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CROWDLEARNING: Towards Collaborative Problem-Posing at Scale

Published: 12 April 2017 Publication History

Abstract

This paper presents a new pedagogical paradigm ``Crowdlearning'', where students experience deeper learning through collaboratively creating learning materials for each other. Crowdlearning practice is envisioned to produce large ``banks'' of subject matter problems generated by students themselves, in a crowdsourced way, as the students learn new subjects; these problems can then serve as learning and assessment materials usable at scale. This paper overviews the motivation for the development of Crowdlearning as a teaching practice and the theoretical drivers behind it. The paper then reports on preliminary field studies and experiences suggesting that Crowdlearning has a solid potential for adoption in STEM.

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  • (2023)Contenido multimedia generado por el estudiante como estrategia de aprendizaje activo y colaborativo: Una experiencia piloto en la ETSIT de la Universidad de Málaga10.24310/mumaedmumaed.162Online publication date: 7-Mar-2023
  • (2023)Aprendizaje compartido: enfoque didáctico basado en entornos sociotécnicos colaborativos para la enseñanza del inglés como lengua extranjeraTrilogía Ciencia Tecnología Sociedad10.22430/21457778.284415:31(e2844)Online publication date: 18-Nov-2023
  • (2022)Crowdsourcing and language learning habits and practices in Turkey, Bosnia and Herzegovina, the Republic of North Macedonia and Poland in the pre-pandemic and pandemic periodsSlovenščina 2.0: empirical, applied and interdisciplinary research10.4312/slo2.0.2022.2.132-18310:2(132-183)Online publication date: 29-Dec-2022
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cover image ACM Conferences
L@S '17: Proceedings of the Fourth (2017) ACM Conference on Learning @ Scale
April 2017
352 pages
ISBN:9781450344500
DOI:10.1145/3051457
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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New York, NY, United States

Publication History

Published: 12 April 2017

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Author Tags

  1. collaborative learning
  2. crowdlearning
  3. intelligent tutoring systems
  4. learning technologies
  5. massive open online courses.
  6. problem posing

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  • Short-paper

Funding Sources

  • State University of New York Innovative Instruction Technology Grant Program
  • University at Buffalo Center for Educational Innovation

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L@S 2017
Sponsor:
L@S 2017: Fourth (2017) ACM Conference on Learning @ Scale
April 20 - 21, 2017
Massachusetts, Cambridge, USA

Acceptance Rates

L@S '17 Paper Acceptance Rate 14 of 105 submissions, 13%;
Overall Acceptance Rate 117 of 440 submissions, 27%

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Cited By

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  • (2023)Contenido multimedia generado por el estudiante como estrategia de aprendizaje activo y colaborativo: Una experiencia piloto en la ETSIT de la Universidad de Málaga10.24310/mumaedmumaed.162Online publication date: 7-Mar-2023
  • (2023)Aprendizaje compartido: enfoque didáctico basado en entornos sociotécnicos colaborativos para la enseñanza del inglés como lengua extranjeraTrilogía Ciencia Tecnología Sociedad10.22430/21457778.284415:31(e2844)Online publication date: 18-Nov-2023
  • (2022)Crowdsourcing and language learning habits and practices in Turkey, Bosnia and Herzegovina, the Republic of North Macedonia and Poland in the pre-pandemic and pandemic periodsSlovenščina 2.0: empirical, applied and interdisciplinary research10.4312/slo2.0.2022.2.132-18310:2(132-183)Online publication date: 29-Dec-2022
  • (2022)Hybrid Human-AI Curriculum Development for Personalised Informal Learning EnvironmentsLAK22: 12th International Learning Analytics and Knowledge Conference10.1145/3506860.3506917(563-569)Online publication date: 21-Mar-2022
  • (2022)Learnersourcing in Theory and Practice: Synthesizing the Literature and Charting the FutureProceedings of the Ninth ACM Conference on Learning @ Scale10.1145/3491140.3528277(234-245)Online publication date: 1-Jun-2022
  • (2022)Crowdlearning as a performance support strategy for first-year college students in eLearning environments during the COVID-19 pandemic2022 IEEE World Engineering Education Conference (EDUNINE)10.1109/EDUNINE53672.2022.9782381(1-6)Online publication date: 13-Mar-2022
  • (2022)A Sociomaterial Lens on Crowdsourcing for LearningPostdigital Science and Education10.1007/s42438-022-00313-44:3(729-752)Online publication date: 18-Jun-2022
  • (2021)Crowdsourcing in Nursing Education: A Possibility of Creating a Personalized Online Learning Environment for Student Nurses in the Post-COVID EraSustainability10.3390/su1306341313:6(3413)Online publication date: 19-Mar-2021
  • (2021)What's In It for the Learners? Evidence from a Randomized Field Experiment on Learnersourcing Questions in a MOOCProceedings of the Eighth ACM Conference on Learning @ Scale10.1145/3430895.3460142(221-233)Online publication date: 8-Jun-2021
  • (2021)Examining the Effects of Student Participation and Performance on the Quality of Learnersourcing Multiple-Choice QuestionsProceedings of the Eighth ACM Conference on Learning @ Scale10.1145/3430895.3460140(209-220)Online publication date: 8-Jun-2021
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