Special Topics: Computer Supported Collaborative Learning

Course Number: 05-899 E

Day/Time: Mon/Wed 9:00am-10:20am

Location: SCR 201

Units: 12

Instructors:

Dr. Carolyn P. Rosé (LTI-HCII)

cprose@cs.cmu.edu

GHC 5415

Dr. Oliver Ferschke (LTI)

ferschke@cs.cmu.edu

GHC 5416

Course Textbook: Hmelo-Silver, C., Chinn, C., Chan, C., & O'Donnell, A. (2013). The

International Handbook of Collaborative Learning, Routledge.

You will be required to purchase your own copy of the text book, which you can order from

Aamzon.com. All other readings will be provided in pdf form in the course blackboard account.

Prerequisites: None. Some familiarity with educational technology, linguistics, or machine

learning would be beneficial, but not required.

Course Description

Collaborative technologies featured in the current day social web offer a snapshop vision of the

next generation of learning opportunities. Environments such as MOOCs, the Knowledge Forum,

Wikipedia, and the Virtual Math Teams environment offer a wide range of formal and informal

learning opportunities to individuals and groups worldwide. These social web technologies hold

the potential to greatly increase opportunities for fostering advancement of underserved

populations and leveraging the large amount of out-of-school time that school age kids have for

their intellectual and social development. The field of Computer Supported Collaborative

Learning has as one of its foundational goals to work towards understanding the pedagogical and

technological features that make on-line education in general, and collaborative learning in

particular, effective. The purpose of this class is to expose students to the foundational

theoretical, technological, and methodological issues underlying previous work in on-line

learning, to introduce students to the wide range of current on-line environments for formal and

informal interaction and learning on-line, and to explore current research in improving the

quality of experiences these environments have to offer. The course is oriented around a hands-

on group project of the student's own choosing and design that will offer the opportunity to gain

experience with available tool kits and work towards making their own contribution to what the

modern day web has to offer for on-line learning.

Assignments

I. This semester as an important part of reflecting on the readings as a group and forming a

consensus vision of the field of CSCL, we will work together on a CSCL mediawiki,

which you will find at http://moon.lti.cs.cmu.edu/wiki.

a. Create an account for yourself on the wiki. When you log into the wiki, you will find

a description of the main themes of the course described. In the current wiki, there is

a linked page set up for each of those themes. (If it asks you to authenticate before

getting to the wiki to open an account, use login name cmu and password cscl).

b. On the talk page for each theme, there is a reflection area set up for each lecture. You

are required to respond to a reflection prompt in preparation for each class period

starting with the second lecture. Sometimes these reflections will require making

connections with discussions posted earlier in the semester. The deadline for

submitting reflections is 8pm the night before the lecture. The prompt will be

posted at least 1 week prior to the lecture and will relate to the readings for that

lecture.

c. Starting with Week 3, each week two students will take responsibility for starting a

synthesis of the discussion from the reflection prompts as content on the content page

for the theme of the week. The instructors will take responsibility for weeks 1 and 2

to illustrate what is required. The synthesis should be posted no later than 10 days

after the first lecture in that student pair’s week (e.g., the synthesis of Week 2

should be posted by Wednesday of Week 3).

d. The students who take responsibility for a week of material are responsible for the

representation of that material in the wiki for the whole semester. Thus, they should

take an active role in discussions related to representation of that content on the wiki

and connections between it and the other topics on the wiki throughout the semester.

e. 20% of each student’s course grade will be based on active participation in the wiki

and idea leadership in that space.

II. Term Project: Work in groups of 3 or 4 to design and prototype a form of group learning

support. You may pick any issue relevant to the course to focus on with your prototype,

but the design challenge theme for the semester is supporting group project work in

MOOCs. Your project ideas are meant to be inspired in part by your own experiences

coordinating your work in the online environment that will be used to manage the course.

Below are individual assignments that are meant to cumulatively result in the completion

of the term project, which is cumulatively worth 70% of your grade. The purpose of the

project is to give students experience with each part of the process of designing and

prototyping affordances for online group learning, with the understanding that there is not

sufficient time to perfect each step along the way.

(a) In week 1, work through the Quick Guide to Creating a Learning Community, which

includes some brief activities you will need to complete. It will introduce you to our

CSCL Network and CSCL Wiki, which will provide the infrastructure in which the

course will be managed. Pay attention to which aspects of the course infrastructure

might annoy you. You should also get an account on some MOOC platform such as

NovoEd, Coursera, or edX and informally participate in a course or at least poke

around during weeks 1 and 2 of this course just to get a feel for what the experience is

like. You will write up a reflection of this experience as Assignment 1, which will

due by Monday of Week 3. Please see the write up of Assignment 1 in the

Assignments folder on the CSCL Wiki.

(b) Building on the discussion from class in Week 3 Lecture 2, identify a problem

regarding learning in online spaces like our own course management system. Create

a group in the CSCL Network with just you as a member (initially) and add a

descriptive paragraph to the group page describing the problem and ideas for a

potential solution. Describe what kinds of skills will need to be represented in a

project group that would attack that problem for the course project (due by Monday

of Week 4).

(c) Create a thread in the Idea Thread Mapper with your informal project proposal

paragraph. Then participate in at least two other students’ threads. Also post a

response to each post other students post to your idea thread (due by Monday of

Week 5).

(d) Form teams in the CSCL Network through the messaging functionality. You can

search through student profiles to identify people who would be good team members

give your goal, or you can search through group pages to identify potential projects

proposed by other students that you might want to get involved in. Each team must

have a proposal abstract (which will be based on the discussion in the idea thread

mapper) and 3 or 4 students. You either need to attract students to your idea, or you

need to join someone else’s group (in which case, you should mark your group page

as defunct). Teams must be finalized by Monday of Week 7.

(e) Write a more formal project proposal with your team. These will be presented in

class the week after Spring Break.

(f) In Week 13 each project team must set up a 15 minute progress check meeting with

the course instructors to discuss the project progress and get formative feedback for

the final stretch.

(g) Present your project in class during Week 15. Final paper due by Tuesday, May 12at

midnight.

Grading

There will be no exams. The term project and its components are 70% of the grade. Wiki

participation is 20% of the grade, and active classroom discussion is 10% of the grade.

Syllabus (Readings)

Overview of the Field of CSCL (Jan 12/Jan 14)

Week 1 Lecture 1: Course Intro & History of the Field

Stahl, G., Koschmann, T., Suthers, D. (2006). Computer-supported collaborative learning: An

historical perspective. Cambridge Handbook of the Learning Sciences. Cambridge, UK:

Cambridge University Press

Week 1 Lecture 2: Network Analysis of the Community

Tang, K., Tsai, C., & Lin, T. (2014). Contemporary intellectual structure of CSCL research

(2006-2013): A co-citation network analysis with an education focus. International Journal of

Computer Supported Collaborative Learning 9 (3), pp. 335-363

Research on Learning in MOOCs (Jan 21/Jan 26)

Week 2 Lecture 1: no class meeting

Week 2 Lecture 2: Brief Survey on MOOCs

Breslow, L., Pritchard, D., de Boer, J., Stump, G., Ho, A., & Seaton, D. (2013). Studying

Learning in the Worldwide Classroom Research into edX’s First MOOC, Research and Practice

in Assessment, volume 8

http://www.rpajournal.com/dev/wp-content/uploads/2013/05/SF2.pdf

Jordan, K. (2014). Initial trends in enrolment and completion of massive open online

courses.The International Review of Research in Open and Distance Learning, 15(1).

http://www.irrodl.org/index.php/irrodl/article/view/1651

Marilyne Rosselle, Pierre-André Caron, Jean Heutte. A typology and dimensions of a description

framework for MOOCs. Ulrike Cress, Carlos Delgado Kloos. European MOOCs

Stakeholders Summit 2014, eMOOCs 2014, Feb 2014, Lausanne, France.

Week 3 Lecture 1: Learning Analytics in MOOCs

Wen, M., Yang, D., Rosé, D. (2014). Linguistic Reflections of Student Engagement in Massive

Open Online Courses, in Proceedings of the International Conference on Weblogs and Social

Media

Wen, M. & Rosé, C. P. (2014). Identifying Latent Study Habits by Mining Learning Behavior

Patterns in Massive Open Online Courses, Proceedings of the 2014 ACM International

Conference on Information and Knowledge Management

Skrypnyk, O., Joksimovic, S., Kovanovic, V., Gasevic, D., & Dawson, S. (accepted). Roles of

course facilitators, learners, and technology in the flow of information of a cMOOC. British

Journal of Educational Technology.

Design, Ideation, and Learning (Jan 28/Feb 2)

Week 3 Lecture 2: Design Methods

Fischer, G. (2013). Meta-Design: Empowering all stakeholders as co-designers, in Luckin, R.,

Puntambekar, S., Goodyear, P., Grabowski, B., Underwood, J., & Winters, N. (Eds). Handbook

of Design in Educational Technology, Routledge.

Norman, D. (2002). Emotion and Design: Attractive things work better. Interactions Magazine,

ix (4), 36-42.

Design activity in class in sticky notes --- kickoff for project ideas, begin team formation

Week 4 Lecture 1: Idea Thread Mapper

Chen, B., Gonzalez, J., del Castillo, F., & Slotta, J. (2013). Promisingness Judgments as

Facilitators of Epistemic Growth and Conceptual Change. Proceedings of the 17th Annual

Knowledge Building Summer Institute

Zhang, J., Chen, M.-H., Chen, J., & Mico, T. F. (2013). Computer-Supported Metadiscourse to

Foster Collective Progress in Knowledge-Building Communities . Proceedings of the

International Conference of Computer-supported Collaborative Learning (CSCL). Madison,

Wisconsin.

Chen, M.-H., Zhang, J. & Lee, J. (2013). Making Collective Progress Visible for Sustained

Knowledge Building. Proceedings of the International Conference of Computer-supported

Collaborative Learning (CSCL). Madison, Wisconsin.

Theoretical and Methodological Foundations (Feb 4 - Feb 18)

Week 4 Lecture 2: Cognitivist Perspectives

Webb, N. (2013). Information Processing Approaches to Collaborative Learning, in Hmelo-

Silver, C., Chinn, C., Chan. C., & O’Donnell, A. (Eds) The International Handbook of

Collaborative Learning, Routledge.

Week 5 Lecture 1: Metacognitive and Motivational Perspectives

Rogat, T., Linnenbrink-Garcia, L., & DiDonato, N. (2013). Motivation in Collaborative Groups,

in Hmelo-Silver, C., Chinn, C., Chan. C., & O’Donnell, A. (Eds) The International Handbook of

Collaborative Learning, Routledge.

Week 5 Lecture 2: Agent Based support for ideation

Wang, H. C., Rose, C. P., Chang, C. Y. (2011). Agent-based Dynamic Support for Learning

from Collaborative Brainstorming in Scientific Inquiry, International Journal of Computer

Supported Collaborative Learning 6(3), pp 371-396.

Week 6 Lecture 1: Socio Cultural Approaches

Hakkarainen, K., Paavola, S., Kangas, K., & Seitamaa-Hakkarainen, P. (2013). Sociocultural

Perspectives on Collaborative Learning: Toward Collaborative Knowledge Creation, in Hmelo-

Silver, C., Chinn, C., Chan. C., & O’Donnell, A. (Eds) The International Handbook of

Collaborative Learning, Routledge.

Jeong, H., Hmelo-Silver, C. E., & Yu, Y. (2014) An examination of CSCL methodological

practices and the influence of theoretical frameworks 2005-2009. International Journal of

Computer Supported Collaborative Learning 9 (3), pp. 305-334

Week 6 Lecture 2: Intro to Collaborative Process Analysis

Howley, I., Mayfield, E. & Rosé, C. P. (2013). Linguistic Analysis Methods for Studying Small

Groups, in Cindy Hmelo-Silver, Angela O’Donnell, Carol Chan, & Clark Chin (Eds.)

International Handbook of Collaborative Learning, Taylor and Francis, Inc.

Howley, I., Mayfield, E., Rosé, C. P., & Strijbos, J. W. (2013). A Multivocal Process Analysis of

Social Positioning in Study Group Interactions, in Suthers, D., Lund, K., Rosé, C. P., Teplovs,

C., Law, N. (Eds.). Productive Multivocality in the Analysis of Group Interactions, edited

volume, Springer.

Argumentative Knowledge Construction and Cultural Differences (Feb 23/Feb 25)

Week 7 Lecture 1: Script Based Support for Argumentative Knowledge Construction

Weinberger A., & Fischer F. (2006). A framework to analyze argumentative knowledge

construction in computer supported collaborative learning. Computers & Education, 46: 71 – 95

Fischer, F., Kollar, I., Stegmann, K., Wecker, C., Zottman, J., & Weinberger, A. (2013).

Collaboration Scripts in Computer Supported Collaborative Learning, in Hmelo-Silver, C.,

Chinn, C., Chan. C., & O’Donnell, A. (Eds) The International Handbook of Collaborative

Learning, Routledge.

Week 7 Lecture 2 Supporting Knowledge Construction in the face of Cultural Differences

Weinberger, A., Marttunen, M., Laurinen, L., & Stegmann, K. (2013) Inducing socio-cognitive

conflict in Finnish and German groups of online learners by CSCL script. International Journal

of Computer Supported Collaborative Learning 8 (3), pp. 333-349

Conflict (Mar 2/Mar 4)

Week 8 Lecture 1

Pollack, S. & Kolikant, Y. B.-D. (2012) Collaboration amidst disagreement and moral judgment:

The dynamics of Jewish and Arab students’ collaborative inquiry of their joint past. .

International Journal of Computer-Supported Collaborative Learning 7 (1), pp. 109-128

Week 8 Lecture 2

Webb, N., Nemer, K., & Zuniga, S. (2002). Short Circuits or Superconductors? Effects of Group

Composition on High Achieving Students’ Science Assessment Performance, American

Educational Research Journal 39(4), pp943-989. [Oliver – Carolyn out of town]

Spring Break

Project Proposals (Mar 16/Mar 18)

Week 9 Lecture 1: in class presentations and feedback

Week 9 Lecture 2: in class presentations and feedback

Collaboration in Physical Spaces (Mar 23/Mar 25)

Week 10 Lecture 1

Dillenbourg, P. & Evans, M. (2011). Interactive tabletops in education, International Journal of

Computer-Supported Collaborative Learning, Volume 6, pp491-514.

Week 10 Lecture 2

Looi, C., Wong, L., & Song, Y. (2013). Mobile Computer-Supported Collaborative Learning, in

Hmelo-Silver, C., Chinn, C., Chan. C., & O’Donnell, A. (Eds) The International Handbook of

Collaborative Learning, Routledge.

Augmented Reality and Game Based Learning (Mar 30 – Apr 6)

Week 11 Lecture 1

Yoon, S. A., Elinich, K., Wang, J., Steinmeier, C., & Tucker, S. (2012) Using augmented reality

and knowledge-building scaffolds to improve learning in a science museum. International

Journal of Computer-Supported Collaborative Learning 7 (4), pp. 519-541

Week 11 Lecture 2

Enyedy, N., Danish, J. A., Delacruz, G., & Kumar, M. (2012) Learning physics through play in

an augmented reality environment. International Journal of Computer-Supported Collaborative

Learning 7 (3), pp. 347-378

Week 12 lecture 1 Collaboration in Game Based Learning

Bennerstedt, U., Ivarsson, J., & Linderoth, J. (2012) How gamers manage aggression: Situating

skills in collaborative computer games. International Journal of Computer-Supported

Collaborative Learning 7 (1), pp. 43-61

Dynamic Collaboration Support and Adaptive Scripting (Apr 8 – Apr 27)

Week 12 Lecture 2 Conceptual Foundation

Stegmann, K., Mu, J., Gehlen-Baum, V., Fischer, F. (2011). The Myth of Over-scripting: Can

Novices be Supported Too Much? in Proceedings of Computer Supported Collaborative

Learning, Hong Kong, July 2011.

Wang, X., Kollar, I., Stegmann, K., & Fischer, F. (2011). Adaptable Scripting in Computer-

Supported Collaborative Learning to Foster Knowledge and Skill Acquisition, in Proceedings of

CSCL 2011, Hong Kong, July 2011.

Week 13 Lecture 1: Facilitated Group Learning

Hmelo-Silver, C. & DeSimone, C (2013). Problem-Based Learning: An Instructional Model of

Collaborative Learning, in Hmelo-Silver, C., Chinn, C., Chan. C., & O’Donnell, A. (Eds) The

International Handbook of Collaborative Learning, Routledge.

Hmelo-Silver, C. & Barrows, H. (2006). Goals and Strategies of a Problem Based Learning

Facilitator, Interdisciplinary Journal of Problem-Based Learning 1(1), pp 21-39.

Week 13 Lecture 2 Teacher Support

Greiffenhagen, C. (2012) Making rounds: The routine work of the teacher during collaborative

learning with computers. International Journal of Computer-Supported Collaborative Learning

7 (1), pp. 11-42

Week 14 Lecture 1 Flexible Scripts

Sobreira, P. & Tchounikine, P. (2012) A model for flexibly editing CSCL scripts. International

Journal of Computer-Supported Collaborative Learning 7 (4), pp. 567-592

Week 14 Lecture2 Teacher Assistance and Macro-Scripts

Onrubia, J. & Engel, A. (2012) The role of teacher assistance on the effects of a macro-script in

collaborative writing tasks. International Journal of Computer-Supported Collaborative

Learning 7 (1), pp. 161-186

Week 15 Lecture 1 Facilitation Agents

Adamson, D., Dyke, G., Jang, H. J., Rosé, C. P. (2014). Towards an Agile Approach to Adapting

Dynamic Collaboration Support to Student Needs, International Journal of AI in Education

24(1), pp91-121.

Wrap Up (Apr 29)

Week 15 Lecture 2: Final Project Presentations (Poster Session)

Final paper due on Tuesday, May 12