(computer supported) collaborative learning patterns

(Computer Supported) Collaborative Learning patterns

Yannis DimitriadisUniversity of Valladolid, Spain

EMIC/GSIC research grouphttp://gsic.tel.uva.es/members/

yannis

•Collaborative patterns and design for OER: new approaches to improve the

design and reuse of resources

OU, June 30, 2009

http://www.tel.uva.es/index.html

June 2009 Yannis Dimitriadis OU-WS 2009 (2/22)

What is CSCL?

CComputer omputer SSupported upported CCollaborative ollaborative LLearningearning

Use ICT to support … The process of learning together

CSCLCSCL


CL and its relation to cooperation and collaborative work

Collaboration is much more than cooperation …– A holistic view and attitude– Not only a division of labor

And (Collaborative) Learning is different from (Work)– CW focuses on increasing productivity and

efficiency– But bridges can be built between learning and

workplaces– Both (CL and CW) involve Communication and

Coordination


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 learners

CL is effectively complemented from other pedagogies, especially those oriented to Inquiry, Project and Problem Solving in authentic contexts

Benefits from work in group should be clearly perceived (positive interdependence) together with individual accountability


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 structures– Monitor the process, triangulate data, look for

critical milestones, facilitate: new enactment and evaluation

– Learn, reflect and act: action - research I.e. a different and more demanding role

which asks for more involvement, experience


And what can technology support?

Synchronous and asynchronous activities through– communication, coordination and workflow

New forms of (shared) representation and access to information

Efficient and on-demand information processing, analysis and visualization

… Design, development and evaluation of

learning activities


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 on– Other pedagogies (IL, PBL)– Cognitive sciences … technology … assessment

…


And what are the new challenges?

Innovative forms of teaching/learning that involve new technology elements– Offer new opportunities based on their

affordances But at the same time

– Pose new demands to teachers (and technology designers, researchers, institutions)

And therefore ask for– Additional support based on experience– I.e. good practices for recurrent problems– that have to be elicited, represented and offered


And here come the patterns …

Structured representations that describe– problem and solution

But also– Context, case studies, tensions or forces,

examples Mainly through narratives But also through

– Visual diagrams– Or even computationally interpretable

representations For learning, assessment …

June 2009 Yannis DimitriadisOU-WS 2009 (10

/22)

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 review

And a specially interesting category deals with the Collaborative Learning Flow Patterns (CLFP)– That define – structure flow of activities


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An example of pedagogical pattern for CL

Think-Pair-Share pattern – It structures collaboration and promotes

participation in large classes

They comment or take a classroom “vote”

They pair and discuss their ideas about the question

Each participant has time to think about the question


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Another example of CLFP: Jigsaw (I)

… SCRIPTED Collaborative Learning…

This 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

Jigsaw CLFP (1)

(related “larger” patterns)

CONTEXT

PROBLEM


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Another example of CLFP: Jigsaw (II)

Jigsaw CLFP (2)

(E.g.) To promote the feeling that team members need each other to succeed (positive interdependence)

High-risk: more appropriate for collaborative learning experienced individuals

Each 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


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Another example of CLFP: Jigsaw (III)

Jigsaw CLFP (3)

(diagram

representingthe solution)

Individual or initial group

Teacher Introductory

individual (or initial group)

activity

Collaborative activity around

the sub-problem

Collaborative activity around

the problem and solution proposal


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And a pattern language with CLFPhttp://titan.tel.uva.es/wikis/yannis/images/e/e1/Appendix-chapter3-patternsbook.pdf

CLFPsJigsaw

Collaborative Learning

Scripted Collaboration (11 of E-LEN report)

Structured discussion

Facilitator

Roles and common CL mechanism

s level

Collaborative

Learning flow level

Resource level

Activity level

Shared workspace

Pedagogical approaches

Didacticsof subjectmatters

CSCL scripting patterns Debate PL (Goodyear, 2005)


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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)

16


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Sample creation of a script (I)

“CTM2” script (applied in the “Network Management” case study)

– Optional undergraduate course on Network Management technologies

TeacherTeacher

I want to design a collaboration script that guides the students in the

collaborative understanding of a collaborative understanding of a complex long technical paper that complex long technical paper that

can be divided into 3 different can be divided into 3 different sectionssections (3 versions of a network (3 versions of a network

management protocol). I want that management protocol). I want that the students discuss and reach the students discuss and reach

agreement on the main ideas of the agreement on the main ideas of the paper…paper…

(Evaluation methodology)(Evaluation methodology)Sample of Collage use (I)


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– Checking educational benefits, types of problems, complexity

Selecting the CLFPs

– Reading information and examples

Sample of Collage use (II)


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Authoring a CLFP-based

LD-script

– Combining the CLFPs

Sample of Collage use (III)


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Authoring a CLFP-based

LD

– Refining the CLFPs

Sample of Collage use (IV)


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Learning and assessment patterns http://ulises.tel.uva.es/~evilfer/webcollage/


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WebCollagehttp://ulises.tel.uva.es/~evilfer/webcollage/

(computer supported) collaborative learning patterns

Documents

new role

new challenges

new approaches

new enactment

cscl patterns

technology support

timepose new demands

technology designers