9!!Cooperative Learning
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1 9!!Cooperative Learning 9.1! Gruppen, Kommunikation und Kollaboration 9.2! CSCW und CSCL 9.3! Virtuelle kooperative Lernräume 9.4! Reale Kooperative Lernräume 9.5! Kollaborationsskripte im CSCL Literatur:! J. Haake/G. Schwabe/M. Wessner (Hrsg.): CSCL-Kompendium, Oldenbourg 2004 (Kap ) Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 1
2 Computer-Support in Physical Learning Rooms Main scenarios: Enhanced classroom» Learners and tutor(s) are present at the same time in the same room» Electronic aids are applied to improve presentation, communication and documentation Distributed enhanced classroom» Learners and tutor(s) are present at the same time in different rooms» Various segmentations into groups possible» Telecommunication is used to link rooms and to create tele-presence Possible roles of computer Passive (pure support tool)» E.g. slide presentation system, podcast recording and publishing Active (guidance, partially replacing teacher) Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 2
3 Suitable Hardware for Learning Support Data projection systems Beamer and large displays Interactive surfaces E.g. Smartboard, Tabletop Sensitive to touch or pointing with special device Single- or multi-touch Multi-touch, multiple user: Problem of user identification Laptops Tablet PCs Furniture-integrated screens and keyboards Handheld devices (mobile phone, PDA) Specialized devices Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 3
4 Basic Challenges for Learning Support Integration between social and technologically-mediated interaction Not to replace but to enhance face-to-face communication Not to inhibit face-to-face communication! Special features of computer-based working style in classroom: Parallel work Anonymisation of contributions Structuring of process Recording and playback Interactive learning materials (e.g. simulations) Automatic supervision of activities (e.g. in learning games). Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 4
5 eclass/classroom2000 Gregory Abowd, Georgia Tech Provision of electronic media interactive whiteboards, tablet PCs Sophisticated automated recording (audio, video, pen strokes) Production of structured Web presentation Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 5
6 Example of Enhanced Classroom CONCERT Lab (Fraunhofer IPSI) Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 6
7 Example for Integration of Handheld Devices (1) Concert Studeo (Fraunhofer IPSI) Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 7
8 Example for Integration of Handheld Devices (2) Concert Studeo (Fraunhofer IPSI) Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 8
9 Example for Integration of Handheld Devices (3) Concert Studeo (Fraunhofer IPSI) Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 9
10 LMU Example: BrainStorm in Instrumented Room [Hilliges, Terrenghi, Boring, Kim, Richter, Butz 2007] Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 10
11 Tangible Interaction in Learning Game: Example 1 Read-It (Weevers, Sluis et al. 2004): Memory game for children who learn to read, multimodal Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 11
12 Tangible Interaction in Learning Game: Example 2 Scarlatos 2002: Tangible Interfaces for Collaborative Learning Environments (TICLE) Physical Tangram puzzle with computer assistance Video-based tracking based on reflective patterns Background problem analyzing process, adaptive to situation User interface created with Macromedia Director Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 12
13 Classroom-Embedded Simulation (1) Moher (2006) HelioRoom: Simulation of Solar System integrated into classroom Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 13
14 Classroom-Embedded Simulation (2) Moher (2006) RoomQuake: Simulation of earthquake analysis integrated into classroom Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 14
15 Tangibles for Controlling Simulation Falcão and Price, 2009: Exploring the physics of light Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 15
16 Display Angle: Vertical or horizontal interactive displays?! Semi-experimental, semi-naturalistic study! Groups of three! Chairs were arranged next to each other! Problem-solving task! Horizontal condition: More role switches More ideas explored Greater awareness Condition # role changes # suggestions Interactor Itinerary writer PC (Control) 1.4 (0.66) 0.4 (0.84) 44.3 (9.10) Horizontal 4.8 (2.48) 0.1 (0.32) 69.7 (10.05) Vertical 2.5 ( (11.07) Rogers & Lindley, 2004 Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 16
17 Tangibles as Entry Points! Entry points invite participation! Experiment with 3 conditions 1. Laptop (most constrained) 2. Multi-touch tabletop 3. Physical-digital setup with tangible entry points (least constrained)! Collaborative design task (idea generation, planning, decision-making, ) Physical-digital! More equitable participation in terms of verbal utterances! Participants who spoke the least " most physical actions " possible for more reticent members to utilize the tangible entry points Rogers et al., 2009 Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 17
18 MultiSpace! Multi-device environment! Tabletop display as central hub! Electronic content can be moved between tables and other devices.! Focus group with teaching assistants (TAs) Informal observations:! Tabletops More democratic collaboration On the wall group control rarely changed! Different devices for different tasks Tabletop for layout and organization tasks (e.g. sort exam questions) Wall was used for comparison tasks: Documents to the wall as a first step in collaboration! Supportive collaboration Trouble on wall or tabletop! " colleagues helped immediately Trouble on laptop or tabletpc!" no help Everitt et al., Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 18
19 Reading Text on Collaborative Displays MatchingTable Read-It WordCat Seating arrangement has strong influence on readability of text (various solutions possible) also on the style of collaboration Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 19
20 9!!Cooperative Learning 9.1! Gruppen, Kommunikation und Kollaboration 9.2! CSCW und CSCL 9.3! Virtuelle kooperative Lernräume 9.4! Reale Kooperative Lernräume 9.5! Kollaborationsskripte im CSCL Literatur: F. Fischer, I. Kollar, H. Mandl, J. Haake (Eds.), Scripting computer-supported collaborative learning: cognitive, computational and educational perspectives. Springer, New York, pp ! Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 20
21 What is a Script? [ ] a script is a story or scenario that the students and tutors have to play as actors play a movie script (Dillenbourg, 2002) Example: Restaurant Script Term comes from cognitive psychology (Schank, Abelson 1977) Knowledge structure regarding a sequence of actions Scripting in E-Learning involves three perspectives 1. Cognitive psychology Internal: Script is a memory structure inside the user 2. Education External: script is imposed on the user 3. Computer science Joining in cognitive processes: thinking, learning Joining in metacognitive processes: monitoring, regulating, evaluating,... (King, 2007) (Dillenbourg, 2002) Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 21
22 Example Script: Universanté Dillenbourg and Jerman 2006 Students from different nations solve problem cases in mixed and changing teams. Each case is first read and discussed in teams of mixed nations. National teams then inform each other about the cases read and create a national fact sheet. These national fact sheets are then compared and completed by teams of students with thematically similar cases (mixed nations). These same teams present their compiled fact sheets to other teams of their same nationality and receive feedback. Finally, students return to their initial case group and work out a case solution. (Quoted from Kobbe 2007) Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 22
23 A Syntactical Analysis of Collaboration Scripts Script = [phase 1, phase 2,..., phase m] Phase = [Task, Group, Mode, Timing] Task = [input, activity, output] Task(n+1) = [output(n), activity(n+1), output(n +1)] Sequential: linear sequence of phases. Phase specifies how students should collaborate and solve the problem. Attributes of a phase: the task that students have to perform, the composition of the group, the distribution of task (see Task attribute) the mode of interaction the Each timing phase of the is clearly phase associated with one main activity. Input is usually teaching material (e.g. text) Output is the result of the activity. The output of a phase generally becomes the input of a later phase (often the next phase). (Dillenbourg, 2002) Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 23
24 Specifying CSCL scripts Components: 1. Participants (number, demographics,...) 2. Activities (summarizing, explaining, reviewing,...) 3. Roles (listener, summarizer,...) 4. Resources (e.g. teaching material) 5. Groups (how to divide the participants into groups) Mechanisms: 1. Task distribution (e.g. distribute material/information) 2. Group formation (by some principle vs. natural groups, e.g. gender) 3. Sequencing (order of events and activities) (Kobbe, 2007) Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 24
25 Example: Specifying Universanté Participants: Participants from at least two nations with at least as many participants per nation as there are case descriptions. Groups: Case groups, national groups, theme groups Task distribution: Each case group receives one case description Group formation: For each case description, one case group with at least one participant per nation. For each theme, a theme group composed of all case groups related to the theme. Sequencing: Discussion of case within each case group Synthesis of case experience presented by theme group members in the national groups. Fact sheets elaborated within the subgroups of a certain nationality in theme groups. Each theme group discusses similarities and differences of national fact sheets Within each nation group: members of each theme group present fact sheet... (Kobbe, 2007) Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 25
26 Effective Learning Activities Thinking aloud Explaining content Asking critical questions Elaboration of content Argumentation Reconciling cognitive discrepancies (King, 2007) Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 26
27 Example of Face-to-Face Scripted Collaboration Pair Summarizing 2 roles: recaller and listener Activities: summarize, give feedback, joint elaboration Reciprocal teaching Roles: questioner, summarizer, clarifier, predictor Guided strategic problem solving Question based / no roles Guide students to be strategic Ask to think - tell why Roles: teacher, learner The more detailed the script, the harder it is to internalize it " CSCL required (King, 2007) Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 27
28 Taxonomy of Scripts Macro scripts vs. micro scripts Macro Script Micro Script Approach Top-down Bottom-up Perspective Pedagogical Psychological Level Processes Dialogues Example Structure of the collaboration process (e.g. presentation, discussion,...) Coordination of the collaboration (e.g. argument, counter argument,...) Imposed vs. induced Imposed means the script is explicitly shown to the user Induced means it is embedded in the learning environment " higher freedom (Kobbe, 2007), (Dillenbourg & Jermann, 2007), (Ayala, 2007) Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 28
29 Example Macro Script: M.U.R.D.E.R. Mood, Understanding, Recall, Detection, Elaboration, Review Supports collaborative sessions aiming at text understanding 2 Roles: Summarizer Listener Listener Summarizer 1: Reading Each learner reads text passage 2: Summarizing Summarizer reflects content 3: Feedback Listener gives feedback 4: Elaborating Both elaborate on the results (Kobbe, 2007), (Kollar, 2006) Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 29
30 Example Micro Script Support the construction of 1. Arguments (argument = statement + justification ( warrant ) + restriction) 2. Argumentation sequences: (argument - counterargument - integration) The interface of the script for argument construction (Stegmann, 2004) (Stegmann, 2004) Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 30
31 Choosing a Display Environment for Argumentative Learning Tabletop displays encourage eye contact " support natural face-to-face communication [1] facilitate balanced participation [2, 3] Problems: Orientation Text input [1] Inkpen et al., 2005 [2] Rogers & Lindley, 2004 [3] Everitt et al., 2006 Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 31
32 Research on Alternative Display Configurations 1. Individual phase 2. Collaborative phase + Increased awareness ArgueTable Balanced role + distribution + Less + More distraction sequences ArgueWall Sara Streng, LMU Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 32
33 Influence of the First Speaker first speak er Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 33
34 Two Phases of Note&Share 1. Individual phase Private workspaces Knowledge representations 2.!Collaborative phase Shared workspace Knowledge sharing Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b
35 Note&Share! Facilitate knowledge sharing: 1. Note: Individually create keywords (laptops) 2. Share: Transfer keywords to smartboard (gateway interaction technique) Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 35
36 Task Tokens: Using GUI Widgets for Guidance! Assign tasks to learners! Reciprocal teaching [1]: clarifying i summarizing automated mode moderated mode? questioning editing window predicting??? finished tasks current tasks remaining tasks free mode [1] Palincsar & Brown, 1984 Sara Streng, LMU Ludwig-Maximilians-Universität München! Prof. Hußmann! Multimediale Lehr- und Lernumgebungen, WS 2011/12 9b 36
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