1. Scripting strategies in computer supported collaborative learning

2. Michele Notari2Menu Introduction Introduction Goals of the thesis Goals of the thesis Rich, action based learning Rich, action based learning What is scripting ? What is scripting ? Choice of the tool Choice of the tool Method Method Specific results Specific results Conclusions Conclusions

3. Michele Notari3 Goal of the thesis Apply rich, action based units in ‚real learning environments‘ Apply rich, action based units in ‚real learning environments‘ Test rich learning environments under different circumstances: - Focalised paramters: scripting and tool Test rich learning environments under different circumstances: - Focalised paramters: scripting and tool

4. Michele Notari4 Rich action based learning environment? Learning pairs 3d models literature Discussions interaction with partner Creation of collaborative hypertext collaborative hypertext interaction with the learning community interaction with the learning community

5. Michele Notari5 What is ‚scripting‘? Scripts enable integration of actions that were often separated: individual, cooperative, collaborative and collective actions. Scripts enable integration of actions that were often separated: individual, cooperative, collaborative and collective actions. Scripts enable integration of co-present actions and computer-mediated actions Scripts enable integration of co-present actions and computer-mediated actions Scripts often include an important role for the tutor Scripts often include an important role for the tutor A script is a story or scenario that the students and tutors have to play as actors play a movie script.

6. Michele Notari6 Scripting example

7. Michele Notari7 The tool Concept of a Wiki: Concept of a Wiki: Every user can create edit and change pages Every user can create edit and change pages Reconstruction of older versions Reconstruction of older versions involve visitor in ongoning process -> incites to improve and change existing sites involve visitor in ongoning process -> incites to improve and change existing sites Swiki -> unstructured collaboration tool

8. Michele Notari8 Principal question 1 The use of a Swiki as collaborative editing tool causes no technical and comprehensive problems for high school students without experience in collaborative editing but with some knowledge of the use of a common text-editing software and the research of information in the Web. The use of a Swiki as collaborative editing tool causes no technical and comprehensive problems for high school students without experience in collaborative editing but with some knowledge of the use of a common text-editing software and the research of information in the Web.

9. Michele Notari9 Principal question 2 Scripting which induces students to compare and comment on the work of the whole learning community (using a collaborative editing tool) leads to better learning performance than a script leading students to work without such a tool and with little advice or / and opportunity to make comments and compare their work with the learning community. Scripting which induces students to compare and comment on the work of the whole learning community (using a collaborative editing tool) leads to better learning performance than a script leading students to work without such a tool and with little advice or / and opportunity to make comments and compare their work with the learning community.

10. Michele Notari10 Principal question 3 The quality of the product of the working groups is better (longer and more detailed) when students are induced to compare and comment on their work (with a collaborative editing tool) during the learning unit. The quality of the product of the working groups is better (longer and more detailed) when students are induced to compare and comment on their work (with a collaborative editing tool) during the learning unit.

11. Michele Notari11 Method Work with high school students in normal learning environments. Work with high school students in normal learning environments. Testing 3 learning units. Testing 3 learning units. Human anatomy Evolution Human embryology

12. Michele Notari12 What did we analyse? (part 1) Human anatomy: unstructured script evolution and human embryology: structured script. Human anatomy: unstructured script evolution and human embryology: structured script. Is there a difference in students satisfaction? Is there a difference in students satisfaction? Human anatomy Evolution Human embryology

13. Michele Notari13 Subjective perception No statistical differences could be found within the units Human anatomy Embryology Evolution

14. Michele Notari14 comparison of three scenarios: difficulties to edit input with the Swiki Statistical difference between anatomy and evolution (U = 40; p = 0.0065) but no difference between the other settings (anatomy embryology: U = 45; p = 0.09; and evolution embryology: U = 393; p = 0.2).

15. Michele Notari15 comparison of three scenarios: It is easy to get lost within a text with many links’ Almost significant difference (anatomy evolution: U = 60; p = 0.09; anatomy embryology: U = 46; p = 0.07) BUT (evolution embryology: U = 189; p = 0.81)

16. Michele Notari16 Conclusion Subjective perception Structuring the work has a positive influence on the sense of satisfaction that the students gained from the tool and the work in general (no statistical significance)Structuring the work has a positive influence on the sense of satisfaction that the students gained from the tool and the work in general (no statistical significance) Students in unstructured unit thought they were getting lost often within the few links, while the students that were guided had a different sensationStudents in unstructured unit thought they were getting lost often within the few links, while the students that were guided had a different sensation Discussion is an important element of building a concept and learning in a constructivist way especially when different opinions merge and have to be compared (result not shown)Discussion is an important element of building a concept and learning in a constructivist way especially when different opinions merge and have to be compared (result not shown)

17. Michele Notari17 What did we analyse? (part 2) Scripting differences for two classes: Scripting differences for two classes: 1. Normal high school class working in conventional set up (without tool)1. Normal high school class working in conventional set up (without tool) 2. Vocational high school class working with the tool -> vocational high school normally show inferior pedagogical performances compared to normal high school2. Vocational high school class working with the tool -> vocational high school normally show inferior pedagogical performances compared to normal high school Human embryology Pre test Post test Final test 6 6 weeksLearning unit

18. Michele Notari18 Increase of factual konwledge n = 17 ANOVA: F(5, 101) = 14.841 Pre test conventional post test conventional p post test conventional p< 0.001 Pre test Swiki post test Swikip post test Swikip< 0.001 Human embryology

19. Michele Notari19 Student‘s confidence in their answers Student‘s confidence in their answers ANOVA : F(5, 101) = 11.05 Pre test conventional post test conventional p post test conventional p< 0.001 Pre test Swiki post test Swiki P post test Swiki P< 0.01 Human embryology

20. Michele Notari20 Comparison of the produced work Length of the summaries 10 pages for the conventional class, 36 pages for the Swiki class Length of the summaries 10 pages for the conventional class, 36 pages for the Swiki class Number of topics treated 9 topics for the conventional class 14 topics for the Swiki class Number of topics treated 9 topics for the conventional class 14 topics for the Swiki class Quality of the content of the summaries Comparable quality within the summaries Quality of the content of the summaries Comparable quality within the summaries Human embryology

21. Michele Notari21 Conclusions Equal increase of knowledge and self evaluation capacities for different backgrounds (normal high school vocational high school) Equal increase of knowledge and self evaluation capacities for different backgrounds (normal high school vocational high school) Better quality of Product for Swiki scripting Better quality of Product for Swiki scripting Human embryology

22. Michele Notari22 Scripting leads to Create a critical mass of input Compare and coment inputs Link inputs Regroup concepts

23. Michele Notari23 ‚Our‘ scripting leads to an: Action based, hypertext - constructive, computer supported, collaborative learning environment (ABAHCOCOSUCOL)

24. Michele Notari24 ABAHCOCOSUCOL is adequate for tasks where it is improtand to have: Long-term knowledge retention Long-term knowledge retention Mastering a certain problem-solving strategy Mastering a certain problem-solving strategy High quality of produced work High quality of produced work Have a good use of some specific handling Have a good use of some specific handling Increased metacognitive skills Increased metacognitive skills

25. Michele Notari25 Thanks for listening For more information consult the thesis: http://tecfa.unige.ch/perso/staf/notari/ http://tecfa.unige.ch/perso/staf/notari/ -> see link ‚info thesis‘