%0 Journal Article %1 Makri06 %A Makri, Katerina %B presented at the 2nd Kaleidoscope Workshop on Narrative Learning Environments, Palermo, Italy, 26-28th June 2006 %D 2006 %K learning KAL mathematics ILCEELL NLE environments narrative %T Design and implementation of a learning environment for asynchronous communication and collaboration among mathematics teachers, based on narrative principles %X This paper focuses on the use of narrative in the area of higher education, in a context of post graduate courses in Mathematics education, addressed to Mathematics teachers. On the basis of previous research in the fields of TENLE, Mathematics education and narrative theory, it provides a broad, process-oriented definition of narrative, as a framework for the design and implementation of a technology enhanced learning environment: a class web log (blog) for on line, asynchronous communication in two six-month courses. The tool was used as a mediator of specific CSCL activities for the participants, such as co-construction, inquiry and reflection. Narrative was a major element in its design, which aimed at triggering specific acts of narrating, consequently producing different kinds of narratives and finally, at providing learning outcomes related to narrative expression. The discussion comprises parts of the data analysis related to these design aspects, to form an evaluation based on narrative principles.

@article{Makri06, abstract = {This paper focuses on the use of narrative in the area of higher education, in a context of post graduate courses in Mathematics education, addressed to Mathematics teachers. On the basis of previous research in the fields of TENLE, Mathematics education and narrative theory, it provides a broad, process-oriented definition of narrative, as a framework for the design and implementation of a technology enhanced learning environment: a class web log (blog) for on line, asynchronous communication in two six-month courses. The tool was used as a mediator of specific CSCL activities for the participants, such as co-construction, inquiry and reflection. Narrative was a major element in its design, which aimed at triggering specific acts of narrating, consequently producing different kinds of narratives and finally, at providing learning outcomes related to narrative expression. The discussion comprises parts of the data analysis related to these design aspects, to form an evaluation based on narrative principles.}, added-at = {2006-09-16T04:26:02.000+0200}, author = {Makri, Katerina}, biburl = {https://www.bibsonomy.org/bibtex/275a37832f1b8a9d57a52ea66e92048bc/yish}, booktitle = {presented at the 2nd Kaleidoscope Workshop on Narrative Learning Environments, Palermo, Italy, 26-28th June 2006}, interhash = {3a1a25a369363e438aa8163025abec4e}, intrahash = {75a37832f1b8a9d57a52ea66e92048bc}, keywords = {learning KAL mathematics ILCEELL NLE environments narrative}, timestamp = {2006-09-16T04:26:02.000+0200}, title = {Design and implementation of a learning environment for asynchronous communication and collaboration among mathematics teachers, based on narrative principles}, year = 2006 }