S. Kerlin, Elizabeth Goehring, W. Carlsen, James Larsen, Charles Fisher
This paper describes the design decisions made in the construction of an online global learning community for grades 7-9 science students. The collaborative learning tools of class profiles, student-scientist forums, and peer review featured in the From Local to Extreme Environments curriculum are discussed in detail. Initial evaluation of these tools and student reactions to global collaborations in this ongoing study will be accomplished through feedback during the unit and embedded surveys.
{"title":"Design of an online global learning community: international collaboration of grades 7-9 science students","authors":"S. Kerlin, Elizabeth Goehring, W. Carlsen, James Larsen, Charles Fisher","doi":"10.3115/1599503.1599535","DOIUrl":"https://doi.org/10.3115/1599503.1599535","url":null,"abstract":"This paper describes the design decisions made in the construction of an online global learning community for grades 7-9 science students. The collaborative learning tools of class profiles, student-scientist forums, and peer review featured in the From Local to Extreme Environments curriculum are discussed in detail. Initial evaluation of these tools and student reactions to global collaborations in this ongoing study will be accomplished through feedback during the unit and embedded surveys.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"10 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":"133987808","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}
B. Cheng, S. Villalba, Daniel L. Schwartz, D. Chin, Patrik Lundh, Aasha Joshi
This poster describes ongoing work that examines students use of a computer-based learning environment designed to bridge school and out-of-school learning contexts by incorporating affordances of both formal and informal learning settings. Data presented illustrate sixth grade students' use of online chat in class and at home and present an initial examination of chat interactions (in both mixed-gender and single-gender peer groups) while their agents are involved in a competitive game.
{"title":"Bridging school and home: students' engagement with technology-rich activities","authors":"B. Cheng, S. Villalba, Daniel L. Schwartz, D. Chin, Patrik Lundh, Aasha Joshi","doi":"10.3115/1599503.1599545","DOIUrl":"https://doi.org/10.3115/1599503.1599545","url":null,"abstract":"This poster describes ongoing work that examines students use of a computer-based learning environment designed to bridge school and out-of-school learning contexts by incorporating affordances of both formal and informal learning settings. Data presented illustrate sixth grade students' use of online chat in class and at home and present an initial examination of chat interactions (in both mixed-gender and single-gender peer groups) while their agents are involved in a competitive game.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"73 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":"122200883","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 design study developed and tested a peer assessment tool and reflection tool for enhancing group functioning in a computer-supported collaborative learning environment. The underlying assumption was that group functioning can be positively influenced by making group members aware of how their behavior is perceived by themselves, their peers, and the group as a whole. This awareness, which is conditional for behavioral change, is achieved through a peer assessment tool and a reflection tool. A 2×2 factorial between-subjects design was used. Participants were 39 fourth-year high school students who worked in groups of 3 or 4 on a collaborative writing task. Results show that groups with peer assessment tool developed better teams, had lower levels of group conflicts, and had a more positive attitude towards collaborative problem solving, than groups without a peer assessment tool. Thus, peer feedback on social behavior of group members can enhance group functioning in CSCL-groups.
{"title":"The design of peer feedback and reflection tools in a CSCL environment","authors":"Chris Phielix, F. Prins, P. Kirschner","doi":"10.3115/1600053.1600143","DOIUrl":"https://doi.org/10.3115/1600053.1600143","url":null,"abstract":"This design study developed and tested a peer assessment tool and reflection tool for enhancing group functioning in a computer-supported collaborative learning environment. The underlying assumption was that group functioning can be positively influenced by making group members aware of how their behavior is perceived by themselves, their peers, and the group as a whole. This awareness, which is conditional for behavioral change, is achieved through a peer assessment tool and a reflection tool. A 2×2 factorial between-subjects design was used. Participants were 39 fourth-year high school students who worked in groups of 3 or 4 on a collaborative writing task. Results show that groups with peer assessment tool developed better teams, had lower levels of group conflicts, and had a more positive attitude towards collaborative problem solving, than groups without a peer assessment tool. Thus, peer feedback on social behavior of group members can enhance group functioning in CSCL-groups.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"179 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":"130505631","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}
Karsten Stegmann, Sara Streng, Max Halbinger, Jonas Koch, F. Fischer, H. Hussmann
External computer-supported collaboration scripts may support learners in collaboratively using new technologies. This contribution introduces a framework that offers an object-oriented package of classes and methods that supports eXtremely Simple Scripting (XSS), i.e., the rapid implementation of CSCL scripts for the use with new technologies. We report two examples on how this framework has been used to implement computer-supported collaboration scripts in mobile learning with tablet-PCs and with an interactive table.
{"title":"eXtremely simple scripting (XSS): a framework to speed up the development of computer-supported collaboration scripts","authors":"Karsten Stegmann, Sara Streng, Max Halbinger, Jonas Koch, F. Fischer, H. Hussmann","doi":"10.22318/CSCL2009.2.195","DOIUrl":"https://doi.org/10.22318/CSCL2009.2.195","url":null,"abstract":"External computer-supported collaboration scripts may support learners in collaboratively using new technologies. This contribution introduces a framework that offers an object-oriented package of classes and methods that supports eXtremely Simple Scripting (XSS), i.e., the rapid implementation of CSCL scripts for the use with new technologies. We report two examples on how this framework has been used to implement computer-supported collaboration scripts in mobile learning with tablet-PCs and with an interactive table.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"103 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":"132574670","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}
A key guidance factor of computer supported collaborative learning (CSCL) is the specification of a discussion task. Aspects of the discussion task may affect the quality of group discussion for higher-order learning. This experiment investigated the effects of two aspects of discussion task on asynchronous text discussion of an online higher-education course. Groups completed discussion assignments that varied in degree of task context and outcome specification. Content analysis was used to assess conceptual conflict and level of information processing of online messages. Results indicate that conceptual conflict is associated with higher-order discussion, but differences in task context and product do not have large effects on the quantity or quality of online discussion.
{"title":"The effects of task characteristics on online discussion","authors":"Robert L. Jorczak","doi":"10.3115/1600053.1600137","DOIUrl":"https://doi.org/10.3115/1600053.1600137","url":null,"abstract":"A key guidance factor of computer supported collaborative learning (CSCL) is the specification of a discussion task. Aspects of the discussion task may affect the quality of group discussion for higher-order learning. This experiment investigated the effects of two aspects of discussion task on asynchronous text discussion of an online higher-education course. Groups completed discussion assignments that varied in degree of task context and outcome specification. Content analysis was used to assess conceptual conflict and level of information processing of online messages. Results indicate that conceptual conflict is associated with higher-order discussion, but differences in task context and product do not have large effects on the quantity or quality of online discussion.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"98 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":"134179022","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 my thesis we analyze the Computer Supported Written Communication (CSWC) behaviour of sixty pre-service teachers engaged in a collaborative long term project based learning unit. With a process-oriented user-centred design approach [Bannon, 1991] we compare the interchanged Text messages of project groups (twenty groups of three people) with their personal perception. A preliminary study has been implemented to capture the capability to formulate and write down thoughts on a keyboard-based computer interface. Two surveys are proposed, one at the beginning and one at the end of the project. The content of the interchanged written communication is analyzed by qualitative content analysis following the communicative model of collaborative learning [Cecez-Kecmanovic, 2000]. The preliminary research showed that the range of typing efficiency was more homogenous than the content quality. The results of the surveys and the content analysis and the project outcome is presented.
{"title":"The impact of computer supported written communication in a collaborative project based learning scenario","authors":"M. Notari","doi":"10.3115/1599503.1599595","DOIUrl":"https://doi.org/10.3115/1599503.1599595","url":null,"abstract":"In my thesis we analyze the Computer Supported Written Communication (CSWC) behaviour of sixty pre-service teachers engaged in a collaborative long term project based learning unit. With a process-oriented user-centred design approach [Bannon, 1991] we compare the interchanged Text messages of project groups (twenty groups of three people) with their personal perception. A preliminary study has been implemented to capture the capability to formulate and write down thoughts on a keyboard-based computer interface. Two surveys are proposed, one at the beginning and one at the end of the project. The content of the interchanged written communication is analyzed by qualitative content analysis following the communicative model of collaborative learning [Cecez-Kecmanovic, 2000]. The preliminary research showed that the range of typing efficiency was more homogenous than the content quality. The results of the surveys and the content analysis and the project outcome is presented.","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":"132344321","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}
Despite the definitional difficulties associated with learning and instruction, they evidently occur as social realities for those involved in the practical, day-to-day work of learning and instructing. In this paper we offer an interactional perspective of learning and instruction by relying on the commonsense recognizability of learning to investigate what participants themselves do to achieve and recognize learning's work.
{"title":"Learning as a practical achievement: an interactional perspective","authors":"Alan Zemel, M. Çakır, Nan Zhou, G. Stahl","doi":"10.3115/1600053.1600071","DOIUrl":"https://doi.org/10.3115/1600053.1600071","url":null,"abstract":"Despite the definitional difficulties associated with learning and instruction, they evidently occur as social realities for those involved in the practical, day-to-day work of learning and instructing. In this paper we offer an interactional perspective of learning and instruction by relying on the commonsense recognizability of learning to investigate what participants themselves do to achieve and recognize learning's work.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"25 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":"127921672","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}
Motivation has been recognized as a crucial factor that influences learning success. However, little research as addressed students' motivation in peer-moderated online interactions. This study conducted a content analysis of online discussions to discover how students' motivation relates with their interaction and knowledge construction in peer-moderated online discussions. The results indicate that intrinsic motivation was significantly correlated with students' elaboration processes and knowledge transfer. However, no significant correlation was observed between intrinsic motivation and students' moderation behaviors. The findings suggest that instructional designers and teachers in online classes should integrate strategies to promote students' motivation, and more importantly, they should scaffold student moderators to achieve meaningful learning in peer-moderated online discussions.
{"title":"How does students' motivation relate to peer-moderated online interactions?","authors":"Kui Xie, Fengfeng Ke","doi":"10.3115/1600053.1600090","DOIUrl":"https://doi.org/10.3115/1600053.1600090","url":null,"abstract":"Motivation has been recognized as a crucial factor that influences learning success. However, little research as addressed students' motivation in peer-moderated online interactions. This study conducted a content analysis of online discussions to discover how students' motivation relates with their interaction and knowledge construction in peer-moderated online discussions. The results indicate that intrinsic motivation was significantly correlated with students' elaboration processes and knowledge transfer. However, no significant correlation was observed between intrinsic motivation and students' moderation behaviors. The findings suggest that instructional designers and teachers in online classes should integrate strategies to promote students' motivation, and more importantly, they should scaffold student moderators to achieve meaningful learning in peer-moderated online discussions.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"47 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":"115633412","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 paper presents a design-based study of a graduate level course that uses CSCL methods to establish a unique pedagogical form of knowledge community. This interdisciplinary seminar is divided into a set of knowledge media themes, with a different group of students leading each theme. With each new offering of the course, students inherit a course wiki that aggregates the content and pedagogical knowledge from prior offerings. For each theme, the student leaders work closely with the instructor to design pedagogical approaches that engage the class in specific knowledge practices that are pertinent to the theme. This study considers the theme of "immersive environments", and analyzes instructor and student actions through three iterations of the course in terms of pedagogical designs and use of technologies.
{"title":"Sustaining collaborative knowledge construction in graduate-level education: examining design issues","authors":"Hedieh Najafi, J. Slotta","doi":"10.3115/1600053.1600088","DOIUrl":"https://doi.org/10.3115/1600053.1600088","url":null,"abstract":"This paper presents a design-based study of a graduate level course that uses CSCL methods to establish a unique pedagogical form of knowledge community. This interdisciplinary seminar is divided into a set of knowledge media themes, with a different group of students leading each theme. With each new offering of the course, students inherit a course wiki that aggregates the content and pedagogical knowledge from prior offerings. For each theme, the student leaders work closely with the instructor to design pedagogical approaches that engage the class in specific knowledge practices that are pertinent to the theme. This study considers the theme of \"immersive environments\", and analyzes instructor and student actions through three iterations of the course in terms of pedagogical designs and use of technologies.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"26 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":"116217428","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}
H. Muukkonen, M. Inkinen, K. Kosonen, K. Hakkarainen, Petri Vesikivi, Hanna Lachmann, K. Karlgren
The Contextual Activity Sampling System (CASS) research methodology and the CASS-Query application have been developed for contextually tracking of activities with a mobile phone. The method relies on frequent sampling of participants' practices and affects during periods of intensive follow-up. Two research designs provide an account of the methodological development work and the possibilities offered by CASS. The first study followed five student-groups longitudinally to examine evolution of academic knowledge practices. The findings from the second year data-collection show that trialogical practices were considered challenging, but often generated optimal-flow experiences. The second study investigated interprofessional work during a clinical course. Based on this pilot study, it was concluded that the data collected about activities and experiences over time extend the understanding of students' practices beyond what can be acquired by post-course questionnaires and can help in development of the design of interprofessional education in medicine and healthcare.
{"title":"Research on knowledge practices with the contextual activity sampling system","authors":"H. Muukkonen, M. Inkinen, K. Kosonen, K. Hakkarainen, Petri Vesikivi, Hanna Lachmann, K. Karlgren","doi":"10.3115/1600053.1600111","DOIUrl":"https://doi.org/10.3115/1600053.1600111","url":null,"abstract":"The Contextual Activity Sampling System (CASS) research methodology and the CASS-Query application have been developed for contextually tracking of activities with a mobile phone. The method relies on frequent sampling of participants' practices and affects during periods of intensive follow-up. Two research designs provide an account of the methodological development work and the possibilities offered by CASS. The first study followed five student-groups longitudinally to examine evolution of academic knowledge practices. The findings from the second year data-collection show that trialogical practices were considered challenging, but often generated optimal-flow experiences. The second study investigated interprofessional work during a clinical course. Based on this pilot study, it was concluded that the data collected about activities and experiences over time extend the understanding of students' practices beyond what can be acquired by post-course questionnaires and can help in development of the design of interprofessional education in medicine and healthcare.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"70 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":"126886206","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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