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| dc.contributor.author | Melero Gallardo, Javier |
|---|---|
| dc.contributor.author | Hernández Leo, Davinia |
| dc.contributor.author | Blat, Josep |
| dc.date | 2012 |
| dc.identifier.citation | Melero J, Hernández-Leo D, Blat J. A review of constructivist learning methods with supporting tooling in ICT higher education: Defining different types of scaffolding. J Univers. Comput Sci. 2012;18(16):2334-2360 DOI:10.3217/jucs-018-16-2334 |
| dc.identifier.citation | 0948-695X |
| dc.identifier.citation | http://dx.doi.org/10.3217/jucs-018-16-2334 |
| dc.identifier.uri | http://hdl.handle.net/10230/26089 |
| dc.description.abstract | Information and Communication Technology (ICT) engineering education is facing/na decreasing interest by students. To deal with this issue, a need for shifting from traditional/nlearning approaches to constructivist methods has been identified. Several pedagogical/nmethodologies based on social and constructivist theories are being applied to engage students/nin ICT education. This paper presents a literature review of studies carried out from 2000 to/n2010 that have applied constructivist learning methods with supportive tools to specific ICT/nareas. From the analysis of the literature review this paper identifies the most representative/nconstructivist learning methods within the field of ICT education. In particular, we pay/nattention to the educational tooling used to support the learning process and the learning/nbenefits of applying such methods. The analysis also reveals that different combinations of/nguidance approaches and tooling implementations are often adopted to scaffold the learning/nprocess. With the aim of understanding to what extent and how scaffolding is present in the/nstudied learning scenarios, this document proposes a definition of different types of scaffolding/ntechniques. Namely: social-guidance and system-guidance scaffolding, depending on whether/nan individual or a tool is the responsible for providing support to students; macro-scaffolding/nwhen pedagogical methods define activity flows, or micro-scaffolding when the support is/nprovided to perform specific actions within activities; and tool-enveloped scaffolding, when a/ngeneric tool such a learning management system scaffolds the learning process by the/nintegration of different supportive tools, and tool-embedded scaffolding when the scaffolding is/napplied within a specific-purpose tooling. |
| dc.description.abstract | This research has been partially funded by the Spanish Ministry of Science and/nInnovation in the Learn3 project (TIN2008-05163/TSI) and the EEE Project/n(TIN2011-28308-C03-03). |
| dc.format | application/pdf |
| dc.language.iso | eng |
| dc.publisher | Graz University of Technology. Institut für Informationssysteme und Computer Medien (IICM) |
| dc.relation | J Univers. Comput Sci. 2012;18((16):2334-2360. |
| dc.relation | info:eu-repo/grantAgreement/ES/3PN/TIN2008-05163 |
| dc.relation | info:eu-repo/grantAgreement/ES/3PN/TIN2011-28308-C03-03 |
| dc.rights | © J.UCS |
| dc.rights | info:eu-repo/semantics/openAccess |
| dc.subject | Literature Review |
| dc.subject | ICT engineering education |
| dc.subject | Teaching and learning strategies |
| dc.subject | Constructivism |
| dc.subject | Scaffolding |
| dc.title | A review of constructivist learning methods with supporting tooling in ict higher education: Defining different types of scaffolding |
| dc.type | info:eu-repo/semantics/article |
| dc.type | info:eu-repo/semantics/publishedVersion |
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