No 14 - Journal of Social Informatics / Revista de Informatica Sociala

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Figure 3 - The role of WIP in each stage of the research-based learningIn the second stage, the teacher offers to the students the opportunity for create their own questions,since related to the theme chosen in the previous stage. While the theme remains in the focus, theteacher, taking into account concerns expressed by students, continues to stimulate their thinking inorder they can be able to decide what will be investigated. The students must to elaborate thequestion – or questions - that induces the investigative activity. In the structure of WIP, studentswill find potential issues that may help them to guide the research.After the question for the inquiry is ready, in the third stage the teacher will support students in thedefinition of investigative procedures that they intend to adopt, which includes choosing the typesof data that will be considered for analysis. The students define the procedures they will use inresearch. The teacher should ensure that procedures are rigorous, consistent with a research methodappropriate to the question to which the answer will be sought in the research. In the structure of theWIP some potential procedures can be pointed out, especially including the types of data needed inthe research.Defined the question to which they will look for an answer and set the procedure most appropriated,students begin the search for online data, advancing on the research. In the fourth stage of the WIP,the students' ability to perform advanced searches on the Internet - using search engines like Googleand Bing - will be essential. At that moment the teacher must to assist students in seeking data ononline sources, being essential to ensure their credibility. It is absolutely essential that the sourcesare reliable. The teacher can participate with students in the pursuit of data sources. The WIPproposal does not eliminate, however, the possibility of the teacher offer to the students some preselectedsources as examples. In this stage, the WIP offers a list of potential sources of online data.The fifth stage is the time for students manipulate and analyze the data collected on the Internet.The teacher must ensure that students are able to use the tools necessary to analyze data that theycollect online. If numerical data are used, may be necessary for students to be able for using aspreadsheet or statistical software. If students are dealing with data that are not numeric, softwarefor generating a conceptual map or for database management may be appropriated. If necessary, theteacher will ensure that there is a previous training of students for appropriate use of the softwarethey choose as more appropriated. In the fifth stage, the structure of the WIP can offer someexamples of handled data.The next task of the students is to draw their own conclusion in the investigation. And as theinvestigation has no meaning if the conclusion is not adequately communicated, in the sixth stagethe students will report their findings, being essential that the conclusion they reach is properlysupported in the data they collected. The results will be presented in various forms: text, graphics
and even orally. The teacher will assist students in choosing the most appropriated form to presentthe results of the research, ensuring they have the necessary skills in order to use appropriately thesoftware to produce the research report. It is possible that at this stage students may be defining newresearch questions that will justify new inquiry, restarting all the process. WIP provides examples ofresults and can also provide sample questions for further investigation.The WIP, as a learning proposal, brings the possibility that at the second stage, instead of students,the teacher define the question that will guide the research. In this case, students would continuewith the research, making more appropriate methodological choices and leading the rest of theinvestigative process. In the event that the teacher formulates the question that will lead theresearch, we have what we call WP Type I. When since the formulation of the question that leadsthe inquiry all the process is a task for the students and depends of their choices, we have what wecall WIP Type II.If we compare the procedures for WIP with levels of research defined by Herron (1971), the WIPtype I exemplifies the guided research, since the question that guides the research is defined by theteacher, whereas type II corresponds essentially to the open investigation (Table 3).Level Type Activity0 Confirmation/Verification -1 Structured Inquiry WebQuest2 Guided Inquiry WIP type I3 Open inquiry WIP type IITable 3. WIP, WebQuest and levels of researchThe WIP, in any of its forms, presents a much lower level of structure than the WQ. That is whyWIP allows greater autonomy for the students (Figure 4). Of course, the exercise of autonomy willrequire the students more responsibility for the learning activity to become effective and in order toassure the development of required skills.Figure 4 - WebQuest, WIP, levels of structure and autonomy
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Page 7: ● ● ●CONTENTS● ● ●[9-20
Page 10 and 11: THE TRANSITION FROM OLD TO NEW MEDI
Page 12 and 13: 30252023.420.325.11510500.85.5Never
Page 14 and 15: Overall, we can therefore sum up on
Page 16 and 17: n.a.I often use itI seldom use it6.
Page 18 and 19: - Traditional web use: searching th
Page 20 and 21: 19. Kvavik R.B., Caruso J.B. and Mo
Page 22: IntroductionIn 1995, Bernie Dodge o
Page 25: The Web-Inquiry Project [WIP] is a
Page 29 and 30: environment in which the teacher gu
Page 31 and 32: Transformation Through Online Learn
Page 33 and 34: INTRODUCTIONLeading practitioners a
Page 35 and 36: learning. We also describe how the
Page 37 and 38: Some of these transformations are b
Page 39 and 40: Recently, Twigg has received suppor
Page 41 and 42: Stage III: Unbundled Learning, Mark
Page 43 and 44: perhaps using Second Life-like virt
Page 45 and 46: performance. Indeed, Stage V will l
Page 47 and 48: Free-Range Open LearningOver time,
Page 49 and 50: New communities, tools and services
Page 51 and 52: Embed enterprise-wide predictive an
Page 53 and 54: In collaboration with Strategic Ini
Page 55 and 56: Wiki Tools and English for Academic
Page 57 and 58: eality. Besides being an additional
Page 59 and 60: StudentPage 1StudentPage nTeacher
Page 61 and 62: 100%90%80%70%60%50%40%30%20%10%0%Ac
Page 63 and 64: 200Correlation View/Page Edits150Vi
Page 65 and 66: 14. http://eacea.ec.europa.eu/llp/s
Page 67 and 68: Simularea şi comunicarea electroni
Page 69 and 70: RespondenţiRăspunsuriLa nivelul
Page 71 and 72: RespondenţiRăspunsuriLa nivelul
Page 73 and 74: Respondenţii au fost rugaţi să i
Page 75 and 76: Itemul 9 doreşte să identifice ti
Page 77 and 78:
Identificara opţiunii, chiar şi p
Page 79 and 80:
EşantioaneRăspunsuri/Ranguriagita
Page 81 and 82:
modalităţile practice prin care u
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1. INTRODUCEREÎn prezent, complexi
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Figura 1. Analiza grafică a evolu
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Faţă de această situaţie se deg
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variabilele acesti noi culturi cybe
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INTRODUCEREÎncă din anul 2000 am
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după tipul lecţiei: prezentare de
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Funcţiile oferite de AEL asigură
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• elevi/studenţi, beneficiari di
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Se poate folosi cadrul formal de co
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Evaluarea formativă este comentari
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Rezultatele elevilor, pe itemi:Diag
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Nr. Denumirea activităţii AEL MOO
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SEMNAL EDITORIALLaura MALITA, Vanna
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IN MEMORIAMConstantin TraianCHEVERE
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No 14 - Journal of Social Informatics / Revista de Informatica Sociala

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