The Jigsaw Collaborative Method in Blended Learning Course Computer Games and Education Realization in Moodle Daniela Tuparova 1, Georgi Tuparov 1,2 1 Department of Computer Science, South-West University, Bulgaria, 2 Department of Software Engineering, IMI-BAS, Sofia, Bulgaria Key words: e-learning, blended learning, collaboration, method Jigsaw, Moodle Abstract: In the paper we present our experience in implementation of Jigsaw collaborative method in e-learning environment Moodle. Section 2 deals with characteristics of Jigsaw teaching method. The functionalities and model of Jigsaw method in Moodle developed in e-learning laboratory at the South West University, Bulgaria are presented in Section 3. Organization of blended learning course Computer games and education and students attitude to proposed implementation of Jigsaw method is discussed in Section 4. 1 Introduction It is well-known that activities such as communication among students and teachers improve quality of learning. The collaborative project-based methods, different discussions of the didactical type and other approaches inspired by the constructivist theory of learning enforce students active participation in the educational process. Collaborative educational activities could be supported on-line by a diversity of collaborative environments or collaborative tools in e-learning environments. Today e-learning becomes one of the most modern expressions. Recently a lot of collaborative and e-learning platforms, both commercial and open source, have been developed. The popular Learning Management Systems offer different collaborative and communication tools such discussion forums, chat, blogs etc. Particularly these tools are applied in their common purpose. In most cases it is difficult for the teacher to organize and carry out specific collaborative educational method such as Brain storming, Jigsaw etc. When the lecturer decides to apply different techniques and pedagogical methods for collaborative activities in an e-learning environment, he or she has to group the students accordingly in order to realize the chosen interactive method for collaborative work. More often than not the environment lacks adequate means for automatic grouping for work according to a certain approach. This is the case with the Jigsaw method. The analysis done in [3] of the means for collaborative activities in LMS makes it clear that the popular Moodle system does not possess appropriate means for the realization of the Jigsaw method. To support collaborative activities and enlarge the use of e-learning environment Moodle we develop a special Jigsaw block in Moodle for management of students grouping. The technological specification of this block is presented in [6]. The developed block we applied in pilot course Computer games in education for master degree program ICT in Primary School at the South-Western University Neofit Rilski, Blagoevgrad, Bulgaria. ICL 2009 Proceedings - Page 599 1(7)
In the paper we present our experience in implementation of Jigsaw collaborative method in e-learning environment Moodle. Section 2 deals with characteristics of Jigsaw teaching method. The functionalities and model of Jigsaw method in Moodle developed in e-learning laboratory at the South West University are presented in Section 3. Organization of blended learning course Computer games and education and students attitude to proposed implementation of Jigsaw method is discussed in Section 4. 2 The Jigsaw teaching method The Jigsaw method is proposed by Aronson like strategy for collaborative activity management which allows each member of a particular group to work on a defined aspect of the learning content [2]. The Jigsaw method manages collaborative activity in which every participant is extremely important for the realization of the ultimate goal. The learning process procedure is outlined very precisely in [2]. The basic idea of the method is type of grouping of the students. In the first step the students are divided in so called Jigsaw groups. The groups consist of 5-6 students per group. The learning material is divided also in 5-6 parts. The students that work on the same part of the learning material form so called Expert group. In the expert groups students discuss their part of learned material and prepare the presentation of learned material that they will present in their Jigsaw group. Students meet with members of the other groups who have the same task and after they have acquired the knowledge of the particular content, they return back to their first group and explain what they have learned to the rest of it. The method ends with assessment and evaluation of obtained knowledge and skills. Every student is important both for the acquisition of the learning content and for the completion of the task because his or her part is inseparable from the realization of the whole process. The purpose of the method is to develop teamwork and cooperation skills; in this way students acquire more extensive knowledge than when working on their own and have to learn all the material. Moreover, students share their knowledge with the other participants, expressing their own point of view on a particular issue. The method is effective and has several advantages. Firstly, it reduces competition between individual students and provides opportunities for teamwork [1]. Apart from that it develops skills for listening to and discussing someone s presentation, encourages involvement, responsibility and cooperation between the participants. Members of the group work together to achieve a common goal while every participant depends on the work of the others [2]. Such cooperation facilitates the interaction between students and urges them to value the efforts of the other members of the group. 3 Implementation of Jigsaw method in e-learning environment Moodle 3.1 Model of implementation of Jigsaw method in e-learning environment The Jigsaw method is very well developed methodically and is successfully applied over several decades. It, however, has not been realized in any learning management system LMS. The problem is mainly in the specific way of grouping the learners. The model for grouping the learners so as to realize the Jigsaw method is presented on Figure 1. It is based on an initial (vertical) grouping of the learners in the so called Jigsaw groups, after which they group according to the subtopics defined for expert work which is secondary (horizontal) grouping in the so called Expert groups. ICL 2009 Proceedings - Page 600 2(7)
Figure 1. Jigsaw grouping model For the Jigsaw method to be realized in an e-learning system, this system should possess a minimum of two functionalities additional to its general functionalities mentioned in [5]. These additional functionalities are: control over the access to learning materials and learning activities at the registered learners group level and distribution of students into groups. The first additional functionality is accessible for most of the contemporary e-learning systems. The problem is presented by the second additional functionality: although the e-learning systems can distribute learners in groups randomly or manually, they cannot perform grouping based on another grouping, i.e. they cannot realize automatically distribution in expert groups, which is necessary for the Jigsaw method. Expert grouping can be done manually by the lecturer. This, however, is very difficult or practically impossible for big groups of learners. With respect of the Collaborative Learning Flow Pattern [4], we offer an algorithm for the distribution of learners in groups so that the Jigsaw model of e-learning can be realized. This algorithm is presented on Figure 2. Figure 2. Algorithm for distribution of learners in groups according to Jigsaw model. 3.2 Basic functionalities and interfeis of the block Jigsaw The main idea with the realization of the Jigsaw method in the Moodle e-learning system is zero change in the database schema and the base program code of the system in order to maintain compatibility with its future versions. With such an approach there are two ways of adding additional instruments to Moodle: in the form of a Module or a Block. The Block offers a more flexible structure for program realization and activity management and was therefore chosen for the realization of the Jigsaw method. The program realization is in PHP with the use of its own library of functions which provide the link between the interface and the database. The block has an automatic installer for the program part and the additional tables needed for its functioning in the Moodle database. Block Jigsaw has an interface for its addition to or deletion out of the system as well as a possibility to change its place in the course work environment. There are two ways to log into the block: Create groups and Review groups while access and navigation is provided to both operations inside the block. The functions of the Jigsaw block can be figuratively divided into three groups: creating groups and groupings (Figure 3 and 4); ICL 2009 Proceedings - Page 601 3(7)
editing, renovation and deletion of groups; check for the existence and extraction of data. Figure 3. Auto-create Jigsaw groups Figure 4. Auto-create Expert groups The block is visible only for the lecturer. Students work with the learning resources intended for them, therefore they can neither manage the process of grouping nor see the block in the working environment of the course they attend. The interface of the Jigsaw block has options for Bulgarian and English. The translation of the interface is organized in language files where opposite each string in inverted commas the translation is given in the appropriate language. The system provides the means for an easy renovation and filling in of missing strings. They are accessible to all users of the system who have administrator access. 4 Implementation of block Jigsaw in blended learning course Computer games and Education 4.1 Outline of the course and methodology of blended approach The course Computer games and education is part of master program ICT in Primary educational level, carried out with the part-time students in the South Western University Neofit Rilski, Bulgaria. The general aim of the course is to form knowledge, skills and abilities about educational computer games and their successful implementation into educational process in primary school level. Basic topics in the course are: Role of the game in the primary school; Scope of computer games classification and characteristics; Didactical computer games characteristics and purpose; Implementation of Internet based and stand alone didactical computer games in primary schools; Development of scenarios for didactical computer games for primary school level. The course was organized in blended mode with support of e-learning environment Moodle 1.9. ICL 2009 Proceedings - Page 602 4(7)
The students had 15 hours lectures and 15 hours exercises in face to face mode. During the lectures they learned about mentioned above topics of the course. During the face to face exercises the tutor presented and discussed different Internet based and stand alone educational computer games. We have to note that in this course the students met the e-learning environment for the first time. Therefore some time was spent for explanation of basic rules of use of e-learning environment with the student accounts. During the course each student has to prepare 2 assignments: To find in Internet suitable computer game for implementation in determined subject and grade in the primary school and to describe the game and the possibilities for implementation in the class. To develop scenario for educational computer game. For development of both assignments students ware divided in groups with help of the discussed above Jigsaw block. The Jigsaw groups ware arranged relevant to 1-st, 2-nd, 3-rd and 4-th grades. In each Jigsaw group they ware divided according to school subjects Maths, Bulgarian Language and Literature, Household and Technology, Human been and Society, Human been and Nature, Music. Basic learning activities included in the e-learning course ware forums with possibilities to publish files and assignment with possibility to upload needed files. Forums have been based on grouping with respect to rules of Jigsaw block. The students had to develop and publish their assignment in the group forum and to discuss with other Expert group members the proposed assignment. After discussions with colleagues the students revised their proposals and published them in the forum of relevant Jigsaw group to share their work with other members of the group and to discuss them. Finally each student submitted the assignment for evaluation by the tutor. In this manner the students have a chance to obtain more knowledge about the educational computer games suitable for different grades and subject in the primary school level. 4.2 Description of the target group In pilot course participated 26 part-time students 3 mans and 23 women. All of the students ware teachers in primary schools. They had basic ICT skills obtained in previous courses, but they had not any experience with e-learning environment. 4.3 Students attitude to proposed Jigsaw collaborative approach After the course we asked the students to present their opinion about proposed method and used technology. They filled the questionnaire with 9 questions. Around The questions and results of them are presented on the figures 5 to 13. For each question they had to estimate their opinion in 5 levels Likert scale: 1- Strongly Disagree, 2- Disagree, 3 -, 4, 5 Strongly. The results from the survey show that 96% of the students agree that proposed Jigsaw group working helped them to enlarge knowledge about computer games (Figure 5) and 88% agree that method helped them to know more about educational computer games (Figure 6). Around 72% of the students agree that on-line group discussions helped them to improve scenarios for computer games (Figure 8). Some of students (32%) met difficulties during preparing of assignments in e-learning environment. Moving in Groups in e-learning environment was a problem for 28% of the students. In fact that was first e-learning course for the students. Most of the students would like to apply Jigsaw method without e-learning environments in their classroom lessons (8) and 8 of the students would like to apply Jigsaw method with help of e-learning environment (Figure 12 and Figure 13). ICL 2009 Proceedings - Page 603 5(7)
36% 1. The Jigsaw group working helped you to enlarge your knowledge about computer games published in Internet Figure 5 6 3. There was not useful things for enlargment of your knowledge about educational computer games 2. The Jigsaw group working helped you to know more computer games for educational porpose 4 16% Figure 6 4 4. The disscussions with your collegues helped you to improve your scenarios for educational computer games 8% 6 2 Figure 7 52% Figure 8 5. The scenarios proposed by your collegues you can apply in your schooll lessons 4 2 4 Figure 9 6. You met difficulties during prepearing of your assignments in e-learning environment Moodel 7. Mooving from one Jigsaw group to another was difficult for you 8% 4 2 Figure 10 8% 8. You wold like to apply the Jigsaw metod in your classroom lessons without e-learning environment 12% 16% 68% Figure 12 16% 12% 2 28% Figure 11 9. You wold like to apply the Jigsaw metod in your classroom lessons with e-learning environment 28% 8% 8% 52% Figure 13 5 Conclusions and future works The block discussed in the paper for the realization of the Jigsaw method broadens the possibilities of the Moodle system and allows the lecturer to apply smoothly the didactic method. The approach chosen for the realization ensures compatibility with future versions of Moodle. At the same time students have the opportunity to participate actively in the learning activities through collaborative group work following the Jigsaw method. 6 Acknowledgments This work is partially supported by Bulgarian National Scientific Fund, Contract N OHN 213 ICL 2009 Proceedings - Page 604 6(7)
References: [1] Archer, A., Personal Influences in My Teaching of Science: Piaget, Bruner, Bandura and Aronson, http://allisonarcher.pbworks.com/science-philosophy-statement, last accessed 14.04.2009 [2] Aronson, E., Jigsaw Classroom, URL http://www.jigsaw.org, last accessed 14.04.2009 [3] Dureva, D., Tuparov, G., Communication and collaborative activities in open source e-learning environments, Proc. Of BCI2007, Sofia, Bulgaria, 2007 [4] Hernandes, D. Jigsaw Collaborative Learning Flow Patterns, in Design Patterns for Teachers and Educational Systems Designers, Pattern book output of WP3, TELL Project, 2005, URL http://cosy.ted.unipi.gr/tell/media/tell_pattern_book.pdf, last accessed 14.04.2009 [5] Tuparov, G, Technological Futures of e-learning Information Systems, in Mathematics and Education in Mathematics, Sofia, Bulgaria, 2007 (in Bulgarian) [6] Tuparov G., D. Tuparova, I. Zafirova, The Jigsaw Collaborative Method in e-learning Environment Moodle, Proceedings of International Conference CompSysTech 2009, Ruse, Bulgaria, URL: http://www.compsystech.org/getpaper.php?pid=siv/iv.7.pdf, last accessed 10.09.2009 Author(s): Daniela Tuparova, Assoc. prof., PhD South-West University, Blagoevgrad, Department of Computer Science 66 Ivan Mihailov Str. 2700 Blagoevgrad Bulgaria Email: ddureva@avala.bg Georgi Tuparov, Assoc. prof., PhD Bulgarian Academy of Sciences, Institute of Mathematics and Informatics, Department of Software Engineering, "Acad. G. Bonchev" Str., Bl. 8, 1113 Sofia, BULGARIA Email: georgett@avala.bg ICL 2009 Proceedings - Page 605 7(7)