Parma Co-Lab - Constructing crossroad environment between research and teaching (original) (raw)

The Co-Laboratory: a tool for research and education at the University of Parma

bpfe.eclap.eu, 2012

Co-Lab proposal at the University of Parma is meant to create a virtual organization, starting from Humanities and Social Science Faculties, to foster quality concerning education and research through a collaborative approach. The problem is not about IT tools, already available to use, but the creation of a mindset and stimulation of the existing infrastructure to improve results. Collaboration and the development of a project ground for everybody might upgrade learning performances inside the University. Educational frameworks such as Masters and courses have been reinterpreted as collaboration experiences and methods to gather actors have been designed through an experimental environment. Interviews to teachers and students are used to tune up the type of service needed. Organization, technology and knowledge are considered as entangled and all necessary to Co-Lab development.

D1.1.5.3: Approaches to Educational Collaboratory

2007

This report describes research activities in respect to a specific form of educational cooperative computing: the collaboratory. Since this term was minted by William Wulf, to serve as an indication for virtual co-operative research groups and educational workgroups, it has drawn considerable attention. Especially in the framework of higher education and national scale research programs, developments in respect to Internet 2 in the U. S. stress this concept. Within the setting of the MESH project and hosted within the MESH - SURFnet education and co-operation pilots, research, design, and development work has been carried out in order to be able to clarify the options and possibilities for an educational collaboratory involving initially the University of Twente and the Technical University Delft. Collaboratories are domain dependent. The collaboratory activities reported upon are situated in the field of educational software design and - development. Within the pilots, researchers,...

CO-LAB: RESEARCH AND DEVELOPMENT OF AN ONLINE LEARNING ENVIRONMENT FOR COLLABORATIVE DISCOVERY LEARNING

2004

There are many design challenges which must be addressed in the development of collab-13 orative scientific discovery learning environments. This contribution presents an overview of 14 how these challenges were addressed within Co-Lab, a collaborative learning environment 15 in which groups of learners can experiment through simulations and remote laboratories, 16 and express acquired understanding in a runnable computer model. Co-LabÕs architecture is 17 introduced and explicated from the perspective of addressing typical problem areas for stu-18 dents within collaborative discovery learning. From this view the processes of collaboration, 19 inquiry, and modeling are presented with a description of how they have been supported in the 20 past and how they are supported within Co-LabÕs design and tools. Finally, a research agenda 21 is proposed for collaborative discovery learning with the Co-Lab environment. 22

Collaborative and participatory learning

Proceedings of the 20th International Academic Mindtrek Conference on - AcademicMindtrek '16, 2016

co_LAB is the Collaboration Laboratory, an interdisciplinary research network initiated by colleagues from the University of Lincoln School of Film and Media, to explore new approaches to teaching and learning through the use of networked digital tools, and through the transferral of knowledge, skillsets and teaching styles. The aim is to develop interdisciplinary and collaborative methods for innovation and social entrepreneurship, resulting in a variety of institutional and community impacts. In addition to undertaking a variety of practice-based research projects across the University and local community, co_LAB has developed a substantial European network of partner universities, departments and practitioners. This network has resulted in collaboration on externally-funded projects and international strategic alliances to enable the sharing of pedagogical practice, and to enhance student mobility. The co_LAB team is currently halfway through OnCreate-a 3-year EU Erasmus funded project featuring a European consortium of 10 universities. The co_LAB model is designed to break down classroom walls and departmental divisions by encouraging community-based learning and sharing between students and colleagues from different academic disciplines. This model is underpinned by the principles of the University of Lincoln's Student-as-Producer concept. The model employs a blend of structured activities and discovery-based learning methods, with much of the workshops left open for students to develop concepts, lead sessions, present ideas and receive feedback from lecturers and other participants.

Virtual Partnerships in Research and Education

1997

(EMSL) at the Pacific Northwest National Laboratory (Washington) is a collaborative user facility with many unique scientific capabilities. The EMSL expects to support many of its remote users and collaborators by electronic means and is creating a collaborative environment for this purpose with capabilities ranging from chat and videoconferencing to shared applications, electronic notebooks, and remote-controlled instruments. This paper describes some of the particular capabilities required to support scientific collaborations, the status and direction of the EMSL tools, and several early uses of the EMSL software in both research and education collaborations. The first section presents a taxonomy of the types of research collaborations that currently exist (peer-to-peer, mentor-student, inter-disciplinary, producer-consumer) and evaluates the communications needs for each type. EMSL's real-time Collaborative Research Environment (CORE) is described in the next section, and the following capabilities/components are summarized: WebTour, file sharing, chat box, TeleViewer, Electronic Laboratory Notebook, on-line instruments, whiteboard, and audio/video conferencing. The third section describes the use of CORE in research and education settings. Together, these topics define a vision for natural, in-depth, virtual partnerships in research and education. A figure presents the CORE World Wide Web interface. (Author/AEF)

Kordaki, M., Bizoi, M. and Gorghiu, G. (2010). Teachers’ computer supported constructions within a European virtual community collaborative space for sciences education: An Experience Achieved in a Multinational European Project. 2nd Int. Conf. CSEDU, 7-10 April 2010, Valencia, Spain, pp. 349-356

This paper presents some essential considerations referred to the constructions performed by European teachers in terms of virtual experiments and lesson plans within the framework of a Virtual community collaborative Space for Sciences education. This framework was set up in the context of the Socrates Comenius 2.1 European project: “VccSSe - Virtual Community Collaborating Space for Science Education”. In this project, teachers from five European countries (Romania, Poland, Finland, Spain and Greece) participated in blended learning courses aiming their training for the use of Information and Communication Technologies in real teaching and learning practices. Within this framework, on-line training materials and virtual experiments were created and developed. After the end of the designed courses, teachers were asked to form their own virtual experiments and lesson plans and then to implement their products in the classrooms. The analysis of the data shows that teachers who participated in the VccSSe Project encouraged by the aforementioned blended course, expressed a favourable feedback related to the implementation of their own virtual experiments in the teaching activities.

(2007) Interchanging knowledge and experiments in a learning community. in a view of collaborative. work

2007

This work describe and analyze an experiment based in a programme of permanent seminars -e-DCET organized with the objective of developing practices of collaborative work inside the Departamento de Ciências Exactas e Tecnológicas (Universidade Aberta - -Portugal), valuing the active sharing of pedagogic practices and knowledge at a variety -of levels. Various themes were discussed and analyzed , among them we highlighted some experiences of online teaching in formal and non-formal contexts, user management in MoodIe LMS, news from international e-Iearning meetings, visual representations and teaching chemistry online, pseudo-code as a communication language using Notetab and interactive materials in teaching mathematics.

WebLabs: Virtual collaborative learning experience for researchers, teachers and students

The paper presents experiences from a 3 year international project, WebLabs: New representational infrastructure for e-learning, in which researchers, teachers and young students from UK, Bulgaria, Cyprus, Sweden, Portugal and Italy participated. The project explored innovative pedagogy based on the integration of constructionist learning approach and virtual co-learning. For the purposes of the project a visual programming environment, Toon Talk, and a virtual collaborative system, Wplone, were adopted, and special instruments - webreports - were designed and developed. The experience proved that mathematical and science concepts, usually considered as difficult and unattainable for young children, can be made accessible and meaningful to them, by using different representations as well as group co-learning and reflection. The use of information technology in learning is gaining irreversible momentum as it cuts across disciplines and enhances learning opportunities for all ages... ...

Interchanging knowledge and experiments in a learning community in a view of collaborative work

In this work we describe and analyze an experiment based in a programme of permanent seminarse-DCET organized with the objective of developing practices of collaborative work inside the Departamento de Ciências Exactas e Tecnológicas (Universidade Aberta-Portugal), valuing the active sharing of pedagogic practices and knowledge at a variety of levels. Various themes were discussed and analyzed, among them we highlighted some experiences of online teaching in formal and non-formal contexts, user management in Moodle LMS, news from international e-learning meetings, visual representations and teaching chemistry online, pseudo-code as a communication language using Notetab and interactive materials in teaching mathematics.