Emerging Collaborative Writing Strategies in Digital Environments

Birgitte Holm Sørensen, Karin Ellen Tweddell Levinsen

    Research output: Contribution to book/anthology/report/conference proceedingArticle in proceedingResearchpeer-review

    2 Citations (Scopus)

    Abstract

    This paper focuses on students’ collaborative writing processes, with technology as a non-human actor. The paper is based on an ongoing research project, Students’ digital production and students as learning designers (2013–2015), fundedby the Danish Ministry of Education. The project concerns primary and lower secondary schools and focuses on learning design frameworks that involve students’ agency and participation regarding digital production in different subjects and crossdisciplinary projects. The productions are designed as learning objects aimed at peer students. Within these teacher-designed frameworks, the students perform as learning designers in two ways: as learning designers of their own work and learning processes, and as learning designers of their learning objects.
    Original languageEnglish
    Title of host publicationProceedings of 14th European Conference on e-Learning ECEL-2015
    EditorsAmanda Jefferies, Marija Cubric
    Place of PublicationReading, UK
    PublisherAcademic Conferences and Publishing International
    Publication date2015
    ISBN (Print)978-1-910810-70-5 , 978-1-910810-71-2
    Publication statusPublished - 2015
    EventECEL 2015: The 14th European Conference on E-Learning - University of Hertfordshire, College Lane, Hatfield, Hertfordshire AL10 9AB, Storbritannien, Hatfield, United Kingdom
    Duration: 29 Oct 201530 Oct 2015
    http://academic-conferences.org/ecel/ecel2015/ecel15-home.htm

    Conference

    ConferenceECEL 2015
    LocationUniversity of Hertfordshire, College Lane, Hatfield, Hertfordshire AL10 9AB, Storbritannien
    Country/TerritoryUnited Kingdom
    CityHatfield
    Period29/10/201530/10/2015
    Internet address
    Series Proceedings of the European Conference on e-Learning
    ISSN2048-8637

    Keywords

    • collaborative writing processes
    • teacher-designed framework
    • students as learning designers
    • writing strategies
    • writing roles
    • writing and communication

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