(Computer Supported) Collaborative Learning patterns

1. Collaborative patterns and design for OER: new approaches to improve the design and reuse of resources OU, June 30, 2009 (Computer Supported) Collaborative Learning patterns Yannis Dimitriadis University of Valladolid, Spain EMIC/GSIC research group http://gsic.tel.uva.es/members/yannis

2. What is CSCL? Computer Supported Collaborative Learning Use ICT to support … The process of learning together CSCL Yannis Dimitriadis

3. CL and its relation to cooperation and collaborative work • Collaboration is much more than cooperation … • A holistic view and attitude • Not only a division of labor • 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 Yannis Dimitriadis

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

5. And what is required by the teacher? • 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 • I.e. a different and more demanding role which asks for more involvement, experience Yannis Dimitriadis

6. And what can technology support? • Synchronous and asynchronous activities through • communication, coordination and workflow • New forms of (shared) representation and access to information • Efficient and on-demand information processing, analysis and visualization • … • Design, development and evaluation of learning activities Yannis Dimitriadis

7. CSCL: An “emerging” paradigm? • As opposed to content delivery, computer assisted learning … • Focuses on distributed cognition … • It has already formed a community … • But also connects to several existing communities centered on • Other pedagogies (IL, PBL) • Cognitive sciences … technology … assessment … Yannis Dimitriadis

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

9. And here come the patterns … • Structured representations that describe • problem and solution • But also • Context, case studies, tensions or forces, examples • Mainly through narratives • But also through • Visual diagrams • Or even computationally interpretable representations • For learning, assessment … Yannis Dimitriadis

10. And the (CS)CL patterns … • 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) • Or for assessment … • Peer review • And a specially interesting category deals with the Collaborative Learning Flow Patterns (CLFP) • That define – structure flow of activities Yannis Dimitriadis

11. An example of pedagogical pattern for CL • Think-Pair-Share pattern • It structures collaboration and promotes participation in large classes Yannis Dimitriadis

12. Another example of CLFP: Jigsaw (I) Jigsaw CLFP (1) (related “larger” patterns) … 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 CONTEXT PROBLEM Yannis Dimitriadis

13. Another example of CLFP: Jigsaw (II) Jigsaw CLFP (2) (educational objectives) (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 problemmeet 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. (complexity) SOLUTION Yannis Dimitriadis

14. Another example of CLFP: Jigsaw (III) Individual or initial group Teacher Jigsaw CLFP (3) (diagramrepresentingthe solution) Introductory individual (or initial group) activity Collaborative activity around the sub-problem Collaborative activity around the problem and solution proposal Yannis Dimitriadis

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

16. 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) Yannis Dimitriadis 16

17. Sample creation of a script (I) “CTM2” script (applied in the “Network Management” case study) Sample of Collage use (I) 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… Teacher (Evaluation methodology) • Optional undergraduate course on Network Management technologies Yannis Dimitriadis

18. Sample of Collage use (II) • Checking educational benefits, types of problems, complexity • Reading information and examples Selecting the CLFPs Yannis Dimitriadis

19. Sample of Collage use (III) Authoring a CLFP-based LD-script • Combining the CLFPs Yannis Dimitriadis

20. Sample of Collage use (IV) Authoring a CLFP-based LD • Refining the CLFPs Yannis Dimitriadis

21. Learning and assessment patterns http://ulises.tel.uva.es/~evilfer/webcollage/ Yannis Dimitriadis

22. WebCollagehttp://ulises.tel.uva.es/~evilfer/webcollage/ Yannis Dimitriadis