continents. This chapter represents this unique academic collaboration, which we have called SSONG (Small Significant Online Network Group), in both its process and content. The acronym SSONG was modified from the term, “small significant networks” as described by Roxå and Mårtensson ( 2009 , 2012 ) and
-border collaborations for how we understand the construction of transnational remembering. A longitudinal study tracing shifts over time in the networks created around these institutions would represent an important extension to the work presented here. I combine an exploration of the structural features of the
The collaborative LUMA ecosystem encourages universities, schools, teachers, students, guardians, and the industry to collaborate and engage children and young people from age 3 to 19 in science, technology, engineering, and mathematics (STEM) and teachers at all levels in life-long professional development. LUMA Center Finland, the coordinating body, is a highly valued partner for schools and other groups. Its model for collaboration is internationally regarded as innovative, bringing together schools, guardians, the scientific community, teacher education, and the business sector. This chapter presents (i) a background of the LUMA collaboration, (ii) some successful LUMA activities, and (iii) some teachers’ inservice training models, such as using ICT to increase interest, foster collaboration, and strengthen teachers’ technological pedagogical content knowledge.
1 Introduction Partnerships, collaborations and networks have been identified as enablers of opportunity, community connectedness, resources and growth and sustainability ( Tennyson, 2005 ). Although the vital importance of partnerships is commonly acknowledged amongst alternative
The Brooker Highway intersects the capital city of Tasmania, Hobart, connecting the northern suburbs with the city itself. This vignette illustrates how a taken-for-granted piece of infrastructure can be harnessed to create a community asset through collaboration and partnership, providing a rich context for the remaining chapters in .
monde ). 1 Ostensibly autobiographical, this coming-of-age memoir is the product of a collaboration between the storyteller “Mohamed” and an unknown “you” figure, to whom Mohamed recounts his adolescence and teenage years. A youth known for his good looks, Mohamed hails from the Moroccan town of Tamrir
Virtual worlds are ideally positioned to construct new environments with unique tools and communication opportunities that can support experiential learning through interdisciplinary collaboration. They also simultaneously build bridges across international borders. This chapter will summarize the early stages of our international research, which has been designed to collate data and evaluate the learning experience of teams of sixth form and undergraduate students collaborating in a 3D virtual world when programming a LEGO robot with NXT Mindstorms software to follow pre-determined circuit tasks. Each circuit task is represented by tangible and quantifiably measured outcomes. The aim of each task is twofold: firstly, students are required to work in teams to teach one another a pre-prepared circuit; secondly, teams develop increasingly sophisticated communication, team-working and evaluative skills as they reflect on the learning that has taken place. Tasks so far have included maneuvering around obstacles, using touch sensors to find ways around obstacles, using light sensors to avoid obstacles, using touch and light sensors to scoop up objects, and constructing a bridge to move over an obstacle. The developments have enabled students to actively engage in international collaboration, problem solving, construction of solutions, communication and effective team working. Our observational research, supported by qua