摘要：The existence of work groups is inherent to the collaborative approach. The choice of pedagogical strategies for a course should include those which promote interaction among the group of students. Opportunities must be created so that experiences are shared among students themselves and between them and the teacher. The use of information and communication technologies in the educational process presents differences which may help to achieve this, new learning environments; new tools to make equipment, research, communication and interaction available, that is, a new learning ecology. All of this combined with an appropriate didactic-pedagogical planning, could provide conditions for people to be more participative and collaborative in the construction of knowledge, both for themselves and for the group.
其他摘要：The existence of work groups is inherent to the collaborative approach. The choice of pedagogical strategies for a course should include those which promote interaction among the group of students. Opportunities must be created so that experiences are shared among students themselves and between them and the teacher. The use of information and communication technologies in the educational process presents differences which may help to achieve this, new learning environments; new tools to make equipment, research, communication and interaction available, that is, a new learning ecology. All of this combined with an appropriate didactic-pedagogical planning, could provide conditions for people to be more participative and collaborative in the construction of knowledge, both for themselves and for the group.
