27-44

• Smyrnaiou, Zacharoula
• Moustaki, Foteini
• Yiannoutsou, Nikoleta
• Kynigos, Chronis

The literature of the science education does not offer much data concerning meaning generation (MG) and learning to learn together (L2L2) processes. The objective of this paper is the study of how a group of students working with an on‐line Platform, interact, collaborate and express themselves to generate meanings with regard to moving in 3d Newtonian spaces. The students create models of motions using 3d Juggler, a web‐ based half‐baked microworld and communicate their ideas via the Platform’s shared workspaces. The study was implemented with a small number of Greek students (four) of the 8th grade. The results of this study demonstrate that there is a relation between L2L2 processes and the creation of meanings in collectives as they use different web tools. After completing the scientific task (MG), the students of a Subgroup move to the Argumentation/Discussion tool to share with the other Subgroup the values of the parameters for which they attained their goal (L2L2 and MG processes). Distributed leadership and peer assessment are two of those L2L2 key aspects which dominate and influence students’ MG processes.

• Educational sciences

• Εκπαιδευτική τεχνολογία

learning to learn together (L2L2) processes, meaning generation (MG), science, web‐based tools, shared workspace tools

Metafora: “Learning to learn together: A visual language for social orchestration of educational activities”. EC - FP7-ICT-2009-5, Technology-enhanced Learning, Project No. 257872.

1. Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning?. Educause Review, 41(2), 32. Angelaina, S., & Jimoyiannis, A. (2012). Analysing students‟ engagement and learning presence in an educational blog community. Educational Media International, 49(3), 183-200.Avouris, N., Margaritis, M., Komis, V., Saez, A., & Melendez, R. (2003). ModelingSpace: Interaction design and architecture of a collaborative modelling environment. In C. Constantinou & Z. Zacharias (eds.), Proceedings of the 6th Conference Computer Based Learning in Science (pp. 993-1004). Nicosia, Cyprus: University of Cyprus Editions.Bainbridge, W. S. (2007). The scientific research potential of virtual worlds. Science, 317(5837), 472-476.Berners-Lee, T., Hall, W., Hendler, J., Shadbolt, N., & Weitzner, D. (2006). Creating a science of the Web. Science, 313(5788), 769-771.Buchem, I., & Hamelmann, H. (2010). Microlearning: a strategy for ongoing professional development. eLearning Papers, 21, Retrieved 9 October 2012, from http://www.elearningeuropa.info/files/media/media23707.pdf.Caron, P. A. (2007). Web services plug-in to implement "Dispositives" on Web 2.0 applications. Creating New Learning Experiences on a Global Scale, 457-462.Cobb, P., Confrey, J., diSessa, A., Lehrer, P., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9-13.Cooke, N. J., Salas, E., Kiekel, P. A., & Bell, B. (2004). Advances in measuring team cognition. In E. Salas & S. M. Fiore (eds.), Team cognition: Understanding the factors that drive process and performance (pp. 83–106). Washington, DC: American Psychological Association.Downes, S., (2005). E-learning 2.0. eLearn Magazine. Retrieved 9 October 2012, from http://elearnmag.acm.org/featured.cfm?aid=1104968.Dragon, T., McLaren, B.M., Mavrikis, M., Harrer, A., Kynigos, C., Wegerif, R. & Yang, Y. (2012). Metafora: A web-based platform for learning to learn together in science and mathematics. IEEE Transactions on Learning Technologies (submitted).JRC (2009). Learning 2.0: The Impact of Web 2.0 Innovations on Education and Training in Europe. Final Report. Joint Research Centre-Institute for Prospective Technological Studies. European Commission, Retrieved 9 October 2012, from ftp://ftp.jrc.es/pub/EURdoc/JRC55629.pdf.Gressick, J., & Derry, S. (2010). Distributed leadership in online groups. Computer-Supported Collaborative Learning, 5, 211–236.Hiltz, S.R., & Goldman, R. (eds.) (2005). Learning Online Together: Research on Asynchronous Learning Networks. Mahwah NJ: Erlbaum.Jimoyiannis, A. (2010). Designing and implementing an integrated Technological Pedagogical Science Knowledge framework for science teacher‟s professional development. Computers & Education, 55(3), 1259-1269.Jimoyiannis, A., & Komis, V. (2001). Computer simulations in physics teaching and learning: a case study on students' understanding of trajectory motion. Computers & Education, 36, 183-204.Kalogiannakis, M., Vassilakis, K., & Psarros, M. (2005). Teacher‟s role in a changing education. A case study of asynchronous education at Technological Education Institute (TEI) of Crete. In P. G. Michaelides (ed.), Proceedings of the 2nd International Conference Hands-on Science: Science in a changing Education (pp. 213-218). Rethimno, Greece: University of Crete.Kynigos, C. (2007). Half–baked Logo microworlds as boundary objects in integrated design. Informatics in Education, 6(2), 335–358.Lindner, M. (ed.). (2007). Micromedia and Corporate Learning: Proceedings of the 3rd International Microlearning 2007 Conference. Innsbruck: Innsbruck University Press.Mikropoulos, T. A., & Natsis, A. (2010). Educational virtual environments: A ten year review of empirical research (1999 – 2009). Computers & Education, 56(3), 769-780.Olapiriyakul, K., & Scher, J. M. (2006). A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study. The Internet and Higher Education, 9(4), 287-311.Petridou, E., Psillos, D., Xatzikraniotis, E., & Viiri, J. (2009). Design and development of a microscopic model for polarization. Physics Education, 44(6), 589–598.Psycharis, S. (2007). The use of a Course Management System for the investigation of the relationship between collaboration and students' achievement in a course of Physics. European Journal of Open, Distance and E- Learning indexed. Retrieved 9 October 2012, from http://www.eurodl.org/index.php?article=266.Sampson, D., Karagiannidis, C., & Kinshuk, D. (2010). Personalised learning: educational, technological and standarisation perspective. Digital Education Review, (4), 24-39.Shneiderman, B. (2002). Leonardo’s laptop: Human needs and the new computing technologies. Cambridge, MA: MIT Press.Shneiderman, B. (2008). Copernican challenges face those who suggest that collaboration, not computation are the driving energy for socio-technical systems that characterize Web 2.0. Science, 319, 1349-1350.Smyrnaiou, Z., Moustaki, F., & Kynigos, C. (2012). Students‟ constructionist game modelling activities as part of inquiry learning processes. Electronic Journal of e-Learning, 10(2), 235-248.Stahl, G. (2005). Group cognition in computer-assisted collaborative learning. Journal of Computer Assisted Learning, 21, 79–90.Suchman, L. A. (1987). Plans and situated actions: The problem of human-machine communication. Cambridge: Cambridge University Press.Wegerif, R., Yang, Y., De Laat, M., Pifarre, M., Yiannoutsou, N., Moustaki, F. Smyrnaiou, Z., Daskolia, M.,Mavrikis, M., Geraniou, E., & Abdu, R. (2012). Developing a planning and reflection tool to support Learning to Learn Together (L2L2). In P. Cunningham & M. Cunningham (eds.), IST-Africa 2012 Conference Proceedings. Dar-es-Salam, Tanzania: International Information Management Corporation. Retrieved 9 October 2012, from http://www.ist-africa.org/home/default.asp?page=paper-repository.Wegerif, R., & Yang, Y. (2011). Visual Language for Learning Processes. Metafora public deliverable D2.1, Project co- funded by the European Commission within the 7th Framework Program (2007-2013). Retrieved 9 October 2012, from http://ebookbrowse.com/gdoc.php?id=257842142&url=1576e98f534ed40d1bd21611d47aefec. Williams, B. J., & Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology, 20 (2), 232-247.