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(Computer Supported) Collaborative Learning patterns Yannis Dimitriadis University of Valladolid, Spain EMIC/GSIC research group

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Presentation on theme: "(Computer Supported) Collaborative Learning patterns Yannis Dimitriadis University of Valladolid, Spain EMIC/GSIC research group"— Presentation transcript:

1 (Computer Supported) Collaborative Learning patterns Yannis Dimitriadis University of Valladolid, Spain EMIC/GSIC research group http://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

2 June 2009Yannis DimitriadisOU-WS 2009 (2/22) What is CSCL? Computer Supported Collaborative Learning Computer Supported Collaborative Learning Use ICT to support … The process of learning together CSCL

3 June 2009Yannis DimitriadisOU-WS 2009 (3/22) CL and its relation to cooperation and collaborative work n Collaboration is much more than cooperation … – A holistic view and attitude – Not only a division of labor n 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

4 June 2009Yannis DimitriadisOU-WS 2009 (4/22) What can we expect from CL? n Knowledge is constructed both socially and individually (distributed cognition) n Social competencies are enhanced (interaction as a unit) n The center of the teacher/learning process moves gradually to the learners n CL is effectively complemented from other pedagogies, especially those oriented to Inquiry, Project and Problem Solving in authentic contexts n Benefits from work in group should be clearly perceived (positive interdependence) together with individual accountability

5 June 2009Yannis DimitriadisOU-WS 2009 (5/22) And what is required by the teacher? n 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 n I.e. a different and more demanding role which asks for more involvement, experience

6 June 2009Yannis DimitriadisOU-WS 2009 (6/22) And what can technology support? n Synchronous and asynchronous activities through – communication, coordination and workflow n New forms of (shared) representation and access to information n Efficient and on-demand information processing, analysis and visualization n…n… n Design, development and evaluation of learning activities

7 June 2009Yannis DimitriadisOU-WS 2009 (7/22) CSCL: An “emerging” paradigm? n As opposed to content delivery, computer assisted learning … n Focuses on distributed cognition … n It has already formed a community … n But also connects to several existing communities centered on – Other pedagogies (IL, PBL) – Cognitive sciences … technology … assessment …

8 June 2009Yannis DimitriadisOU-WS 2009 (8/22) And what are the new challenges? n Innovative forms of teaching/learning that involve new technology elements – Offer new opportunities based on their affordances n But at the same time – Pose new demands to teachers (and technology designers, researchers, institutions) n And therefore ask for – Additional support based on experience – I.e. good practices for recurrent problems – that have to be elicited, represented and offered

9 June 2009Yannis DimitriadisOU-WS 2009 (9/22) And here come the patterns … n Structured representations that describe – problem and solution n But also – Context, case studies, tensions or forces, examples n Mainly through narratives n But also through – Visual diagrams – Or even computationally interpretable representations n For learning, assessment …

10 June 2009Yannis DimitriadisOU-WS 2009 (10/22) And the (CS)CL patterns … n 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) n Or for assessment … – Peer review n And a specially interesting category deals with the Collaborative Learning Flow Patterns (CLFP) – That define – structure flow of activities

11 June 2009Yannis DimitriadisOU-WS 2009 (11/22) An example of pedagogical pattern for CL n Think-Pair-Share pattern – It structures collaboration and promotes participation in large classes

12 June 2009Yannis 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

13 June 2009Yannis 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

14 June 2009Yannis DimitriadisOU-WS 2009 (14/22) Another example of CLFP: Jigsaw (III) Jigsaw CLFP (3) (diagram representing the 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

15 June 2009Yannis DimitriadisOU-WS 2009 (15/22) And a pattern language with CLFP http://titan.tel.uva.es/wikis/yannis/images/e/e1/Appendix-chapter3-patternsbook.pdf CLFPs Jigsaw Collaborative Learning Scripted Collaboration (11 of E-LEN report) Structured discussion Facilitator Roles and common CL mechanisms level Collaborative Learning flow level Resource level Activity level Shared workspace Pedagogical approaches Didactics of subject matters CSCL scripting patterns Debate PL (Goodyear, 2005)

16 June 2009Yannis 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

17 June 2009Yannis DimitriadisOU-WS 2009 (17/22) Sample creation of a script (I) n “CTM2” script (applied in the “Network Management” case study) – Optional undergraduate course on Network Management technologies Teacher collaborative understanding of a complex long technical paper that can be divided into 3 different sections (3 versions of a network management protocol). I want that the students discuss and reach agreement on the main ideas of the paper… I want to design a collaboration script that guides the students in the collaborative understanding of a complex long technical paper that can be divided into 3 different sections (3 versions of a network management protocol). I want that the students discuss and reach agreement on the main ideas of the paper… (Evaluation methodology) Sample of Collage use (I)

18 June 2009Yannis DimitriadisOU-WS 2009 (18/22) – Checking educational benefits, types of problems, complexity Selecting the CLFPs – Reading information and examples Sample of Collage use (II)

19 June 2009Yannis DimitriadisOU-WS 2009 (19/22) Authoring a CLFP-based LD-script – Combining the CLFPs Sample of Collage use (III)

20 June 2009Yannis DimitriadisOU-WS 2009 (20/22) Authoring a CLFP-based LD – Refining the CLFPs Sample of Collage use (IV)

21 June 2009Yannis DimitriadisOU-WS 2009 (21/22) Learning and assessment patterns http://ulises.tel.uva.es/~evilfer/webcollage/ http://ulises.tel.uva.es/~evilfer/webcollage/

22 June 2009Yannis DimitriadisOU-WS 2009 (22/22) WebCollage http://ulises.tel.uva.es/~evilfer/webcollage/ http://ulises.tel.uva.es/~evilfer/webcollage/


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