Re-learning Through e-Learning
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Randomized Block Design ▶ Field Experiments in Learning Research
science, mathematics, language learning) as well as enhance participating students’ development of socalled twenty-first century skills, such as communication, collaboration and critical thinking skills. ▶ Rapid collaborative knowledge improvement (RCKI) refers to such a collection of pedagogical patterns in the classroom in which the learners brainstorm and contribute ideas, and build on each other ideas to derive better ideas. RCKI seeks to harness the collective intelligence of groups to learn faster, envision new possibilities, and to reveal latent knowledge in a dynamic live setting (diGiano et al. 2006).
Rapid Collaborative Knowledge Theoretical Background Improvement RCKI refers to the notion of democratized participation CHEE-KIT LOOI1, CHARLES PATTON2, WENLI CHEN1 1 National Institute of Education, Nanyang Technological University, Singapore, Singapore 2 Center for Technology in Learning, SRI International, Menlo Park, California, USA
Synonyms Classroom-based knowledge construction
Definition Face-to-face classroom situations can typically host a broad variety of pedagogical patterns (InitiateRespond-Evaluate, think-pair-share, jigsaw activity, gallery walk, etc.) that involve student–student and student–teacher interactions. But the modularity of class periods (e.g., in chunks of between 40 and 90 min) itself imposes a premium on the range of pedagogical patterns in contrast with other learning or teaching approaches whose characteristic timescales are measured in days or months or even years. Of particular interest to teachers and school administrators are pedagogical patterns that would carry the burden of scaffolding students to learn content (e.g.,
and idea refinement in the context of a live dynamic classroom setting, that is, face-to-face ▶ collaborative knowledge construction and improvement over a duration of, say, 40–90 min, and supported by clickers (Caldwell 2007) or other technological systems for lightweight synchronous communication (Looi et al. 2010; Looi et al. forthcoming). RCKI is distinguished from the knowledge building (KB) process of Scardamalia and Bereiter (1996), which connotes the process of idea refinement over a protracted or extended period of time, typically weeks or months. In KB, students have access to relevant information sources, and are able to articulate opinions in a considered, reflective mode. While face-to-face classroom situations can host a repertoire of pedagogical patterns that might enable students to learn content (e.g., science, mathematics, language learning) as well as enhance their development of so-called twenty-first century skills, such as communication, collaboration and critical thinking skills, a fundamental challenge to their success is the attention span of students. As the average human attention span is no more than 20 min, attention span of students drops drastically after 15–20 min (Burns 1985). RCKI pedagogical patterns must attend to these
N. Seel (ed.), Encyclopedia of the
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