jermann & dillenbourg, jermann & dillenbourg, tecfa tecfa virtual campus collective...

Jermann & Dillenbourg,Jermann & Dillenbourg, TECFA

Tecfa Virtual CampusTecfa Virtual Campus

Collective Activities inCollective Activities in

TECFA (Educational Technology Lab)School of Education & Psychology, University of Geneva

TECFA (Educational Technology Lab)School of Education & Psychology, University of Geneva

http://tecfa.unige.ch


1 week @ tecfa

Master degree in Educational Technologies

~ 4 weeks @ home


What's a virtual campus?

A Web site for university teaching

1

A spatial metaphor

2

Broad curriculum

3

Integrated student

managment

4

Distance + Presence

5

An opportunity to An opportunity to improve educationimprove education

66


Would you take Would you take the plane if the plane if pilots wre pilots wre

trained on the trained on the Web ?Web ?


• There is no pedagogical innovation in lecturing on the Web: putting notes or slides, videoconferencing, ….

• It is not a matter of pedagogical snobism. It has just been proved that lecturing is not effective.

• E-mail does not make students motivated, clever and available. Why should they communicate.

Jermann & Dillenbourg,Jermann & Dillenbourg, TECFACam

pu

s V

irtu

el TEC

FAC

am

pu

s V

irtu

el TEC

FA« Laboratoire d ’Ergonomie »

Zone 12, Bâtiment 1


Looking for innovative activities

(1) pseudo-task

differences

(2) debriefing

individual

collaborative

collective


¨Tecfa Virtual Campus, Village 16, Building1 : « Argue Graph » ¨Tecfa Virtual Campus, Village 16, Building1 : « Argue Graph »

pseudo-task solo

individual differences

debriefing

pseudo-task duo

group differences


Individual differences


pseudo-task solo

debriefing

pseudo-task duo

group differences



pseudo-task solo


debriefing

pseudo-task duo

group differences


Design choices

Immediate FB

Delayed FB

Microworld FB

Theories

Behavioursime

Constructivisn

Metacognition

pseudo-task solo


debriefing

pseudo-task duo

group differences




49%

n=18

Does conflict have an effect on the arguments ?



New Union Victory

6 16 10

14 8 13

Semantic content of arguments



Condition

"We answer 2 if the learner is a child but we answer 3 for adult learners"

"We answer 3 because motivation is important"

Accept

"We choose 3 because 2 does not work"

Discard

1 28 3

11 23 1

Type of arguments


ConclusionsConclusions

• Less text, more activitiesLess text, more activities

• Structure groupworkStructure groupwork

• Don't expect, analyse.Don't expect, analyse.

• Build on databases.Build on databases.

• Design also for presence . Distance is not Design also for presence . Distance is not the question, the question is learning.the question, the question is learning.

• Less text, more activitiesLess text, more activities

• Structure groupworkStructure groupwork

• Don't expect, analyse.Don't expect, analyse.

• Build on databases.Build on databases.

• Design also for presence . Distance is not Design also for presence . Distance is not the question, the question is learning.the question, the question is learning.

TECFA

jermann & dillenbourg, jermann & dillenbourg, tecfa tecfa virtual campus collective...

Documents

jermann dillenbourg

tecfa whats

pseudotask differences

tecfa master degree

home slide

graph condition

graph new union victory

educational technologies