Margarida Romero

... by Ouak.net (France), London South Bank University (UK), Universitat Autònoma de Barcelona (Spain), Universitat Ramon Llull (Spain) and ... The evolution of research on computer-supported collaborative learning: from design to orchestration', in Balacheff, N., Ludvigsen, S., de ...

The emergence of Web 2.0 has triggered a trend towards global online social interactions and has brought sociology into the global interactive picture, creating educational issues relating to individual and social learning for the internalization and externalization of information ...

... and Human Interaction Source Author(s)/Editor(s): Niki Lambropoulos (London South Bank University, UK), and Margarida Romero (University of ... and communication technology (ICT), learning autonomy, self-regulation and metacognition, while at the same time expanding the ...

ABSTRACT It is often found that distributed learning teams are confronted by several difficulties during the process of knowledge construction. When compared to face-to-face contexts, learners and their teams are offered a higher degree of flexibility in the context of distance learning.. When engaged in Computer Supported Collaborative eLearning (CSCeL), students must also face Computer Mediated Communication (CMC) difficulties and time flexibility challenges. Within this context, we consider it to be essential that the members of the group develop the correct level of interpersonal knowledge about one another so as to help them develop the feeling that they belong and are part of a team. Given that in Computer Learning Environments (CLE), the contextual cues available in Face-to-Face (F2F) contexts are not available to students, certain tools such as Group Awareness widgets (GAw) have been developed to help compensate for the short comings of the CLE and thus enhance the Group Awareness in the distributed learning teams. In this paper we describe the design principles of the GAw EuroCAT, which aims to support the Group Awareness development process in Computer Supported Collaborative Learning activities developed in a virtual campus. (C) 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Huseyin Uzunboylu

Título: La colaboración en proyectos en contexto TIC: colaborar para aprender y aprender a colaborar Autores: Romero, Margarida; Moguel, Patrice Revista: Aula de Innovación Educativa, 2009 MAY; XVI (181) Página(s): 31-35 ISSN: 1131995X Resumen: Se ...

... About the Author: Dr. Margarida Romero is Associate Director of E-learning at Esade Law & Business School. She holds a European Ph. D. in educational psychology from Université de Toulouse (France) and Universitat Autonoma de Barcelona (Spain). ...

E-learners are generally adults with work and family constraints who get involved in the virtual campus looking for temporary academic flexibility. However, they are often confronted with collaborative learning activities which lead to additional organizational efforts by reducing their ...

ABSTRACT Despite the growing interest in the Game Based Learning (GBL) literature (Squire, 2005; Gee, 2005), only a reduced number of studies have focused on the collaborative modality in GBL (Harteveld & Bekebrede, 2011). Knowledge Group Awareness (KGA) designates the intersubjective perception of teammates' knowledge. The use of especially designed gaming interfaces allows KGA declaration and displaying support by the introduction of the KGA explicitness systems, called by some authors KGA tools (Buder, 2010). This paper aims to study whether a structured explicitness of the KGA could play a core role in facilitating and improving collaborative face to face GBL performances. The KGA is operationalized through the Feeling of Knowledge (FOK) declaration. The FOK refers to the feelings a student has regarding his/her knowledge for a specific subject (Hart, 1965), it is defined by the student using a Confidence Level (CL) based in a 3 level scale. We expect that the FOK declaration process will have a positive impact in the learning process based in the GBL task, both in individual and collaborative phases of the GBL activity proposed to the students. However, we expect better performances in collaborative settings with the explicitness of the KGA thanks to the socially shared metacognition process, developed through the displaying of the intersubjective FOK. For this purpose we designed a collaborative SG in the field of finance, introducing an ad hoc KGA explicitness system with the aim of supporting the students' FOK declaration according to the 3 CL. The first is analyzing the impact of the declaration of the FOK in individual performance when playing alone. The second one is analyzing the influence of shared visualization of the intersubjective FOK in the individual and collaborative performances, according to the symmetry of knowledge between dyad members. This environment permits researchers study different variables in order to study four hypotheses on learner's performances and changes in their Feeling of knowledge (FOK) accuracies during collaborative game experience.

ABSTRACT Collective time management is one of virtual team's major challenges in Computer Supported Collaborative Work (CSCW) and Learning (CSCL). In collaborative activities, each group member need to know and regulate their individual and collective time being aware about their own and their team-mates expected availabilities. Assuming that group awareness could be improved by enhancing the reflexive properties of the Groupware we developed an awareness tool, the Time Awareness Tool (TAT) to enhance inter subjective awareness of team-mates times through a shared visualization of prospective times. We will test the Time Awareness Tool in the context of a virtual campus collaborative activity within the virtual team members will need to coordinate their times to achieve a common project.

Within a single generation, computers and the Web have migrated from business, industry, and commerce to permeate many aspects of everyday life. They have become so embedded that changes to the technology results in changes to society. The transition from Web 1.0 to ...

In order to enhance students' problem-solving competences it is necessary to develop their technical skill as well as their soft skills such as business, communication and team working. In this paper, we introduce an Activity-Led Learning (ALL) approach and analyze its impact on students' engagement (time-on-task), satisfaction and group performance. We also propose a Group Performance Model (GPM) in order to deploy ALL successfully in the master-level module, Network Planning and Management. The model facilitates group formation and allows group integration and cooperation by developing `common ground' amongst group members. This paper also presents students evaluation from two perspectives; students direct feedback on the module and indirect measures based on common ground and Task Performance Time (TPT) analysis.