Characterizing and unpacking learning to learn together skills in a wiki project in primary education

Learning to learn together (L2L2) skills are widely acknowledged as some of the most important 21 st century skills that enable learners to participate in a digital and global society. This paper examines how L2L2 skills emerged in a small-group wiki-based collaborative project and in the context of...

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Authors: Pifarré Turmo, Manoli, Li, Li
Format: article
Status:Versión aceptada para publicación
Publication Date:2018
Country:España
Institution:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repository:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10459.1/65086
Online Access:https://doi.org/10.1016/j.tsc.2018.06.004
http://hdl.handle.net/10459.1/65086
Access Level:Open access
Keyword:Learning to learn skills
Collaboration
Wiki
Computer-supported collaborative learning
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repository_id_str
spelling Characterizing and unpacking learning to learn together skills in a wiki project in primary educationPifarré Turmo, ManoliLi, LiLearning to learn skillsCollaborationWikiComputer-supported collaborative learningLearning to learn together (L2L2) skills are widely acknowledged as some of the most important 21 st century skills that enable learners to participate in a digital and global society. This paper examines how L2L2 skills emerged in a small-group wiki-based collaborative project and in the context of face-to-face real-classroom practice, in order to conceptualise L2L2 and identify the key features of the skills involved. To this end, our paper reports on an empirical study with primary school students who worked in two different modes of interaction, namely face-to-face in-pair discussion and on-line wiki-based between-pair discussion. The study identified and defined key features of four L2L2 skills, namely distributed leadership, mutual engagement, group reflection and group assessment, all of which emerged to a similar extent during the wiki project. It was found that a few distinctive features of L2L2 skills are related to different stages of task resolution, wiki affordances and different modes of collaboration. Therefore, this empirical study argues that technology and pedagogy are equally important and required to promote L2L2 skills in primary school classrooms and also it discusses some educational implications for the design of more effective technology-enhanced pedagogy.This research was funded by the Ministerio de Economía y Competitividad of the Spanish Government (projects number: EDU2012-32415 and EDU2016-80258-R).Elsevier201820202018info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionhttps://doi.org/10.1016/j.tsc.2018.06.004http://hdl.handle.net/10459.1/65086http://hdl.handle.net/10459.1/65086reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/grantAgreement/MINECO//EDU2012-32415info:eu-repo/grantAgreement/MINECO//EDU2016-80258-RVersió postprint del document publicat a https://doi.org/10.1016/j.tsc.2018.06.004Thinking Skills and Creativity, 2018, vol. 29, p. 45-58cc-by-nc-nd (c) Elsevier, 2018info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/oai:recercat.cat:10459.1/650862026-05-29T05:05:01Z
dc.title.none.fl_str_mv Characterizing and unpacking learning to learn together skills in a wiki project in primary education
title Characterizing and unpacking learning to learn together skills in a wiki project in primary education
spellingShingle Characterizing and unpacking learning to learn together skills in a wiki project in primary education
Pifarré Turmo, Manoli
Learning to learn skills
Collaboration
Wiki
Computer-supported collaborative learning
title_short Characterizing and unpacking learning to learn together skills in a wiki project in primary education
title_full Characterizing and unpacking learning to learn together skills in a wiki project in primary education
title_fullStr Characterizing and unpacking learning to learn together skills in a wiki project in primary education
title_full_unstemmed Characterizing and unpacking learning to learn together skills in a wiki project in primary education
title_sort Characterizing and unpacking learning to learn together skills in a wiki project in primary education
dc.creator.none.fl_str_mv Pifarré Turmo, Manoli
Li, Li
author Pifarré Turmo, Manoli
author_facet Pifarré Turmo, Manoli
Li, Li
author_role author
author2 Li, Li
author2_role author
dc.subject.none.fl_str_mv Learning to learn skills
Collaboration
Wiki
Computer-supported collaborative learning
topic Learning to learn skills
Collaboration
Wiki
Computer-supported collaborative learning
description Learning to learn together (L2L2) skills are widely acknowledged as some of the most important 21 st century skills that enable learners to participate in a digital and global society. This paper examines how L2L2 skills emerged in a small-group wiki-based collaborative project and in the context of face-to-face real-classroom practice, in order to conceptualise L2L2 and identify the key features of the skills involved. To this end, our paper reports on an empirical study with primary school students who worked in two different modes of interaction, namely face-to-face in-pair discussion and on-line wiki-based between-pair discussion. The study identified and defined key features of four L2L2 skills, namely distributed leadership, mutual engagement, group reflection and group assessment, all of which emerged to a similar extent during the wiki project. It was found that a few distinctive features of L2L2 skills are related to different stages of task resolution, wiki affordances and different modes of collaboration. Therefore, this empirical study argues that technology and pedagogy are equally important and required to promote L2L2 skills in primary school classrooms and also it discusses some educational implications for the design of more effective technology-enhanced pedagogy.
publishDate 2018
dc.date.none.fl_str_mv 2018
2018
2020
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://doi.org/10.1016/j.tsc.2018.06.004
http://hdl.handle.net/10459.1/65086
http://hdl.handle.net/10459.1/65086
url https://doi.org/10.1016/j.tsc.2018.06.004
http://hdl.handle.net/10459.1/65086
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/MINECO//EDU2012-32415
info:eu-repo/grantAgreement/MINECO//EDU2016-80258-R
Versió postprint del document publicat a https://doi.org/10.1016/j.tsc.2018.06.004
Thinking Skills and Creativity, 2018, vol. 29, p. 45-58
dc.rights.none.fl_str_mv cc-by-nc-nd (c) Elsevier, 2018
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/
rights_invalid_str_mv cc-by-nc-nd (c) Elsevier, 2018
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
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