BUILDING TRACEABILITY INDICATORS IN COLLABORATIVE PROCESSES USING DIGITAL TECHNOLOGY IN EDUCATIONAL SETTINGS. PRESENTATION AND COMPARISON OF EDUCATIONAL AND TECHNOLOGICAL PERSPECTIVES
Collaborative work is one of the greatest research and development issues, together with, nowadays, the consolidation of digital technology in teaching. Collaborative work can be seen as: "a set of technology-supported teaching methods and strategies to promote the development of skills (learning, personal and social development) where each group member is responsible both for his/her learning and that of the remaining members of the group. Basic elements are positive interdependence, interaction, individual contribution and personal and group skills".
Two phenomena, which are worth defining and describing in this study, take place in the areas of collaborative construction: interaction and interactivity. In activities mediated by digital technology, traceability presents the challenge of building indicators in interaction and interactivity. These indicators allow researchers to rebuild collaborative processes in order to describe, evaluate and improve them, based on two specific didactic objectives: the intervention of teachers and the improvement of the group´s skills in terms of their self-regulation.
In line with this research, the authors of this abstract have developed a matrix analysis of collaborative work, within the framework of a research project, that integrates the educational and technological perspectives in collaborative processes. This matrix integrates the assessment methodology in the stages of the individual and group collaborative construction and the instruments of each stage.
The challenge is to organize the indicators that are needed to feed this matrix, considering their differences from the didactic and technological perspectives. This article presents both perspectives, described in terms of the categories of analysis, methods, and indicators, and then integrates them into the matrix of analysis.
This matrix strives to be interdisciplinary because the authors believe that this kind of research must be made within an interdisciplinary framework.