Enacting artifact-based activities for social technologies in language learning using a design-based research approach |
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| Affiliation: | 1. University of Vienna, Faculty of Computer Science, Research Group CSLEARN ‐ Educational Technologies, Währinger Straβe 29, 1090 Vienna, Austria;2. Anima Scan Ltd., Israel;3. Tel Aviv University, Israel;4. Hadassah-Hebrew University Medical Center, Jerusalem, Israel;5. Research Centre for Natural Sciences, Institute of Cognitive Neuroscience and Psychology, Hungary;1. School of Mechanical, Industrial and Manufacturing Engineering, Oregon State University, Corvallis, OR, USA;2. Department of Industrial and Management Engineering, Incheon National University, Incheon, Republic of Korea;3. Department of Industrial and Systems Engineering, Wayne State University, Detroit, MI, USA;4. Teaching and Learning with Technology, Pennsylvania State University, State College, PA, USA;5. Department of Industrial and Manufacturing Systems Engineering, Iowa State University, Ames, IA, USA;1. Autonomous University of Yucatan, Faculty of Education, 97150 Mérida, Mexico;2. Autonomous University of Yucatan, Faculty of Mathematics, 13615 Mérida, Mexico;3. University of Castilla-La Mancha, Computer Science Faculty, 13071 Ciudad Real, Spain;4. University of Cordoba, Dept. of Computer Science, 14071 Córdoba, Spain |
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| Abstract: | This paper presents the results of a three-year design-based research (DBR) study on the use of social technologies for collaborative construction of shareable artifacts by groups of learners. The study builds on the learning theory of constructionism which assumes that knowledge is better gained when students find this knowledge for themselves while engaging in the making of concrete and public artifacts. In an attempt to infuse elements of constructionism in the use of social technologies, we tasked groups of learners in language learning courses with collaborative construction of an artifact using social technologies. A unique characteristic of our approach is that the process that students adopted and the way technology and context fostered this procedure was analyzed. The cycle of DBR fueled deep insights into the learning processes that emerged through the construction of an artifact, thus deepening our understanding of the multimode and multi-trajectory relationship between theory, artifact construction and social technologies. For sustaining and orchestrating social construction of artifacts by groups of learners, a set of instructional elements emerged, as well as implications for enacting social technology innovations in real-life classrooms. |
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| Keywords: | Social computing Social media Web 2 0 Computer-assisted language learning (CALL) Information and communication technologies (ICTs) |
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