Abstract
There is consensus as regards the fact that group strategies and group building processes are a significant aspect of knowledge for those who work collaboratively. The decision as to which indicators educators select and display when accompanying collaborative groups is a strategic one. Likewise, the point in time when the group can access information about their collaboration – after the process is completed or during the process – is also important. In this article, we propose and discuss a collaborative work monitoring strategy that is implemented as a mirroring technique which has been tested in a post-graduate educational experience in 2016. Preliminary results would confirm the idea that the group benefits from knowing how the collaborative process is progressing and would also indicate that there is a greater awareness in each team member in relation to his/her own task and those of their peers.
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Acknowledgments
Special thanks to the REFORTICCA (Resources for Empowering ICT, Science, and Environment Educators) project, funded by the Scientific Research Agency of the Province of Buenos Aires (CICPBA), which will allow promoting this experience among other educators and students in the Province of Buenos Aires, Argentina.
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Zangara, M.A., Sanz, C. (2018). Displaying the Collaborative Process as Meta-knowledge. In: De Giusti, A. (eds) Computer Science – CACIC 2017. CACIC 2017. Communications in Computer and Information Science, vol 790. Springer, Cham. https://doi.org/10.1007/978-3-319-75214-3_8
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