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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
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(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
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
June 2009 Yannis Dimitriadis OU-WS 2009 (3/22)
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
June 2009 Yannis Dimitriadis OU-WS 2009 (4/22)
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
June 2009 Yannis Dimitriadis OU-WS 2009 (5/22)
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
June 2009 Yannis Dimitriadis OU-WS 2009 (6/22)
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
June 2009 Yannis Dimitriadis OU-WS 2009 (7/22)
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
…
June 2009 Yannis Dimitriadis OU-WS 2009 (8/22)
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
June 2009 Yannis Dimitriadis OU-WS 2009 (9/22)
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
June 2009 Yannis DimitriadisOU-WS 2009 (11
/22)
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
June 2009 Yannis DimitriadisOU-WS 2009 (12
/22)
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
June 2009 Yannis DimitriadisOU-WS 2009 (13
/22)
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
June 2009 Yannis DimitriadisOU-WS 2009 (14
/22)
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
June 2009 Yannis DimitriadisOU-WS 2009 (15
/22)
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)
June 2009 Yannis DimitriadisOU-WS 2009 (16
/22)
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
June 2009 Yannis DimitriadisOU-WS 2009 (17
/22)
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)
June 2009 Yannis DimitriadisOU-WS 2009 (18
/22)
– Checking educational benefits, types of problems, complexity
Selecting the CLFPs
– Reading information and examples
Sample of Collage use (II)
June 2009 Yannis DimitriadisOU-WS 2009 (19
/22)
Authoring a CLFP-based
LD-script
– Combining the CLFPs
Sample of Collage use (III)
June 2009 Yannis DimitriadisOU-WS 2009 (20
/22)
Authoring a CLFP-based
LD
– Refining the CLFPs
Sample of Collage use (IV)
June 2009 Yannis DimitriadisOU-WS 2009 (21
/22)
Learning and assessment patterns http://ulises.tel.uva.es/~evilfer/webcollage/
June 2009 Yannis DimitriadisOU-WS 2009 (22
/22)
WebCollagehttp://ulises.tel.uva.es/~evilfer/webcollage/
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