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|Title:||Framework for Evaluating the Pedagogical Features of University Courses Representing Collaborative Knowledge Work Practices|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Lakkala, M., Muukkonen, H., Ilomäki, L., & Toom, A. (2020). Framework for Evaluating the Pedagogical Features of University Courses Representing Collaborative Knowledge Work Practices. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1757-1758). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||A framework is proposed to identify pedagogical features supporting the development of collaborative knowledge work competence. The data included twenty-three course, which were categorized and clustered. The clusters covered a) activating learning promoting content learning, b) self-directed individual or collaborative knowledge creation, and c) challenging collaborative knowledge creation with systematic support for knowledge practices. The latter is argued to be an important addition to current educational practices to ensure graduates’ fluent transition to knowledge work.|
|Appears in Collections:||ICLS 2020|
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