Fostering teacher-student interaction and learner autonomy by the I-TUTOR Maps
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), ISSN: 1611-3349, Vol: 8474 LNCS, Page: 634-637
2014
- 14Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Captures14
- Readers14
- 14
Conference Paper Description
The paper analyses the use of an automatically generated map as a mediator; that map visually represents the study domain of a university course and fosters the co-activity between teachers and students. In our approach the role of the teacher is meant as a mediator between the student and knowledge. The mediation (and not the transmission) highlights a process in which theres no deterministic relation between teaching and learning. Learning is affected by the students previous experiences, their own modalities of acquisition and by the inputs coming from the environment. The learning path develops when the teachers and the students visions approach and, partly, overlap. In this case we have co-activity. The teacher uses artifacts-mediators in such a process (Bruner). The automatically generated map can be considered a mediator. The paper describes the experimentation of the artifact to check if its use fosters: (1) the elicitation of the different subjects perspectives (different students and the teachers), and (2) the structural coupling that is the creation of an empathic process between the perspectives of the teacher and the student as the way to enable co-activity processes between teaching and learning. © 2014 Springer International Publishing Switzerland.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=84958537412&origin=inward; http://dx.doi.org/10.1007/978-3-319-07221-0_88; http://link.springer.com/10.1007/978-3-319-07221-0_88; http://link.springer.com/content/pdf/10.1007/978-3-319-07221-0_88; https://dx.doi.org/10.1007/978-3-319-07221-0_88; https://link.springer.com/chapter/10.1007/978-3-319-07221-0_88
Springer Science and Business Media LLC
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