Fostering adaptations that are congruent with designers' original intentions is a constant challenge. In this paper, we explore a technology-facilitated means of scaffolding teacher adaptation of curriculum materials design. We found that teachers are able to inspect multiple aspects of connections within and between lessons and the consequences of their modifications. This study informs the design of environments that aim to support mutual understanding between teachers and curriculum designers with respect to curriculum coherence.
{"title":"Scaffolding teacher adaptation by making design intent explicit","authors":"Hsien-Ta Lin, Barry J. Fishman","doi":"10.3115/1599503.1599557","DOIUrl":"https://doi.org/10.3115/1599503.1599557","url":null,"abstract":"Fostering adaptations that are congruent with designers' original intentions is a constant challenge. In this paper, we explore a technology-facilitated means of scaffolding teacher adaptation of curriculum materials design. We found that teachers are able to inspect multiple aspects of connections within and between lessons and the consequences of their modifications. This study informs the design of environments that aim to support mutual understanding between teachers and curriculum designers with respect to curriculum coherence.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127888441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We describe a two-year study of a rich secondary science curriculum that was codesigned in close partnership with teachers, technology specialists and even school administrators. The goal of the research was to provide empirical support for a recent model of learning and instruction that blends the two perspectives of knowledge communities and scaffolded inquiry. A design-oriented method was employed, where the first iteration of the curriculum was evaluated in terms of its fit to the model, as well as its impact on student learning. Based on a set of design recommendations, a much more substantive curriculum was developed for the second iteration, leading to rich measures of student collaboration and deep understanding of the targeted science concepts. This paper describes our co-design process, which allowed teachers to lead the curriculum design and classroom enactment while researchers contributed design guidelines according to the theoretical model.
{"title":"Co-designing curricula to promote collaborative knowledge construction in secondary school science","authors":"V. Peters, J. Slotta","doi":"10.3115/1600053.1600084","DOIUrl":"https://doi.org/10.3115/1600053.1600084","url":null,"abstract":"We describe a two-year study of a rich secondary science curriculum that was codesigned in close partnership with teachers, technology specialists and even school administrators. The goal of the research was to provide empirical support for a recent model of learning and instruction that blends the two perspectives of knowledge communities and scaffolded inquiry. A design-oriented method was employed, where the first iteration of the curriculum was evaluated in terms of its fit to the model, as well as its impact on student learning. Based on a set of design recommendations, a much more substantive curriculum was developed for the second iteration, leading to rich measures of student collaboration and deep understanding of the targeted science concepts. This paper describes our co-design process, which allowed teachers to lead the curriculum design and classroom enactment while researchers contributed design guidelines according to the theoretical model.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121674420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Dowell, Michael Tscholl, Thomas Gladisch, Marzieh Asgari-Targhi
Argumentation schemes describe patterns of reasoning in discourse. We report an investigation into whether the argumentation scheme known as 'inference to the best explanation' (IBE) captures the argumentation found in collaborative case-based learning. We examine the dialogue of three students working in an online learning environment as they attempt to explain the verdict in a legal case of medical negligence; the IDE scheme is clearly visible in the dialogue. We also report the exploratory development of shared argument diagramming tools that allow learners to draw their explanations while they discuss them. The tools passively reinforce the IBE argumentation scheme. Evaluation of the tools provided the clearest evidence to date that learners are able to integrate their shared online argument diagramming with their computer-mediated dialogue.
{"title":"Argumentation scheme and shared online diagramming in case-based collaborative learning","authors":"J. Dowell, Michael Tscholl, Thomas Gladisch, Marzieh Asgari-Targhi","doi":"10.3115/1600053.1600135","DOIUrl":"https://doi.org/10.3115/1600053.1600135","url":null,"abstract":"Argumentation schemes describe patterns of reasoning in discourse. We report an investigation into whether the argumentation scheme known as 'inference to the best explanation' (IBE) captures the argumentation found in collaborative case-based learning. We examine the dialogue of three students working in an online learning environment as they attempt to explain the verdict in a legal case of medical negligence; the IDE scheme is clearly visible in the dialogue. We also report the exploratory development of shared argument diagramming tools that allow learners to draw their explanations while they discuss them. The tools passively reinforce the IBE argumentation scheme. Evaluation of the tools provided the clearest evidence to date that learners are able to integrate their shared online argument diagramming with their computer-mediated dialogue.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122519671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Quantitative methods in educational research tend to be heavily reductionist and to disregard interaction; most statistical models include an assumption of no interaction. Qualitative methods allow complexity and interaction, but tend not to include representations or otherwise allow the reader to "see" the interaction as the researcher can. By combining traditional qualitative methods with statistical modeling, we are afforded a better opportunity to see aspects of a phenomenon, but not always greater integration; interpretation does not easily emerge from potentially divergent data sets. By including social network analysis, which provides both summary statistics and graphical depiction of interaction we are afforded a better opportunity to examine collaborative work. Furthermore, technology facilitates collection and analysis of change over time in computer supported collaborative work. These methods enable a multifarious view of quantitative data, and allow for interpretation to more naturally emerge from multiple data sets.
{"title":"Methods for triangulation and revealing interaction","authors":"Vanessa Svihla","doi":"10.3115/1599503.1599518","DOIUrl":"https://doi.org/10.3115/1599503.1599518","url":null,"abstract":"Quantitative methods in educational research tend to be heavily reductionist and to disregard interaction; most statistical models include an assumption of no interaction. Qualitative methods allow complexity and interaction, but tend not to include representations or otherwise allow the reader to \"see\" the interaction as the researcher can. By combining traditional qualitative methods with statistical modeling, we are afforded a better opportunity to see aspects of a phenomenon, but not always greater integration; interpretation does not easily emerge from potentially divergent data sets. By including social network analysis, which provides both summary statistics and graphical depiction of interaction we are afforded a better opportunity to examine collaborative work. Furthermore, technology facilitates collection and analysis of change over time in computer supported collaborative work. These methods enable a multifarious view of quantitative data, and allow for interpretation to more naturally emerge from multiple data sets.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115586121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
How to design structure for supporting collaborative learning is a fundamental theoretical and design issue in CSCL research. At the center of this issue lies an assistance dilemma: when to provide support structures and when to withhold them (at least temporarily) to optimize student learning. On the one hand, providing support structures right from the start has the advantage of reducing cognitive load, avoiding floundering and potential frustration. It may well lead to productive success, but there is also the danger of unproductive success--an illusion of performance without learning. On the other hand, withholding support may well lead to productive failure as students persist in active sense-making and problem-solving activities, but there is the danger of unproductive failure in students being overwhelmed. This symposium aims to interrogate issues pertinent to the assistance dilemma continuum by bringing together an eclectic group of CSCL researchers with commitments on various points on the continuum.
{"title":"The assistance dilemma in CSCL","authors":"Manu Kapur, N. Rummel","doi":"10.3115/1599503.1599517","DOIUrl":"https://doi.org/10.3115/1599503.1599517","url":null,"abstract":"How to design structure for supporting collaborative learning is a fundamental theoretical and design issue in CSCL research. At the center of this issue lies an assistance dilemma: when to provide support structures and when to withhold them (at least temporarily) to optimize student learning. On the one hand, providing support structures right from the start has the advantage of reducing cognitive load, avoiding floundering and potential frustration. It may well lead to productive success, but there is also the danger of unproductive success--an illusion of performance without learning. On the other hand, withholding support may well lead to productive failure as students persist in active sense-making and problem-solving activities, but there is the danger of unproductive failure in students being overwhelmed. This symposium aims to interrogate issues pertinent to the assistance dilemma continuum by bringing together an eclectic group of CSCL researchers with commitments on various points on the continuum.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123687141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Post-Doc & Early-Career Workshop is intended to provide an opportunity for researchers early in their careers working in the Learning Sciences to discuss their own research, to discuss post-doc and early-career challenges with peers and senior mentors and to initiate international networks related to their research topics. Topics addressed include funding opportunities, including the kinds of funding Post-Docs and Early Career Researchers can apply for; how to develop a research agenda and/or career path, including publishing, where and how much; how to mentor and supervise graduate students; new research methods; possibilities for building international research networks; international mobility/going abroad including how, how long, where. The Workshop will also have a specific focus on the specificities of the CSCL community and on the dilemma with which this community is confronted (interdisciplinarity, gaps between different methodological approaches). Participants are post-doc and early career researchers (starting with those just finalizing their doctoral thesis to those having 5 years of experience after receiving the doctorate). In addition to researchers interested in experimental research, researchers interested in scientific issues linked to implementation and practice (scalability, sustainability, etc.) will participate. The following 27 applicants have been accepted to participate in the workshop.
{"title":"Post-doc & early-career workshop","authors":"F. Fischer, Jody S. Underwood, B. Schwarz","doi":"10.3115/1599503.1599587","DOIUrl":"https://doi.org/10.3115/1599503.1599587","url":null,"abstract":"The Post-Doc & Early-Career Workshop is intended to provide an opportunity for researchers early in their careers working in the Learning Sciences to discuss their own research, to discuss post-doc and early-career challenges with peers and senior mentors and to initiate international networks related to their research topics. Topics addressed include funding opportunities, including the kinds of funding Post-Docs and Early Career Researchers can apply for; how to develop a research agenda and/or career path, including publishing, where and how much; how to mentor and supervise graduate students; new research methods; possibilities for building international research networks; international mobility/going abroad including how, how long, where. The Workshop will also have a specific focus on the specificities of the CSCL community and on the dilemma with which this community is confronted (interdisciplinarity, gaps between different methodological approaches). Participants are post-doc and early career researchers (starting with those just finalizing their doctoral thesis to those having 5 years of experience after receiving the doctorate). In addition to researchers interested in experimental research, researchers interested in scientific issues linked to implementation and practice (scalability, sustainability, etc.) will participate. The following 27 applicants have been accepted to participate in the workshop.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123717295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Even though the advantages of online discussions over face-to-face discussion formats has been extensively reported and investigated, the blending of online discussion tools in co-located classroom settings has been considered with far less intensity. In this paper, we report on secondary school students' experiences and preferences concerning two different discussion formats in co-located classroom settings, namely face-to-face (F2F) and synchronous, computer-mediated communication (CMC). In addition, we also differentiate between students that are known to be active participants in F2F classroom discussions and those who usually remain silent. The findings highlight several advantages of CMC over F2F discussions in co-located settings and show that different students ('active' and 'silent') experience F2F and computer-mediated communication differently.
{"title":"Online and face-to-face discussions in the classroom: a study on the experiences of 'active' and 'silent' students","authors":"C. Asterhan, T. Eisenmann","doi":"10.3115/1600053.1600073","DOIUrl":"https://doi.org/10.3115/1600053.1600073","url":null,"abstract":"Even though the advantages of online discussions over face-to-face discussion formats has been extensively reported and investigated, the blending of online discussion tools in co-located classroom settings has been considered with far less intensity. In this paper, we report on secondary school students' experiences and preferences concerning two different discussion formats in co-located classroom settings, namely face-to-face (F2F) and synchronous, computer-mediated communication (CMC). In addition, we also differentiate between students that are known to be active participants in F2F classroom discussions and those who usually remain silent. The findings highlight several advantages of CMC over F2F discussions in co-located settings and show that different students ('active' and 'silent') experience F2F and computer-mediated communication differently.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125273328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This experimental study probed the effectiveness of three kinds of objects (videos, theories, metaphors) as common reference points for conversations between online learners. Outcome measures were learners' levels of tacit-knowledge (TK) of specific concepts related to their practice (teaching). Learners' level of detail-focus was examined as a mediating variable. Results showed a positive effect of detail-focus within Metaphor condition for two of three TK indicators examined. Implications for online conversation design are discussed.
{"title":"Connecting online learners at a distance: the promise and challenge of using metaphors as reference points","authors":"A. Wise, P. Padmanabhan, T. Duffy","doi":"10.3115/1599503.1599549","DOIUrl":"https://doi.org/10.3115/1599503.1599549","url":null,"abstract":"This experimental study probed the effectiveness of three kinds of objects (videos, theories, metaphors) as common reference points for conversations between online learners. Outcome measures were learners' levels of tacit-knowledge (TK) of specific concepts related to their practice (teaching). Learners' level of detail-focus was examined as a mediating variable. Results showed a positive effect of detail-focus within Metaphor condition for two of three TK indicators examined. Implications for online conversation design are discussed.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114124767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Synchronous communication using text chat--often combined with a shared whiteboard--is increasingly used in CSCL. This form of interaction and learning in small online groups of students presents novel challenges, both for the participating students and for researchers studying their work. Chats differ from talk-in-interaction since the composition, posting and visual inspection of text and graphical objects by any given actor is not observable by the other participants. These structural constraints on the organization of interaction require that actors deploy alternative procedures for achieving what turn taking achieves in talk-in-interaction. This paper describes how communication is organized in text chat, where postings have to provide instructions on how they are to be read. This organization is contrasted with turn taking in face-to-face communication. The notion of "reading's work" provides a guiding thread, which is explicated.
{"title":"Understanding and analyzing chat in CSCL as reading's work","authors":"Alan Zemel, M. Çakır, G. Stahl","doi":"10.3115/1600053.1600061","DOIUrl":"https://doi.org/10.3115/1600053.1600061","url":null,"abstract":"Synchronous communication using text chat--often combined with a shared whiteboard--is increasingly used in CSCL. This form of interaction and learning in small online groups of students presents novel challenges, both for the participating students and for researchers studying their work. Chats differ from talk-in-interaction since the composition, posting and visual inspection of text and graphical objects by any given actor is not observable by the other participants. These structural constraints on the organization of interaction require that actors deploy alternative procedures for achieving what turn taking achieves in talk-in-interaction. This paper describes how communication is organized in text chat, where postings have to provide instructions on how they are to be read. This organization is contrasted with turn taking in face-to-face communication. The notion of \"reading's work\" provides a guiding thread, which is explicated.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115249890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent years there has been a renewed recognition that youth bring resources for learning from different places in their lives or different "social worlds." One resource available to youth when they are learning is their identity--how they act, talk, believe, and otherwise get recognized as certain kinds of people. From this viewpoint identities from different social worlds can be seen as potential resources for changing participation in a particular area - as explanations for how something new or innovative can be created. Yet we know very little about how people actually draw on an identity in one situation to impact an identity in another situation. In this study I examine how individuals draw on their identities in different spaces of their lives as resources for learning, observing two youth as they navigate across spaces in their lives over the course of a year.
{"title":"Understanding identities across social spaces","authors":"D. A. Fields","doi":"10.3115/1599503.1599590","DOIUrl":"https://doi.org/10.3115/1599503.1599590","url":null,"abstract":"In recent years there has been a renewed recognition that youth bring resources for learning from different places in their lives or different \"social worlds.\" One resource available to youth when they are learning is their identity--how they act, talk, believe, and otherwise get recognized as certain kinds of people. From this viewpoint identities from different social worlds can be seen as potential resources for changing participation in a particular area - as explanations for how something new or innovative can be created. Yet we know very little about how people actually draw on an identity in one situation to impact an identity in another situation. In this study I examine how individuals draw on their identities in different spaces of their lives as resources for learning, observing two youth as they navigate across spaces in their lives over the course of a year.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123180215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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