Co-creation of Knowledge in Technology-Enhanced Communities of Learning

Yael Kali


Persico, D., Pozzi, F., Anastopoulou, S., Conole, G., Craft, B.; Dimitriadis, Y., Hernández-Leo, D., Kali, Y., Mor, Y., Pérez-Sanagustín, M., & Walmsley, H. (2013). Learning design Rashomon I – supporting the design of one lesson through different approaches.

Songer, N., &  Kali, Y. (in press). Science education and the learning sciences as coevolving species. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences, (2nd edition). Cambridge University Press.

Yael Kali

Yael Kali is the Scientific Director of the LINKS I-CORE, and an associate professor of technology-enhanced learning at the Technologies in Education Graduate Program, Faculty of Education, University of Haifa. She explores technology-enhanced learning and teaching at various levels, from junior high school to higher education. Her work focuses on the role of design principles for supporting Computer Supported Collaborative Learning (CSCL).

The LINKS Israel Center or Research Excellence is celebrating it's culminating fith year of research at Beit Daniel , in Zichron Yaacov, together with international and very well known guests: 

Prof. Christopher Hoadley - Steinhart, NYU

Kali, Y., Tabak, I., Ben-Zvi, D., & Kidron, A., et al. (2015). Technology-enhanced learning communities on a continuum between ambient to designed: What can we learn by synthesizing multiple research perspectives? In O. Lindwall, P. Koschman, T. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning Conference (CSCL), Volume II (pp. 615-622). Gothenburg, Sweden: The International Society of the Learning Sciences.

This symposium brings together the theoretical and practical tools of scientists in both the social and educational sciences in order to examine the types of interaction, knowledge construction, social organization and power structures that: (a) occur spontaneously in technology-e

IJELL , Volume 11 , 2015
Students of Ethiopian origin belong to on
IJELL , Volume 11 , 2015
Implementing inquiry in the outdoors intr

Students of Ethiopian origin belong to one of the weakest and poorest groups in the Jewish population of Israel. These students face social and cultural gaps in addition to economic hardships and racist stereotypes.