Abstract
This poster describes and analyzes linked reading and writing through the use of Wikilinks to promote socio-constructivist learning within a technology-enhanced classroom learning community (TCLC). The course under research is a graduate course designed as a TCLC supported by a Wiki collaborative editing environment. We conduct a micro-analysis of data collected from the Wiki, classroom observations and interviews. We hope this study will contribute to understanding of knowledge building and design of future TCLCs.
Original language | American English |
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Pages (from-to) | 1549-1550 |
Number of pages | 2 |
Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
Volume | 3 |
Issue number | January |
State | Published - 2014 |
Event | 11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States Duration: 23 Jun 2014 → 27 Jun 2014 |
All Science Journal Classification (ASJC) codes
- Computer Science (miscellaneous)
- Education