www.academia.edu/Documents/in/Metacognition">Metacognition</a>, <script data-card-contents-for-ri="8667" type="text/json">{"id":8667,"name":"Metacognition","url":"https://www.academia.edu/Documents/in/Metacognition","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="16957" rel="nofollow" href="https://www.academia.edu/Documents/in/EIAH">EIAH</a><script data-card-contents-for-ri="16957" type="text/json">{"id":16957,"name":"EIAH","url":"https://www.academia.edu/Documents/in/EIAH","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3586203]'), 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href="https://www.academia.edu/3586204/Collaborative_design_of_computer_network_using_Activity_Led_Learning_approach">Collaborative design of computer network using Activity-Led Learning approach</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In order to enhance students' problem-solving competences it is necessary to develop their technical skill as well as their soft skills such as business, communication and team working. In this paper, we introduce an Activity-Led Learning... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3586204" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In order to enhance students' problem-solving competences it is necessary to develop their technical skill as well as their soft skills such as business, communication and team working. In this paper, we introduce an Activity-Led Learning (ALL) approach and analyze its impact on students' engagement (time-on-task), satisfaction and group performance. We also propose a Group Performance Model (GPM) in order to deploy ALL successfully in the master-level module, Network Planning and Management. The model facilitates group formation and allows group integration and cooperation by developing `common ground' amongst group members. This paper also presents students evaluation from two perspectives; students direct feedback on the module and indirect measures based on common ground and Task Performance Time (TPT) analysis.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3586204" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c85043a7870cf1be57ed758b5df20f7e" rel="nofollow" data-download="{"attachment_id":50213845,"asset_id":3586204,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50213845/download_file?st=MTczOTgzMzE1OSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4280765" href="https://ulaval.academia.edu/MargaridaRomero">Margarida Romero</a><script data-card-contents-for-user="4280765" type="text/json">{"id":4280765,"first_name":"Margarida","last_name":"Romero","domain_name":"ulaval","page_name":"MargaridaRomero","display_name":"Margarida Romero","profile_url":"https://ulaval.academia.edu/MargaridaRomero","photo":"https://0.academia-photos.com/4280765/1704009/2044345/s65_margarida.romero.jpg"}</script></span></span></li><li class="js-paper-rank-work_3586204 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3586204"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3586204, container: ".js-paper-rank-work_3586204", }); 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Gee, 2007) With the 21st century dynamics in one's thinking and being, education and -along with it-curriculum features have witnessed an upsurge in skills to be trained. Paraphrasing UNESCO's Task Force vision, we now teach... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3586276" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">(J.P. Gee, 2007) With the 21st century dynamics in one's thinking and being, education and -along with it-curriculum features have witnessed an upsurge in skills to be trained. Paraphrasing UNESCO's Task Force vision, we now teach students to know, to do, to live together and to be. In this respect, the "digital immigrants " now have to keep up with the ever changing quality of information and reconsider Bloom's taxonomy from the upper levels onward, looking for better ways to integrate interdisciplinary and trans-discipinary activities into the curriculum to prepare the "new millenials" for ever-challenging environments. In this context, inordinate books have been written and countless lectures have been given in conferences, as "games for educational purposes" and "gamification" as alternative and effective learning tools are nowadays "hash tags" in education. Everybody knows a little of it and nothing seems intricate enough not to be achieved. While games are still being designed for educational purposes and for a raised interest in instructors, the academic technologists and other staff who wish to learn by playing and reflect on this experience still have no clear, measurable understanding of what games really do in a real-teaching environment. After state-of-art has been presented in what Serious Games feature now both in education and corporate training, case studies are still to feed researchers via practitioners into revealing new facets of using games, in adapting and personalizing them to every context of use; all this aims at better meeting the requirements of the users, enhancing knowledge transfer in its various forms, bridging gaps between researchers, game designers, trainers, trainees and labour market stakeholders eventually. In this light, we here showcase a study undertaken asynchronously by ESADE Business School in Barcelona, Spain, and Carol I National Defence University (NDU), Bucharest, Romania, to identify the possibilities of integrating serious games into curriculum for an ESP (English for Specific Purposes) module, in an adult education-context, given the specificities of time, age, background and culturalembedding features.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3586276" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="08cd9b33fffab8c08ccdd28b1fea4989" rel="nofollow" data-download="{"attachment_id":31288537,"asset_id":3586276,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31288537/download_file?st=MTczOTgzMzE2MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4280765" href="https://ulaval.academia.edu/MargaridaRomero">Margarida Romero</a><script data-card-contents-for-user="4280765" type="text/json">{"id":4280765,"first_name":"Margarida","last_name":"Romero","domain_name":"ulaval","page_name":"MargaridaRomero","display_name":"Margarida Romero","profile_url":"https://ulaval.academia.edu/MargaridaRomero","photo":"https://0.academia-photos.com/4280765/1704009/2044345/s65_margarida.romero.jpg"}</script></span></span></li><li class="js-paper-rank-work_3586276 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3586276"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3586276, container: ".js-paper-rank-work_3586276", }); 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Gee, 2007) With the 21st century dynamics in one's thinking and being, education and -along with it-curriculum features have witnessed an upsurge in skills to be trained. Paraphrasing UNESCO's Task Force vision, we now teach students to know, to do, to live together and to be. In this respect, the \"digital immigrants \" now have to keep up with the ever changing quality of information and reconsider Bloom's taxonomy from the upper levels onward, looking for better ways to integrate interdisciplinary and trans-discipinary activities into the curriculum to prepare the \"new millenials\" for ever-challenging environments. In this context, inordinate books have been written and countless lectures have been given in conferences, as \"games for educational purposes\" and \"gamification\" as alternative and effective learning tools are nowadays \"hash tags\" in education. Everybody knows a little of it and nothing seems intricate enough not to be achieved. While games are still being designed for educational purposes and for a raised interest in instructors, the academic technologists and other staff who wish to learn by playing and reflect on this experience still have no clear, measurable understanding of what games really do in a real-teaching environment. After state-of-art has been presented in what Serious Games feature now both in education and corporate training, case studies are still to feed researchers via practitioners into revealing new facets of using games, in adapting and personalizing them to every context of use; all this aims at better meeting the requirements of the users, enhancing knowledge transfer in its various forms, bridging gaps between researchers, game designers, trainers, trainees and labour market stakeholders eventually. 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Promoting collaborative learning in digital game based learning</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The process of learning through Game Based Learning (GBL) presents both positive aspects and challenges to be faced in order to support the achievement of learning goals and knowledge creation. This study aims to characterise game... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3586277" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The process of learning through Game Based Learning (GBL) presents both positive aspects and challenges to be faced in order to support the achievement of learning goals and knowledge creation. This study aims to characterise game dynamics in the adoption of multi-player GBL. In particular, we examine the multi-player GBL dynamics may enhance collaborative learning through a relation of positive interdependence while at the same time maintaining a certain level of competition for ensuring multi-player GBL gameplay. The first section of the paper introduces collaborative GBL and describes the combination of intragroup dynamics of cooperation and positive interdependence and an intergroup dynamic of competition to maintain gameplay. The second part of the paper describes two multi-player GBL scenarios: the multi-player game with interpersonal competition and the multiplayer game with intergroup competition. For each scenario a case analysis of existing collaborative games is provided, which may help instructional and game designers when defining the collaborative GBL dynamics. Technological requirements and best practices in the use of collaborative GBL are described in the last sections.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3586277" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="20b0cedd66dc51b208de9b4083298a03" rel="nofollow" data-download="{"attachment_id":50213772,"asset_id":3586277,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50213772/download_file?st=MTczOTgzMzE2MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4280765" href="https://ulaval.academia.edu/MargaridaRomero">Margarida Romero</a><script data-card-contents-for-user="4280765" type="text/json">{"id":4280765,"first_name":"Margarida","last_name":"Romero","domain_name":"ulaval","page_name":"MargaridaRomero","display_name":"Margarida Romero","profile_url":"https://ulaval.academia.edu/MargaridaRomero","photo":"https://0.academia-photos.com/4280765/1704009/2044345/s65_margarida.romero.jpg"}</script></span></span></li><li class="js-paper-rank-work_3586277 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3586277"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3586277, container: ".js-paper-rank-work_3586277", }); });</script></li><li class="js-percentile-work_3586277 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3586277; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3586277"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3586277 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3586277"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3586277; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3586277]").text(description); $(".js-view-count-work_3586277").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3586277").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3586277"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="2605" rel="nofollow" href="https://www.academia.edu/Documents/in/Serious_Games">Serious Games</a><script data-card-contents-for-ri="2605" type="text/json">{"id":2605,"name":"Serious Games","url":"https://www.academia.edu/Documents/in/Serious_Games","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3586277]'), work: {"id":3586277,"title":"Learning through playing for or against each other? 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The first section of the paper introduces collaborative GBL and describes the combination of intragroup dynamics of cooperation and positive interdependence and an intergroup dynamic of competition to maintain gameplay. The second part of the paper describes two multi-player GBL scenarios: the multi-player game with interpersonal competition and the multiplayer game with intergroup competition. For each scenario a case analysis of existing collaborative games is provided, which may help instructional and game designers when defining the collaborative GBL dynamics. 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metavals serious games</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Serious Games (SG) in Higher Education should be able to be adapted to particular learning needs and different university contexts in a sustainable way. In this respect, this study aims to describe the adaptation and personalization... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3586280" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Serious Games (SG) in Higher Education should be able to be adapted to particular learning needs and different university contexts in a sustainable way. In this respect, this study aims to describe the adaptation and personalization mechanism through the analysis of a case study developed in three countries and learning contexts. The adaptation is analyzed through the perspective of the perceived usability, utility and ease of use of the game in Spain, the UK and Romania. First results point to a positive evaluation by users of adaptable games, in the particular field of SGs for adult formal education. Future releases of the MetaVals game will be addressed towards the implementation of a complete and multi-language management interface, together with an improvement of the present static design.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3586280" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7509c22e10244241211f9add2164191f" rel="nofollow" data-download="{"attachment_id":50213776,"asset_id":3586280,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50213776/download_file?st=MTczOTgzMzE2MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4280765" href="https://ulaval.academia.edu/MargaridaRomero">Margarida Romero</a><script data-card-contents-for-user="4280765" type="text/json">{"id":4280765,"first_name":"Margarida","last_name":"Romero","domain_name":"ulaval","page_name":"MargaridaRomero","display_name":"Margarida Romero","profile_url":"https://ulaval.academia.edu/MargaridaRomero","photo":"https://0.academia-photos.com/4280765/1704009/2044345/s65_margarida.romero.jpg"}</script></span></span></li><li class="js-paper-rank-work_3586280 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3586280"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3586280, container: ".js-paper-rank-work_3586280", }); 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href="https://www.academia.edu/Documents/in/Distance_Education">Distance Education</a>, <script data-card-contents-for-ri="1695" type="text/json">{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="931698" rel="nofollow" href="https://www.academia.edu/Documents/in/Open_Distance_Learning">Open Distance Learning</a><script data-card-contents-for-ri="931698" type="text/json">{"id":931698,"name":"Open Distance Learning","url":"https://www.academia.edu/Documents/in/Open_Distance_Learning","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3586282]'), work: {"id":3586282,"title":"ASSESSMENT OF E-LEARNERS'TEMPORAL 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Romero","profile_url":"https://ulaval.academia.edu/MargaridaRomero","photo":"https://0.academia-photos.com/4280765/1704009/2044345/s65_margarida.romero.jpg"}],"research_interests":[{"id":1695,"name":"Distance Education","url":"https://www.academia.edu/Documents/in/Distance_Education","nofollow":true},{"id":931698,"name":"Open Distance Learning","url":"https://www.academia.edu/Documents/in/Open_Distance_Learning","nofollow":true}],"publication_year":null,"publication_year_with_fallback":null,"paper_rank":null,"all_time_views":17,"active_discussion":{}}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3586283" data-work_id="3586283" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3586283/Internal_and_External_Regulation_to_Support_Knowledge_Construction_and_Convergence_in_Computer_Supported_Collaborative_Learning_CSCL">Internal and External Regulation to Support Knowledge Construction and Convergence in Computer Supported Collaborative Learning (CSCL</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Computer Supported Collaborative Learning (CSCL) activities aim to promote collaborative knowledge construction and convergence. During the CSCL activity, the students should regulate their learning activity, at the individual and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3586283" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Computer Supported Collaborative Learning (CSCL) activities aim to promote collaborative knowledge construction and convergence. During the CSCL activity, the students should regulate their learning activity, at the individual and collective level. This implies an organisation cost related to the coordination of the activity with the team-mates and the internal and external regulation of this activity. Therefore, we consider a knowledge perspective and an organisation load perspective in the execution of the CSCL activities. We assume the time and efforts spent in the organisation are not spent in the knowledge construction and convergence process. Nevetheless, we assume that in CSCL activities a certain level of organisation is a requirement for the knowledge construction and convergence process. The students' organisation load depends on the level of the scripting of the CSCL activities. A highly scripted activity implies a high level of external organisation and a lower level of self and co-organisation. When the CSCL activity has a low level of external regulation, the students' requires a higher level of self and group organisation. CSCL approaches could then imply a high transactive cost in terms of organization that could reduce the time and efforts the students could devote to the knowledge construction and convergence process. In this paper, we analyse the impact of the organisation in the knowledge construction and convergence through a critical revision of the CSCL literature.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3586283" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5dfb0175fa4f9c6d9bc55b4e1b1273f8" rel="nofollow" data-download="{"attachment_id":31288539,"asset_id":3586283,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31288539/download_file?st=MTczOTgzMzE2MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4280765" href="https://ulaval.academia.edu/MargaridaRomero">Margarida Romero</a><script data-card-contents-for-user="4280765" type="text/json">{"id":4280765,"first_name":"Margarida","last_name":"Romero","domain_name":"ulaval","page_name":"MargaridaRomero","display_name":"Margarida Romero","profile_url":"https://ulaval.academia.edu/MargaridaRomero","photo":"https://0.academia-photos.com/4280765/1704009/2044345/s65_margarida.romero.jpg"}</script></span></span></li><li class="js-paper-rank-work_3586283 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3586283"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3586283, container: ".js-paper-rank-work_3586283", }); });</script></li><li class="js-percentile-work_3586283 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3586283; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3586283"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3586283 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3586283"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3586283; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3586283]").text(description); $(".js-view-count-work_3586283").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3586283").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3586283"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="8679" rel="nofollow" href="https://www.academia.edu/Documents/in/Computer_Supported_Collaborative_Learning_CSCL_">Computer Supported Collaborative Learning (CSCL)</a><script data-card-contents-for-ri="8679" type="text/json">{"id":8679,"name":"Computer Supported Collaborative Learning (CSCL)","url":"https://www.academia.edu/Documents/in/Computer_Supported_Collaborative_Learning_CSCL_","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3586283]'), work: {"id":3586283,"title":"Internal and External Regulation to Support Knowledge Construction and Convergence in Computer Supported Collaborative Learning (CSCL","created_at":"2013-05-22T08:16:56.133-07:00","owner_id":4280765,"url":"https://www.academia.edu/3586283/Internal_and_External_Regulation_to_Support_Knowledge_Construction_and_Convergence_in_Computer_Supported_Collaborative_Learning_CSCL","slug":"Internal_and_External_Regulation_to_Support_Knowledge_Construction_and_Convergence_in_Computer_Supported_Collaborative_Learning_CSCL","dom_id":"work_3586283","summary":"Computer Supported Collaborative Learning (CSCL) activities aim to promote collaborative knowledge construction and convergence. During the CSCL activity, the students should regulate their learning activity, at the individual and collective level. This implies an organisation cost related to the coordination of the activity with the team-mates and the internal and external regulation of this activity. Therefore, we consider a knowledge perspective and an organisation load perspective in the execution of the CSCL activities. We assume the time and efforts spent in the organisation are not spent in the knowledge construction and convergence process. Nevetheless, we assume that in CSCL activities a certain level of organisation is a requirement for the knowledge construction and convergence process. The students' organisation load depends on the level of the scripting of the CSCL activities. A highly scripted activity implies a high level of external organisation and a lower level of self and co-organisation. When the CSCL activity has a low level of external regulation, the students' requires a higher level of self and group organisation. CSCL approaches could then imply a high transactive cost in terms of organization that could reduce the time and efforts the students could devote to the knowledge construction and convergence process. In this paper, we analyse the impact of the organisation in the knowledge construction and convergence through a critical revision of the CSCL literature.","publication":"… of Research in …","publication_with_fallback":"… of Research in …","downloadable_attachments":[{"id":31288539,"asset_id":3586283,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/31288539/thumbnails/1.jpg","download_url":"https://d1wqtxts1xzle7.cloudfront.net/31288539/Art_23_513.pdf20130812-27188-xiyqy6-libre-libre.pdf?1376348601=\u0026response-content-disposition=attachment%3B+filename%3DInternal_and_External_Regulation_to_Supp.pdf\u0026Expires=1739836760\u0026Signature=JlMKo7yro2KhwD16rSIwWlpt7D9C6VM3vLwWoUoJdiQYsAbkrUSaysAE8n8GtuXEnFVYjSyS0MWk~kuuKpMR0WcjeLB2WNLRi2Mr4rXUDL6kFtxiQ2kRWFDPlhyg4rGkvnb8Cef6LlQQKQ4SFU1uZKy7ENVNx4qOSm9rEM2DZm1QeT5Wb-8I8zGcPOjLcxYqiEVg5JARgKgltqmOsh5ZdP-rmtmUHMhSl~oC7T7Qx2ka9t1Zt0FZzZ794hOgHdk66zeR~qLRcuJtyCO9ejxm9wbsyk3xaJlTUZfP7m0DQeubqseZA2XEdSiprUUNs2n6bMb8USmwez74sVoLobMBxA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/31288539/download_file?st=MTczOTgzMzE2MCw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/31288539/mini_magick20190426-23917-1fhcs6m.png?1556282840"}],"downloadable_attachments_with_full_thumbnails":[{"id":31288539,"asset_id":3586283,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/31288539/thumbnails/1.jpg","download_url":"https://d1wqtxts1xzle7.cloudfront.net/31288539/Art_23_513.pdf20130812-27188-xiyqy6-libre-libre.pdf?1376348601=\u0026response-content-disposition=attachment%3B+filename%3DInternal_and_External_Regulation_to_Supp.pdf\u0026Expires=1739836760\u0026Signature=JlMKo7yro2KhwD16rSIwWlpt7D9C6VM3vLwWoUoJdiQYsAbkrUSaysAE8n8GtuXEnFVYjSyS0MWk~kuuKpMR0WcjeLB2WNLRi2Mr4rXUDL6kFtxiQ2kRWFDPlhyg4rGkvnb8Cef6LlQQKQ4SFU1uZKy7ENVNx4qOSm9rEM2DZm1QeT5Wb-8I8zGcPOjLcxYqiEVg5JARgKgltqmOsh5ZdP-rmtmUHMhSl~oC7T7Qx2ka9t1Zt0FZzZ794hOgHdk66zeR~qLRcuJtyCO9ejxm9wbsyk3xaJlTUZfP7m0DQeubqseZA2XEdSiprUUNs2n6bMb8USmwez74sVoLobMBxA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/31288539/download_file?st=MTczOTgzMzE2MCw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/31288539/mini_magick20190426-23917-1fhcs6m.png?1556282840"}],"has_pdf":true,"has_fulltext":true,"page_count":22,"ordered_authors":[{"id":4280765,"first_name":"Margarida","last_name":"Romero","domain_name":"ulaval","page_name":"MargaridaRomero","display_name":"Margarida Romero","profile_url":"https://ulaval.academia.edu/MargaridaRomero","photo":"https://0.academia-photos.com/4280765/1704009/2044345/s65_margarida.romero.jpg"}],"research_interests":[{"id":8679,"name":"Computer Supported Collaborative Learning (CSCL)","url":"https://www.academia.edu/Documents/in/Computer_Supported_Collaborative_Learning_CSCL_","nofollow":true}],"publication_year":2011,"publication_year_with_fallback":2011,"paper_rank":null,"all_time_views":124,"active_discussion":{}}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3586284" data-work_id="3586284" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3586284/Are_online_learners_frustrated_with_collaborative_learning_experiences">Are online learners frustrated with collaborative learning experiences</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Online education increasingly puts emphasis on collaborative learning methods. Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3586284" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Online education increasingly puts emphasis on collaborative learning methods. Despite the pedagogical advantages of collaborative learning, online learners can perceive collaborative learning activities as frustrating experiences. The purpose of this study was to characterize the feelings of frustration as a negative emotion among online learners engaged in online computer-supported collaborative learning (CSCL) experiences and, moreover, to identify the sources to which the learners attribute their frustration. With this aim, a questionnaire was designed to obtain data from a sample of online learners participating in the Master of ICT and Education program of the Universitat Oberta de Catalunya (UOC).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3586284" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f339d4632ccf4396326e66fe77ef4753" rel="nofollow" data-download="{"attachment_id":50213755,"asset_id":3586284,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50213755/download_file?st=MTczOTgzMzE2MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4280765" href="https://ulaval.academia.edu/MargaridaRomero">Margarida Romero</a><script data-card-contents-for-user="4280765" type="text/json">{"id":4280765,"first_name":"Margarida","last_name":"Romero","domain_name":"ulaval","page_name":"MargaridaRomero","display_name":"Margarida Romero","profile_url":"https://ulaval.academia.edu/MargaridaRomero","photo":"https://0.academia-photos.com/4280765/1704009/2044345/s65_margarida.romero.jpg"}</script></span></span></li><li class="js-paper-rank-work_3586284 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3586284"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3586284, container: ".js-paper-rank-work_3586284", }); 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With this aim, a questionnaire was designed to obtain data from a sample of online learners participating in the Master of ICT and Education program of the Universitat Oberta de Catalunya (UOC).","publication":"The International review of research in open …","publication_with_fallback":"The International review of research in open …","downloadable_attachments":[{"id":50213755,"asset_id":3586284,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/50213755/thumbnails/1.jpg","download_url":"https://d1wqtxts1xzle7.cloudfront.net/50213755/Are_online_learners_frustrated_with_coll20161109-13833-y2u5vd-libre.pdf?1478716513=\u0026response-content-disposition=attachment%3B+filename%3DAre_online_learners_frustrated_with_coll.pdf\u0026Expires=1739580878\u0026Signature=O42wWQUAgFs3ubDT-nPcPWdNybE13vGj-zJzXoB1TTiWEmVHBWVwPxSgcoNbXyMbyRGijAkltPW0ZA-l6kGKqGQP-o5f7EFvBHO6ITy~nqdPdcTDaVPeAHKvu7Yk1Rs4g66A87-MuboRom1cTBF2qI9sL3LcDDXJsG~DF8Ja2sTLrcta25Uv4CTFHK8~0KVKArKh3cYljaDYoch4qp~H4104Eem-GYiZipvFBIfkWL9XTOFwES76qCdkyZ9D5rzqMHrWq06ooHRujcj~KK~2~VY64P-mJa~4tv~T9B08lnSLTi5ZV1aPZjvQu7bUaiN4e58BbT29cI-nQue10~Sm9Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/50213755/download_file?st=MTczOTgzMzE2MCw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/50213755/mini_magick20220707-32621-1s9mkil.png?1657258040"}],"downloadable_attachments_with_full_thumbnails":[{"id":50213755,"asset_id":3586284,"asset_type":"Work","always_allow_download":false,"scribd_thumbnail_url":"https://attachments.academia-assets.com/50213755/thumbnails/1.jpg","download_url":"https://d1wqtxts1xzle7.cloudfront.net/50213755/Are_online_learners_frustrated_with_coll20161109-13833-y2u5vd-libre.pdf?1478716513=\u0026response-content-disposition=attachment%3B+filename%3DAre_online_learners_frustrated_with_coll.pdf\u0026Expires=1739580878\u0026Signature=O42wWQUAgFs3ubDT-nPcPWdNybE13vGj-zJzXoB1TTiWEmVHBWVwPxSgcoNbXyMbyRGijAkltPW0ZA-l6kGKqGQP-o5f7EFvBHO6ITy~nqdPdcTDaVPeAHKvu7Yk1Rs4g66A87-MuboRom1cTBF2qI9sL3LcDDXJsG~DF8Ja2sTLrcta25Uv4CTFHK8~0KVKArKh3cYljaDYoch4qp~H4104Eem-GYiZipvFBIfkWL9XTOFwES76qCdkyZ9D5rzqMHrWq06ooHRujcj~KK~2~VY64P-mJa~4tv~T9B08lnSLTi5ZV1aPZjvQu7bUaiN4e58BbT29cI-nQue10~Sm9Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA","download_file_url":"https://www.academia.edu/attachments/50213755/download_file?st=MTczOTgzMzE2MCw4LjIyMi4yMDguMTQ2&","full_thumbnail_url":"https://0.academia-photos.com/attachment_thumbnails/50213755/mini_magick20220707-32621-1s9mkil.png?1657258040"}],"has_pdf":true,"has_fulltext":true,"page_count":19,"ordered_authors":[{"id":4280765,"first_name":"Margarida","last_name":"Romero","domain_name":"ulaval","page_name":"MargaridaRomero","display_name":"Margarida Romero","profile_url":"https://ulaval.academia.edu/MargaridaRomero","photo":"https://0.academia-photos.com/4280765/1704009/2044345/s65_margarida.romero.jpg"}],"research_interests":[{"id":24943,"name":"Distance Learning","url":"https://www.academia.edu/Documents/in/Distance_Learning","nofollow":true}],"publication_year":2012,"publication_year_with_fallback":2012,"paper_rank":null,"all_time_views":21,"active_discussion":{}}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3586285" data-work_id="3586285" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3586285/Creativity_in_collaborative_learning_across_the_life_span">Creativity in collaborative learning across the life span</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Creativity is one of the competencies required in order successfully to meet challenges across the life span. After defining the broad concept of creativity and its relevance in education, this paper discusses the outcome of a literature... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3586285" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Creativity is one of the competencies required in order successfully to meet challenges across the life span. After defining the broad concept of creativity and its relevance in education, this paper discusses the outcome of a literature review on creativity in collaborative learning across the different stages of an individual's development, with a specific focus on the use of ICT as a means of fostering the creative learning process. Although much of the literature concerns creativity and critical thinking skills in children and adolescents, we analyze the specific requirements and specificities of these competencies in advanced adulthood. We aim specifically to characterize the capabilities of older adults to collaborate through Virtual Learning Environments (VLEs). The last part of the paper discusses means of promoting the development of creative skills at different ages, notably in elderly persons, and the use of collaborative learning technologies.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3586285" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d96166d01b50557d18a71f699644ee03" rel="nofollow" data-download="{"attachment_id":31288541,"asset_id":3586285,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31288541/download_file?st=MTczOTgzMzE2MCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4280765" href="https://ulaval.academia.edu/MargaridaRomero">Margarida Romero</a><script data-card-contents-for-user="4280765" type="text/json">{"id":4280765,"first_name":"Margarida","last_name":"Romero","domain_name":"ulaval","page_name":"MargaridaRomero","display_name":"Margarida Romero","profile_url":"https://ulaval.academia.edu/MargaridaRomero","photo":"https://0.academia-photos.com/4280765/1704009/2044345/s65_margarida.romero.jpg"}</script></span></span></li><li class="js-paper-rank-work_3586285 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3586285"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3586285, container: ".js-paper-rank-work_3586285", }); 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$(".js-view-count[data-work-id=3586285]").text(description); $(".js-view-count-work_3586285").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3586285").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3586285"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1751" rel="nofollow" href="https://www.academia.edu/Documents/in/Creativity">Creativity</a>, <script data-card-contents-for-ri="1751" type="text/json">{"id":1751,"name":"Creativity","url":"https://www.academia.edu/Documents/in/Creativity","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4828" rel="nofollow" href="https://www.academia.edu/Documents/in/Collaboration">Collaboration</a>, <script data-card-contents-for-ri="4828" type="text/json">{"id":4828,"name":"Collaboration","url":"https://www.academia.edu/Documents/in/Collaboration","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8679" rel="nofollow" href="https://www.academia.edu/Documents/in/Computer_Supported_Collaborative_Learning_CSCL_">Computer Supported Collaborative Learning (CSCL)</a><script data-card-contents-for-ri="8679" type="text/json">{"id":8679,"name":"Computer Supported Collaborative Learning (CSCL)","url":"https://www.academia.edu/Documents/in/Computer_Supported_Collaborative_Learning_CSCL_","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3586285]'), work: {"id":3586285,"title":"Creativity in collaborative learning across the life span","created_at":"2013-05-22T08:16:59.096-07:00","owner_id":4280765,"url":"https://www.academia.edu/3586285/Creativity_in_collaborative_learning_across_the_life_span","slug":"Creativity_in_collaborative_learning_across_the_life_span","dom_id":"work_3586285","summary":"Creativity is one of the competencies required in order successfully to meet challenges across the life span. After defining the broad concept of creativity and its relevance in education, this paper discusses the outcome of a literature review on creativity in collaborative learning across the different stages of an individual's development, with a specific focus on the use of ICT as a means of fostering the creative learning process. Although much of the literature concerns creativity and critical thinking skills in children and adolescents, we analyze the specific requirements and specificities of these competencies in advanced adulthood. We aim specifically to characterize the capabilities of older adults to collaborate through Virtual Learning Environments (VLEs). 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