(Computer Supported) Collaborative Learning patterns

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Collaborative patterns and design for OER: new approaches to improve the design and reuse of resources OU, June 30, 2009. (Computer Supported) Collaborative Learning patterns. Yannis Dimitriadis University of Valladolid, Spain EMIC/GSIC research group http://gsic.tel.uva.es/members/yannis. - PowerPoint PPT Presentation


<ul><li><p>(Computer Supported) Collaborative Learning patternsYannis DimitriadisUniversity of Valladolid, SpainEMIC/GSIC research grouphttp://gsic.tel.uva.es/members/yannisCollaborative patterns and design for OER: new approaches to improve the design and reuse of resources OU, June 30, 2009</p></li><li><p>What is CSCL? Computer Supported Collaborative LearningUse ICT to support The process of learning togetherCSCL</p></li><li><p>CL and its relation to cooperation and collaborative workCollaboration is much more than cooperation A holistic view and attitudeNot only a division of laborAnd (Collaborative) Learning is different from (Work)CW focuses on increasing productivity and efficiencyBut bridges can be built between learning and workplacesBoth (CL and CW) involve Communication and Coordination</p></li><li><p>What can we expect from CL?Knowledge is constructed both socially and individually (distributed cognition)Social competencies are enhanced (interaction as a unit)The center of the teacher/learning process moves gradually to the learnersCL is effectively complemented from other pedagogies, especially those oriented to Inquiry, Project and Problem Solving in authentic contextsBenefits from work in group should be clearly perceived (positive interdependence) together with individual accountability</p></li><li><p>And what is required by the teacher?Typically a new role for the teacher who needs to Perform a careful and explicit design e.g. on activities, roles, group structuresMonitor the process, triangulate data, look for critical milestones, facilitate: new enactment and evaluation Learn, reflect and act: action - researchI.e. a different and more demanding role which asks for more involvement, experience</p></li><li><p>And what can technology support?Synchronous and asynchronous activities throughcommunication, coordination and workflowNew forms of (shared) representation and access to informationEfficient and on-demand information processing, analysis and visualizationDesign, development and evaluation of learning activities </p></li><li><p>CSCL: An emerging paradigm?As opposed to content delivery, computer assisted learning Focuses on distributed cognition It has already formed a community But also connects to several existing communities centered onOther pedagogies (IL, PBL)Cognitive sciences technology assessment </p></li><li><p>And what are the new challenges?Innovative forms of teaching/learning that involve new technology elementsOffer new opportunities based on their affordancesBut at the same timePose new demands to teachers (and technology designers, researchers, institutions)And therefore ask forAdditional support based on experienceI.e. good practices for recurrent problemsthat have to be elicited, represented and offered</p></li><li><p>And here come the patterns Structured representations that describeproblem and solutionBut alsoContext, case studies, tensions or forces, examplesMainly through narrativesBut also throughVisual diagramsOr even computationally interpretable representationsFor learning, assessment </p></li><li><p>And the (CS)CL patterns Some of the patterns deal with CSCL as e.g. for learning Shared workspace for work in group (resource)Asynchronous debate (activity)Think-Pair-Share (flow of activities)Or for assessment Peer reviewAnd a specially interesting category deals with the Collaborative Learning Flow Patterns (CLFP)That define structure flow of activities</p></li><li><p>An example of pedagogical pattern for CLThink-Pair-Share pattern It structures collaboration and promotes participation in large classes</p><p>They pair and discuss their ideas about the question</p><p>They comment or take a classroom vote</p><p>Each participant has time to think about the question</p></li><li><p>Another example of CLFP: Jigsaw (I) SCRIPTED Collaborative LearningThis pattern gives the collaborative learning flow for a context in which several small groups are facing the study of a lot of information for the resolution of the same problem.***The collaborative learning flow must enable the resolution of a complex problem/task that can be easily divided into sections or independent sub-problems</p><p>Jigsaw CLFP (1) </p><p>(related larger patterns)CONTEXTPROBLEM</p></li><li><p>Another example of CLFP: Jigsaw (II)</p><p>Jigsaw CLFP (2) </p><p>(E.g.) To promote the feeling that team members need each other to succeed (positive interdependence)High-risk: more appropriate for collaborative learning experienced individualsEach participant in a group (Jigsaw Group) studies a particular sub-problem. The participants of different groups that study the same problem meet in an Expert Group for exchanging ideas. These temporary groups become experts in the section of the problem given to them. At last, participants of each Jigsaw group meet to contribute with their expertise in order to solve the whole problem. (educational objectives)(complexity)SOLUTION</p></li><li><p>Another example of CLFP: Jigsaw (III)</p><p>Jigsaw CLFP (3) </p><p>(diagram representing the solution)Introductory individual (or initial group) activityCollaborative activity around the sub-problemCollaborative activity around the problem and solution proposal</p></li><li><p>And a pattern language with CLFPhttp://titan.tel.uva.es/wikis/yannis/images/e/e1/Appendix-chapter3-patternsbook.pdf</p><p> CLFPsJigsawCollaborative LearningScripted Collaboration (11 of E-LEN report)Structured discussionFacilitatorRoles and common CL mechanisms levelCollaborative Learning flow levelResource levelActivity levelShared workspacePedagogical approachesDidactics of subject mattersCSCL scripting patterns</p></li><li><p>The Collage pattern-based CSCL macro-script authoring tool(COLlaborative LeArning desiGn Editor)http://gsic.tel.uva.es/collage (Graphic-based high-level specialized authoring tool for collaborative learning. Based on Reload. IMS-LD level A compliant)*</p></li><li><p>Sample creation of a script (I)CTM2 script (applied in the Network Management case study)Optional undergraduate course on Network Management technologies</p><p>(Evaluation methodology)Sample of Collage use (I)</p></li><li><p>Selecting the CLFPsSample of Collage use (II)</p></li><li><p>Authoring a CLFP-based LD-scriptCombining the CLFPs</p><p>Sample of Collage use (III)</p></li><li><p>Authoring a CLFP-based LDRefining the CLFPs</p><p>Sample of Collage use (IV)</p></li><li><p>Learning and assessment patterns http://ulises.tel.uva.es/~evilfer/webcollage/</p></li><li><p>WebCollagehttp://ulises.tel.uva.es/~evilfer/webcollage/</p><p>Web collage takes advantege of the web architecture. It allows sharing LDs easily with other users in remote servers. (Next version implements user accounts so users can set the access policy to their designs). </p></li></ul>


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