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A pesar de su importancia, los efectos de la retroalimentación en entornos en línea no han sido ampliamente evaluados; tampoco hay consenso sobre cómo deben medirse. El objetivo de este estudio exploratorio es analizar los efectos de la retroalimentación del profesorado durante el desarrollo de un foro de discusión en línea. Durante un período de tres semanas, los participantes (14 estudiantes universitarios y su tutor) participaron en un debate virtual sobre el uso de Wikipedia con fines académicos, utilizando la plataforma Knowledge Forum (los participantes realizaron 328 publicaciones en total). Sobre la base de las características de los entornos de aprendizaje en línea, desarrollamos un modelo multidimensional para estudiar los comentarios del profesor y sus efectos durante la interacción en línea. Los resultados muestran los principales efectos de la retroalimentación tanto en la discusión de los estudiantes sobre los temas de aprendizaje -efecto en cadena y efecto en racimo-, como en las reglas de participación en el debate. El documento concluye con una discusión sobre las implicaciones teóricas y prácticas de estos resultados. Despite its importance, the effects of feedback in online environments has not been widely assessed; nor is there any consensus on how it should be measured. The aim of this exploratory study is to analyse the effects of teacher feedback during the development of an online discussion forum. Over a three-week period, the participants (14 university students and their tutor) engaged in a virtual debate on the use of Wikipedia for academic purposes, using the Knowledge Forum platform (participants made 328 posts in total). Based on characteristics of online learning environments, we developed a multidimensional model to study feedback and its effects during online interaction. The results show the main effects of the teacher's feedback both on the students' discussion about learning topics –chain effect and cluster effect– and on the rules of participation in the debate. The paper concludes with a discussion on the theoretical and practical implications of these results.  

It seems certain that blended learning will be on the rise in higher education, with in-person meetings increasingly precious time, and online synchronous and asynchronous sessions used to complement them. This paper examines Knowledge Building in two graduate courses conducted during the COVID-19 pandemic. There were no in-person sessions; rather, synchronous Zoom sessions were combined with asynchronous work in a knowledge building environment–Knowledge Forum. Knowledge Forum is designed to make transparent and accessible means by which deep understanding and sustained creative work proceed. Accordingly, for example, rise-above notes and view rearrangement support synthesis and explanatory coherence, epistemic markers support knowledge-advancing discourse, and analytics support self-and group-monitoring of progress as work proceeds. In this report, we focus on these aspects of Knowledge Building, using a subset of analytics to enhance understanding of key concepts and design of principles-based practices to advance education for knowledge creation. Overall, we aimed to have students take collective responsibility for advancing community knowledge, rather than focus exclusively on individual achievement. As we reflect on our experiences and challenges, we attempt to answer the following questions: Do courses that introduce Knowledge Building in higher education need an in-person or synchronous component? In what ways can we leverage in-class time and Knowledge Forum work to engage students in more advanced knowledge creation? We conclude that synchronous and asynchronous Knowledge Building can be combined in powerful new ways to provide students with more design time and deeper engagement with content and peers.

Dans le cadre d’un cours universitaire aux cycles supérieurs, six étudiants en sciences de l’éducation ont coélaboré sur le thème de l'équité numérique en présence et en ligne à l’aide du Knowledge Forum et de Google Drive. À la suite de cette expérience, une question s’est posée : comment maximiser le fonctionnement d’une communauté de coélaboration de connaissances dans un mode de formation hybride afin de favoriser la cocréation de connaissances? Les recommandations qui découlent de cette analyse concernent les différents processus de régulation, les fonctionnalités des outils numériques et les influences mutuelles des contextes de coélaboration. Enfin, deux outils numériques permettant à la communauté d’assurer une régulation partagée seront présentés.

Résumé : Cet article traite du travail d’une classe du primaire qui a utilisé un espace numérique de collaboration (Knowledge Forum) pour la création d’un objet d’art lors d’un projet intitulé De jeunes artistes sans frontières. Nous avons observé l’évolution de la création de cet objet en analysant le discours de la classe qui l’a réalisé. Nos résultats montrent qu’en interagissant entre eux à l’écrit ou par la création d’une variété d’artéfacts, les élèves se sont engagés dans une démarche qui leur a permis de faire progresser leurs interactions de manière à créer un objet partagé. Ils ont aussi également utilisé un langage artistique propre à leur culture. Mots-clefs : Éducation artistique; environnement d’apprentissage en réseau; primaire; objet partagé. Abstract: An elementary class of the Remote Networked School initiative used Knowledge Forum for the creation of an art object during the Young Artists Without Borders projects. We observed the evolution of the creation of this object by analyzing the class’s discourse. Our results show that by interacting with each other in writing and/or by creating a variety of artifacts, students engaged in a process that allowed them to interact in a way to create a shared object. They also used an artistic language specific to their culture.  Keywords: Arts Education; Networked Learning Environment; Primary; Shared Object.

Study Design: Classification development. Objectives: The aim of our study was to develop a 3-tier classification for the levels of evidence for osteobiologics and provide a description of the principles by which osteobiologics can be evaluated. BOnE (Bone Osteobiologics and Evidence) classification evaluates each osteobiologic based on the available evidence, and if the published evidence is based on clinical, in vivo or in vitro studies. Methods: The process of establishing the BOnE classification included 5 face-to-face meetings and 2 web calls among members of the AOSpine Knowledge Forum Degenerative. Results: The 3 levels of evidence were determined based on the type of data on osteobiologics: level A for human studies, level B for animal studies, and level C for in vitro studies, with level A being the highest level of evidence. Each level was organized into 4 subgroups (eg, A1, A2, A3, and A4). Conclusions: The use and the variety of osteobiologics for spine fusion has dramatically increased over the past few decades; however, literature on their effectiveness is inconclusive. Several prior systematic reviews developed by AOSpine Knowledge Forum Degenerative reported low level of evidence primarily due to the high risk of bias, small sample size, lack of control groups, and limited patient-reported outcomes. BOnE classification will provide a universal platform for research studies and journal publications to classify a new or an existing product and will allow for creating decision-making algorithms for surgical planning.

Fundamentalism in religion has become an important issue in people's lives, especially in areas with high heterogeneity. The emergence of various cases of attacks against innocent people in the name of religion, has become an irony of its own, especially for religious believers. The irony arises when religion teaches peace in diversity, but there are many irregularities in its implementation. Various factors in the emergence of fundamentalism in religion do not necessarily become a reason for the lack of efforts to deradicalize this understanding. Mohammed Arkoun, through his various studies, has raised the significance of a re-understanding of religious texts with the present context. Relevance of religion - as a guideline for human life - is essential, especially in the current era of disruption. Based on these matters, this study was made to present the deradicalization of fundamentalism through a re-understanding of religious texts in a critical and integrated manner. Arkoun explained that the main problem in this matter was the effort to make religion an institutional product whose interpretation was absolute, which led to a single understanding. This incident is contrary to the concept of Islam as a religion that is rahmatanlilaminalamin (Islam as a religion that brings grace and prosperity to all people). By utilizing a disruption era that recognizes change quickly and radically, this moment can be used well to provide a comprehensive, integrated, and credible religious knowledge forum, and of course with a high level of accessibility.