דלג לחלק העיקרי

יצירה שיתופית של ידע בקהילות מוגברות טכנולוגיה

תרבות למידה

Novik, T., Ben-Zvi, D. (2015). Technology-enhanced teacher learning community formed around authentic context and grounded in daily practice. In the Third Learning in a Networked Society (LINKS) Retreat. Beer Sheva: Ben-Gurion University of the Negev.
Barzilai, S., Ben-Zvi, D., & Duek, O. (2015). Tracing the emergence and growth of epistemic norms in a designed technology-enhanced learning community. 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. 620-621). Gothenburg, Sweden: The International Society of the Learning Sciences.
Basil-Shachar, J., Hod, Y., & Ben-Zvi, D. (2015). The emergence of norms in a technology-enhanced learning community. 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. 807-808). Gothenburg, Sweden: The International Society of the Learning Sciences.

Meaningful collaborative learning can be fostered by successfully dealing with personal and interpersonal challenges faced by members in technology-enhanced learning communities (TELCs).

Mor-Hagani, S., & Ben-Zvi, D. (2015). It is not (only) personal: Technology enhanced collaborative reflection processes. 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. 781-782). Gothenburg, Sweden: The International Society of the Learning Sciences.
Ben-Zvi, D., Hod, Y., & Weiss, T. (2015). Developing a framework to enhance creativity and creative collaboration via video self-reflection. 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. 775-776). Gothenburg, Sweden: The International Society of the Learning Sciences.

We offer a novel conceptualization for creativity, reflection, and collaboration. Viewing these three cornerstones of learning a s inter -dependent parts of the way science produces knowledge, we suggest a design-based research approach that can investigate these phenomena jointly.

Makar, K., Bakker, A., & Ben-Zvi, D. (2015). Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom. ZDM - The International Journal on Mathematics Education. http://link.springer.com/article/10.1007/s11858-015-0732-1

Developing argumentation-based inquiry practices requires teachers and students to be explicit about classroom norms that support these practices.

Hod, Y., & Ben-Zvi, D. (2015). Students negotiating and designing their collaborative learning norms: a group developmental perspective in learning communities. Interactive Learning Environments. DOI: 10.1080/10494820.2015.1063511

This research shows how participants in classroom learning communities (LCs) come to take responsibility over designing their collaborative learning norms.

Zieffler, A., Ben-Zvi, D., Chance, B., Garfield, J., & Gould, R. (Eds.) (2015). Reasoning about uncertainty: learning and teaching informal inferential reasoning. Minneapolis, MN: Catalyst Press. (204 pages)
מועד האירוע: 
31/03/2016 - 09:00

 

מועד האירוע: 
16/02/2016 - 08:30

הכנס האחד-עשר לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס
שלישי-רביעי, ז'-ח' באדר א תשע"ו, 17-16 בפברואר 2016

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