hurryupjack.blogg.se

c) Beginning in the 1920s, Célestin Freinet developed student group work in France around activities of varying lengths and made regular use of the technology of the day, the printing press, to support and facilitate collaboration among students (see, for a general overview and some basic references. Other technologies have subsequently been used in the same spirit in schools influenced by Freinet pedagogy.

d) The concept of "learning community" and its many variants (including "team learning", "cooperative learning" and "collective learning"), which occupy such a large place in current thinking on education, overlap in many respects with the idea of learning centered on the development and realization of collective projects in which the students play a very active role (see, on various aspects of this concept, http://www.fse.ulaval.ca:80/fac/tact/fr/html/prj-7.1/commune1.html .
To the work already cited in the fourth of the notes on the concept of "learning community", we should add the text by V.V. Rubtsov and A.A. Margolis in the 95th annual thematic synthesis of the National Society for the Study of Education in the United States, and no doubt other chapters in this same volume (see Rubtsov and Margolis, 1996).

e) In each of the last three years, the journal Educational Leadership has published a thematic issue on the use of technology in elementary and secondary education. In each of these issues, experiences and research findings that support project-based learning are reported. Some of the articles are accompanied by references that can also be very helpful (see Educational Leadership, April 1994, October 1995 and November 1996).