The research that we are presenting forms part of our project “Case studies of the coordinated development and consulting process of a Programme of Inclusive Educational support integrating strategies of personalization in teaching, self-regulation in learning and cooperation between equals. PAC Project” .  This research project has been developed by the Research Group on Care Diversity at the University of Vic (Grup de Recerca en Atenció a la Diversitat).
In addition, the project is part of a body of research on improving educational practices for inclusion, that clearly demonstrates which the identity of the CIES network Collaboration in Educational and Social inclusion) which belongs GRAD.

The main research question was to observe how the strategies from introduction, generalization and consolidation of our Educative Support Programme at each centre studied have contributed to increase the degree of inclusion.

The project has 5 main Objectives. The central aim of this presentation is to explain the
framework, methodology and the first outcomes of the 3rd objective of the Project. In this objective, the Project aims to show how to: “Adapt the cooperative learning structures and instruments for the design of multiple programs and for the development of self-regulation in learning, to the conditions of the virtual environments adopted by the educational administrations using information technology and communications (ITC)”.

For this objective we formulated three hypothesis:

• The first said “The Program “Cooperating to Learn_ Learning to Cooperate (CL-LC)”  in the PAC has sufficiently flexible characteristics to incorporate their proposals for instruments into the virtual environment, gradually increasing equal participation and simultaneous interaction amongst equals.
• The second was that the cooperative structures that they learn in present classrooms using information technology and communications (ITC) can be transferred to virtual environments?
• And the third said that the systematic and continued use of cooperative structures in virtual environments to help consolidate the learning contributes to increasing inclusion in the classroom and raises the participation of all students and especially students with specific educational support needs?

These research questions arise of the cooperative learning theoretical framework and processes to improve educational practice proposed by  Pujolàs (2008) and Pujolàs & Lago (2011). This proposal is based on the  cooperative learning tenets of Johnson & Johnson (1997); Johnson, Johnson, & Holubec (1999); Kagan (1999). There are multiple approaches that have been made to the study of cooperative learning mediated by ICT, among other highlights, Scardamalia & Bereiter (2003); Onrubia, Colomina, & Engel, (2008) and Martin & Onrubia (2011), are take how reference in our proposal.

Johnson, R.T. & Johnson, D.W. (1997). Una visió global de l’aprenentatge cooperatiu. Suports. Revista Catalana d’Educació Especial i Atenció a la Diversitat, 1(1), 54-64. Johnson, D.W., Johnson, R.T. y Holubec, E.J. (1999) El aprendizaje cooperativo en el aula. Buenos Aires: Paidós. Kagan, S. (1999). Cooperative Learning. San Clemente: Resources for Teachers, Inc. Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook. Thousand Oaks: Sage, Publication Inc. [2nd edition]. Onrubia, J., Colomina, R. & Engel, A. (2008). Los entornos virtuales de aprendizaje basados en el trabajo en grupo y el aprendizaje colaborativo. In C. Coll & C. Monereo (Eds.), Psicología de la educación virtual. Enseñar y aprender con las tecnologías de la información y la comunicación (pp. 233-252). Madrid: Morata. Martín, E. & Onrubia, J. (coord.) (2011). Orientación Educativa. Procesos de innovación y mejora de la enseñanza. Barcelona: Ed. Graó. [Colección: Formación del Profesorado. Educación Secundaria] Pujolàs, P. (2008). 9 ideas clave. El aprendizaje cooperativo. Barcelona: Graó. Pujolàs, P & Lago, J.R. (2011). Internal working document. Available in: http://www.cife-ei-caac.com/programa.asp http://www.cife-ei-caac.com/formacio_assesorament.asp Scardamalia, M. & Bereiter, C. (2003). Knowledge building environments: Extending the limits of the possible in education and knowledge work. In A. DiStefano, K.E. Rudestam, & R. Silverman (Eds.). Encyclopedia of distributed learning. Thousand Oaks, CA: Sage Publications. Stake, R. E. (1995). Investigación con estudio de casos. Madrid: Ediciones Morata. [2ª edición].