Aprendizaje colaborativo en comunidades de práctica en entornos de exclusión social. Un análisis de las interacciones

Translated title of the contribution: Collaborative learning in communities of practice in contexts of social exclusion. An analysis of the interactions

María José Luque Cubero*, José Luis Lalueza Sazatornil

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

4 Citations (Scopus)

Abstract

In this paper, we analyse the educational interactions that promote a collaborative environment. The study is developed in a particular kind of community of practice, the Fifth Dimension (5D), an educational activity model based on cooperation between university and community, where it is promoted ICT supported collaborative learning. Designed by the Laboratory of Comparative Human Cognition of the University of California, under Michael Cole’s leadership, it is based on the conception of the cultural-historical approach of human development and has been adapted to the local cultures in several countries. In Spain exists a 5D network, the first experience was the House of Shere Rom (CSR), designed to develop meaningful learning for population that present high indexes of absenteeism, drop-out and school failure. The CSR, object of analysis in this paper, is an after-school community space where attends Roma children. It is a participatory action-research project. Moreover, it is a laboratory for new kinds of collaborative learning development, for later implementation in several schools situated in social exclusion risk environments. We examine here, the interactions of children’s and university students couples, who collaborate in tasks resolution, with the purpose to analyse the incorporation’s processes to the community of practice, the kinds of collaboration addressed to learn and the collective construction of an ‘ideoculture’ of shared meanings. By means of a qualitative study, the analysis of which has been realised with the support of the software Atlas.ti, we pretend answer to the following questions: What do the participants do for the working of the interaction? What do they do to collaborate? What do indicate that they are part of this community? What do indicate they have a shared knowledge of the activity or of the concrete task?

Translated title of the contributionCollaborative learning in communities of practice in contexts of social exclusion. An analysis of the interactions
Original languageSpanish
Pages (from-to)402-428
Number of pages27
JournalRevista de Educacion
Issue number362
DOIs
Publication statusPublished - 2013

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