Εισαγωγή στη Συνεργατική Μάθηση υποστηριζόμενη από. υπολογιστή

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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 Εισαγωγή στη Συνεργατική Μάθηση υποστηριζόμενη από υπολογιστή Νίκος Αβούρης Πανεπιστήμιο Πατρών Ερευνητικό Εργαστήριο Αλληλεπίδρασης Ανθρώπου-Υπολογιστή (HCI Group) 1/50

2 Overview On computer-supported collaborative learning Technology and systems Examples of applications and tools An example of study: the case of small groups collaborating by distance Resources 2/50

3 Computer-Supported collaborative learning (CSCL e-collaboration) Two reasons for recent interest Established theories on the social dimension of learning (e.g. learning is a naturally social act in which the participants interact among themselves; it is through the interaction that learning occurs) New technological opportunities for communication and collaboration via networks (distance collaboration, asynchronous interactions etc.) 3/50

4 Current trend Today e-learning is an emerging paradigm for research and practice in educational technology that focuses on the use of ICT as a mediation tool within collaborative methods of learning (e.g peer learning and tutoring, projector problem-based learning, simulations, modeling, games, etc) 4/50

5 Requirements e-collaborative learning involves two or more peers with a shared learning goal There is need for a workspace or learning environment that allows for collaboration Need for an interactive, facilitated process or structure for the learning experience one or more electronic or computerized tools to support collaboration activities 5/50

6 Support by empirical research Research has shown that CL (in comparison with individual and competitive learning scenarios): -brings students to a higher achievement level, -offers cognitive advantages to learners, -raises their problem solving-abilities and - plays a positive role in enhancing the development of personality traits that are beneficial for future learning, or future autonomous or co-operative learning and working 6/50

7 Disadvantages there is an contradiction between the teachers' classic role (hierarchy, vertical communication, etc) and the requirements to teachers in CL; difficulties in evaluating CL students with traditional individual teaching criteria, Pressure on the more introvert participants, and on those that find it difficult to get along in groups in general; Dangers of opportunism, groupthink, stemming from tendency to conform with group pressure or with authoritative leaders 7/50

8 Aspects of e-cl the nature of the collaborative task the nature of the collaborators the number of collaborators previous relationship between collaborators motivation for collaboration setting of collaboration time-period of collaboration 8/50

9 e-cl systems communication systems synchronous text, audio, audio-graphics, and video communication; asynchronous electronic mail, computer conferencing, voic and fax resource sharing systems synchronous screen-sharing and electronic whiteboards, concept mapping tools; asynchronous access to file systems and databases group support systems project management systems, shared calendars, co-authoring tools, voting tools, ideas generation and brainstorming tools 9/50

10 e-cl applications intra-classroom applications (for use in the classroom) inter-classroom applications (that connect users across classrooms) extra-classroom applications (for use outside the classroom) synchronous asynchronous applications to present or simulate a problem for study applications to mediate communication applications which provide archival storage for the products of group work applications which support the creation of representational formalisms that enable learners to model their shared understanding of new concepts 10/50

11 Distinction between general purpose and specific collaborative tools discussion groups online forums chat tools whiteboards file sharing applications video or audio conferencing Learning content management tools 11/50

12 Collaborative technology taxonomy Same time Different time Same place face-to-face meetings copyboards PC projectors meeting rooms administration / data management shared files shift work team rooms Different place remote meetings conference calls data sharing video/tele-conferencing reliance on co-ordination electronic mail forms management voice mail 12/50

13 Collaborative technology taxonomy time Same time different time but predictable different time and unpredictable Same place meeting facilitation work shifts Team-rooms place different place but predictable tele-conferencing video-conferencing desktop conferencing electronic mail collaborative writing different place and unpredictable interactive multicast seminars computer bulletin boards workflow 13/50

14 Examples of e-cl applications and tools 14/50

15 Learning Content Management Systems Examples TopClass, WebCT, Blackboard, BSCW. These systems make pre-produced learning material easily accessible for multiple users. The content of the course is the central part of the system and the possibility to start collaboration and discussions within the learning group is provided as a supplementary feature with the collaboration tools. 15/50

16 Blackboard ( 16/50

17 17/50

18 TopClass ( 18/50

19 Claroline ( 19/50

20 Claroline (student view) 20/50

21 BSCW (bscw.fit.fraunhofer.de) 21/50

22 BSCW Awareness mechanism: notification of activity via 22/50

23 Synchronous online classroom (e.g. Learnlink, Centra) LearnLinc reproduces a real classroom situation: video conferencing, complex turn-taking features, audio chat in order to allow a live instructor to lead and control a class ofdistributed students. ( _elearning/learnlinc/virtualdemo/). 23/50

24 Commercial group support systems ( 24/50

25 Virtual Environments: EVE (Bouras & Tsiatsos, 2004) example: 25/50

26 Discussion tools: Fle3 ( University of Helsinki 26/50

27 Fle3: Jamming (a shared space for collaborative construction of digital artefacts (pictures, text, audio, video). A study group may work together with some digital artefacts by simply uploading and downloading files) 27/50

28 C-CHENE (Baker, Lund, Baron, 1996) 28/50

29 COLER : Collaborative modelling tool (lilt.ics.hawaii.edu/lilt/software/coler/) 29/50

30 BELVEDERE: argumentation tool ( 30/50

31 BELVEDERE 31/50

32 Knowledge Forum ( 32/50

33 Knowledge Forum: ideas are contributed for discussion in the form of text, images, video 33/50

34 Working with artifacts: construction and exploration of models Limu whiteboard ( 34/50

35 ModellingSpace (multiple kinds of models including heterogeneous media) 35/50 (

36 Synergo (www. Synergo.gr) Shared activity space Libraries of primitive objects Chat tool 36/50

37 Synergo/ collaboration analysis tool 37/50

38 Synergo/ annotation of solution Object A I C M R Actor A Actor B Actor C Types of events I (Insert), M (Modify), D (Delete) C (Contest) 38/50

39 An example: The case of dispersed small groups 39/50

40 Two real class studies -a distance learning course of Hellenic Open University (HOU) ( ) - a joint activity of Univ Patras and Univ Duisburg students ( ) 40/50

41 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 41/50

42 Synergo- Discussion forum 42/50

43 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. 43/50

44 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. 44/50

45 Variety of Communication tools Synergo and External Chat (ICQ) Synergo and Synergo Chat Synergo and telephone 45/50

46 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 46/50

47 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. 47/50

48 Similar models with different tools (Synergo, Freestyler) 48/50

49 References CSCL Conferences 1997 Toronto Stanford sll.stanford.edu/projects/cscl99/ 2001 Maastricht Boulder Colorado Bergen Taipei CSCW Conferences ( 1st CSCW Workshop was held in 1984, and the first Conference on 1986) P. Dillenbourg What do you mean by collaborative learning Collaborative learning environments sourcebook CSCL general resources for novices, University of Toronto fcis.oise.utoronto.ca/~nzhao/ctl1605/index.html Meta-index on CSCL 49/50

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51 Thanks more in hci.ece.upatras.gr 51/50