Από τη θεωρία στην πράξη στη Τριτοβάθμια εκπαίδευση

Transcript

1 Εισαγωγή στη Συνεργατική Μάθηση υποστηριζόμενη από υπολογιστή : απότηθεωρίαστηδιδακτικήπράξη Σεμινάριο με πρακτική εξάσκηση σε τεχνολογίες συνεργασίας για εκπαιδευτικούς. Συνεδριακό Κέντρο Πανεπιστημίου Πατρών 1-7 Δεκεμβρίου 2005 Από τη θεωρία στην πράξη στη Τριτοβάθμια εκπαίδευση Νίκος Αβούρης Πανεπιστήμιο Πατρών Ερευνητικό Εργαστήριο Αλληλεπίδρασης Ανθρώπου- Υπολογιστή (HCI Group) 1/50

2 Collaborative activities have been introduced for the last 4 years in 4 E&CE Dept. Courses Group A Group B Internet Technology Course ECE Dept. 5 th year - Univ.Patras 2/50

3 ER diagrams (data bases course) Key-passing control links Chat tool Objects Activity space 3/50

4 Usability Evaluation (Human- Computer Interaction ) 4/50

5 Algorithms teaching (Intro Computers) 5/50

6 Class management support 6/50

7 Distant groups -a distance learning course of Hellenic Open University (HOU) ( ) - a joint activity of Univ Patras and Univ Duisburg students ( ) 7/50

8 Mixed media and collaboration approaches Asynchronous group activity Tutor Post assignments, form groups ODL Server (forum, exchange of material, help desk) ODL repository Respond to technical and organizational problems follow activity Submit final solution Synergo client Synergo server Synchronous interaction (share drawing / chat communication) Activity logging Synergo client Record activity Facilitator Synchronous activity Student #1 Student #2 Arrangements on sessions plandirect contact Group 8/50

9 Synergo- Discussion forum 9/50

10 Patterns of peer tutoring /1 Partner A 1 has introduced the expression Y DIV 50 > 0. Partner B 1 requests an explanation on the use of DIV Partner A 1 replies explaining the use of this condition for calculating the coins that the vending machine should give back as change. Partner B 1 requests further explanation about the use of the DIV function, which is promptly provided by A 1. Subsequently, B 1 admits that for the same part of the algorithm (s)he had in mind a longer process, acknowledging the elegance of the solution suggested by A 1. 10/50

11 Patterns of peer tutoring /2 Partner A 3 attempts to create a conditional node using the wrong shape (barrel shape instead of diamond). In addition the text within this node is a full if..then..else expression. Partner B 3 intervenes making a suggestion on the shape and the expression. A 3 requests from B 3 to demonstrate it by acting in the shared drawing space. B 3 builds the conditional node of the flow chart and requests from A 3 to build the subsequent condition, since the algorithm involves a sequence of three tests. A 3 creates the second conditional node using the correct shape and wrong expression, B 3 makes a new comment, A 3 corrects in response the node and builds subsequently the third consecutive node correctly. 11/50

12 Variety of Communication tools Synergo and External Chat (ICQ) Synergo and Synergo Chat Synergo and telephone 12/50

13 Some findings of the HOU activity Infrastructure overhead higher than expected (unforeseen technical problems) Peer tutoring patterns emerged in higher degree than younger students Multiple media engaged Strong social aspects of community building 13/50

14 Some findings of the Patras- Duisburg activity Mixture of synchronous and asynchronous approaches. Only partly use of the provided tools Engaging activities - examples of sessions of many hours (4-5 h) in joint activity and discussion Innovative use of media and coordination mechanisms Good strategies for division of labor Excellent social dynamics and group spirit. 14/50

15 Similar models with different tools (Synergo, Freestyler) 15/50