Maria Zenios
Lancaster University
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Featured researches published by Maria Zenios.
British Journal of Educational Studies | 2007
Peter Goodyear; Maria Zenios
ABSTRACT: This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning (coming to understand) with apprenticeship in knowledge work. It introduces epistemic tasks, forms and fluency as constructs that are useful in giving a more precise meaning to ideas about collaboration in knowledge construction. Discussion is seen as central to collaborative knowledge work and we examine the role of discussion in supporting weaker and stronger interpretations of collaborative knowledge construction.
Journal of Computer Assisted Learning | 2011
Maria Zenios
The aim of this paper is to provide an analytical model for studying knowledge creation among geographically dispersed students in an online postgraduate programme by using the concept of epistemic activity. Rooted in qualitative methodologies, it takes a case study approach which strengthens the grounding of theory on social learning by using triangulation of evidence from online discussions and seven semi-structured interviews. The analytical model that emerges, distinguishes a set of moves that serve understanding negotiation of meaning and co-construction of knowledge in online discussion. The findings of the study suggest that knowledge advancement processes can be understood as part of identifying key strategies in the form of online epistemic activities for postgraduate learners in a networked learning context. The paper offers a conceptual account for researching knowledge construction in higher education.
international conference on learning and collaboration technologies | 2014
Andri Ioannou; Maria Zenios; Agni Stylianou
This pilot study is concerned with the exploration of tabletops in preservice teacher education, through the lens of sociocultural theories. An educational tabletop application designed to facilitate dialog and collaborative decision making, so called IdeasMapping, was enacted in the context of proposing a solution plan for a case study classroom problem. Students’ responses to a questionnaire showed that they positively endorsed the technology for this type of collaborative activity. Moreover, analysis of video recordings of groups’ discussions and interactions showed that the technology enhanced students’ communication as they took turns in sharing their ideas, and provided structure and organization of these ideas linked to possible solutions on the problems embedded in the case.
Archive | 2003
Vivien Hodgson; Maria Zenios
This paper introduces an innovative model for developing and sustaining networked environments for geographically dispersed learners. The model is based on a post-disciplinary approach to knowledge and educational design that sees any field of study in terms of the people who work in the area and who are seen to be members of its knowledge community. Drawing on these ideas, the networked environment is built as a collection of hyperlinks of representations of the field by recognised members of the knowledge community. A key feature of the model is the support of asynchronous reflective discussion among participants enabled through online learning sets. The paper concludes by identifying the areas which apparently hinder the environment from becoming fully integrated within the overall design of the programme.
international conference on learning and collaboration technologies | 2014
Armineh Shahoumian; Murray Saunders; Maria Zenios; Gale Parchoma; Jacky Hanson
Simulation Based Medical Education (SBME) as an innovative approach in Medical and Professionals Allied to Medicine (PAM) education has received international attention in the past few years to support improvement of patient safety and providing better health care services within hospitals. Blended SBME (B-SBME) is a new instructional model recently introduced into the field, which blends on-line briefing sessions followed by a simulation session, and concluded with immediate face-to-face debriefing sessions. In this paper we discuss the complexity of learning in B-SBME and how individualistic learning theories do not support understanding of all these processes. A shift in theoretical lens to socio-cultural theories may develop our understanding of how we depict and theorise the learning that goes on in B-SBME and whether B-SBME can act as a “boundary crossing tool” and support expanding of learning into clinical setting.
Networked Learning 2004 Conference | 2004
Chris Jones; Maria Zenios; John R. Griffiths
Archive | 2002
Sally Thornhill; Mireia Asensio; Clive Young; Jim Strom; Paul White; Maria Zenios
Computers in Education | 2004
Maria Zenios; Peter Goodyear; Chris Jones
Archive | 2008
Maria Zenios; Peter Goodyear
EdMedia: World Conference on Educational Media and Technology | 2004
Christine Steeples; Maria Zenios