Computer Supported Collaborative Learning CSCL

This paper addresses the paucity of computer supported collaborative learning (CSCL) tools and research that focus on actual computer embedded supports, guides, and scaffolds to effectively support the collaborative process. This paper: (a) explores the potential of support in the form of roles, scripts, and prompts to scaffold collaborative engagement in computer-based learning environments, (b) explores ways these supports might be implemented in a CSCL learning environment, namely gStudy, (c) describes how collaborative supports in gStudy might enhance opportunities for students to learn to self-regulate collaborative activity, and (d) uses examples from our research to propose ways these types of support tools might advance research in CSCL.

The aim of the present study was to analyze teachersÕ pedagogical designs, plans of organized technologysupported, collective student inquiry. Ten teachers in Finland designed and implemented eight, inquirylearning units (ÔdesignsÕ) in 12 primary and secondary level classrooms in various subject domains. The guiding principles behind the designs were the objectives of progressive inquiry, such as facilitation of question-and explanation-driven learning, and the use of collaborative technology to support the sharing of knowledge. The participating teachers received substantial pedagogical training on these issues before the classroom implementations. The present study concentrated on examining three aspects in the teachersÕ pedagogical designs: solutions for supporting studentsÕ inquiry efforts, organization of collaboration, and the role given to the web-based Collaborative Learning Environment (CLE). The teachers experienced the use of CLE as a valuable new possibility to foster collaboration in classroom work, but there was much variation in the ways that the affordances of the system were utilized. The results indicated that it was a challenge for the teachers, especially in secondary level, to find appropriate methods for supporting studentsÕ inquiry efforts. The most difficult aim to achieve appeared to be the promotion of real collaborative knowledge building; the social arrangements of many designs still relied on rather individualistic ways of working.

Preparing, managing and evaluating educational technology initiatives, including projects that involve computer support for collaborative learning (CSCL), is a difficult task due to the numerous variables involved. In this paper, we propose a method to implement a " theory of change " approach to CSCL projects. The academic-sounding phrase " theory of change " is basically a way to ask, "What is the project designed to accomplish, and how are its components intended to get it there?" The method helps project teams articulate their own theory of change and specify goals, outcomes and indicators, leading to an evaluation plan for the project that is satisfying to the target group, the implementers, and the funding parties. The method proposed is aimed at all participants involved, but in particular those who have the responsibility to design the educational technology projects. The method also offers assistance in determining evaluation criteria for the project. The paper discusses problems inherent in the articulation, planning and evaluation of CSCL initiatives, and draws out the initial steps necessary to implement a theory of change approach. INTRODUCTION The explosive growth and functionality of Information and Communication Technology (ICT i) in general, and the Internet in particular, has spurned discussion how to embrace this revolution for learning. Universities are under increasing pressure to use this technological innovation as a means to control costs, improve quality, and operate more flexible and client-centered. Given the millions of dollars that are spent on ICT, there is an increasing call for accountability. The question is simple: does teaching and learning benefit from these investments? Obtaining the answer, however, is complicated. It means appraising the effect of our intervention (Phipps, 1999). An often-heard complaint is that evaluation methodology is subverted by a myriad of confounding variables brought on by others involved in the project. Why is this happening and how can we avoid this? We suggest that this problem arises out of four common misconceptions about educational technology projects. These misconceptions cause a " garbage in, garbage out " effect, i.e., the evaluation cannot be better than the parameters built into the project from the start. In the remainder of this paper, we first discuss these misconceptions and then propose a method to help projects avoiding these evaluation traps.

Although extensive research has been carried out on virtual learning environments and the role of groups and communities in social networks, few studies exist which adequately cover the relationship between these two domains In this paper, the authors demonstrate the effectiveness of integrating these two environments by creating a novel prototype and conducting a preliminary pilot evaluation session. For the prototype system, a Facebook Group was utilised as a repository for learning content and the Open Wonderland platform was selected as a mixed reality intelligent environment for 3D virtual collaborative activities. Since tacit knowledge can be gained via collaborative group-based activities and discussions, a new Wonderland module was developed to integrate this platform with the Facebook group. Similarly, explicit knowledge can be learned directly via the prepared materials which are provided within the group repository. We hope to demonstrate that this approach can provide greater accessibility to the learning content since it can be accessed from both the 3D world and the 2D Facebook Group. In other words, this system can support both synchronous interaction as well as asynchronous data retrieval. Finally, the prototype system was evaluated by means of a two-hour task-based assessment and user-satisfaction questionnaire. We present the key findings from this pilot study (which were very encouraging), and propose further ideas for the future refinement of the concepts presented in this paper.

Three-dimensional  Multi-User  Virtual  Environments  (MUVEs)  are  being  increasingly  used  in  many  areas,  and  they  are  becoming  more  and  more integrated with learning and teaching. MUVEs can be used in learning and teaching to facilitate student learning and collaboration. This study identified the effects of MUVEs on collaborative learning and social presence and investigated whether these effects varied by gender. The participants were sophomore students attending a programming language course. They used a MUVE for their group meetings as part of their collaborative work. They also held voice communication. A four-section questionnaire was administered to the students who attended the meetings, in which the researchers served as facilitators. Interviews were held with randomly selected students. In addition, the group project meetings were tape-recorded, and field notes were taken for each meeting. The results showed that the MUVE enabled the group members to exchange ideas in an authentic environment, and that the file-sharing platform used as a complement to the MUVE reinforced collaborative learning. As long as technical problems are prevented, effective collaborative learning can be achieved in these environments.

How much can fourteen undergraduate students learn from a six-week summer course about Islam?

One of the course assignments in a six-week undergraduate Summer course on Islamic Traditions at the University of California, Santa Barbara was for the students to maintain their notes on all aspects of the course as a collaboratively authored living document that would be continually updated and reorganized to present their total understanding of the course topics in the form of a textbook.

Their remarkable final product is presented here, without any significant changes to the content.

This volume offers educators the valuable opportunity to directly perceive what students took away from an introductory undergraduate course on Islam. How did the students understand the assigned readings? What topics did students engage with most enthusiastically, and why? What expermental teaching styles were employed in the course, and how effective were they as means to support the learning objectives of the course?

Collaboratively authored by Sean Knight, Trent Davidson, Paul Pineda, Thao Nguyen, Anthony Khoa A. Tran, Leslie J.Acero, Sara Moretti, Alexandra Kineret, Blake Keane, Mingfei Xu, Afreen Chaus, Ramzi Bekeri, Kaitlyn Woodward, and Aniela Grych.

Edited by Brendan Newlon.

Forewords by Ahmad Atif Ahmad, Ovamir Anjum, Jamaal Diwan, and Suheil Laher.

Günümüzde, değişim kaçınılmaz bir gerçek, öğrenme tarzındaki çeşitlilik de aynı şekilde. Bu kitapta, Doug Thomas ve John Seely Brown değişimin gücünü, birbiriyle ilişkili kavramlar olan ilham almayı, bireysel öğrenmeyi ve yeni ortaya çıkmakta olan öğrenme kültürünü bize tanıtıyorlar. Geleneksel anlamdaki kültür kavramını, öğrenme ortamındaki her türlü değişkene göre kendini geliştirme, değiştirme ve uyum sağlama olarak ele alıyorlar, öğrenmeyi ise işbirliği yapma, birlikte oluşturma ve durmayan değişim olarak tanımlıyorlar. Böylece değişimin bir parçası olmayı, çağımızın diline çevirmek gerekirse, teknoloji okuryazarı olmayı ön plana çıkartıyorlar. Günümüz şartlarında öğrenme olgusunu, betimleyici bir tarzda anlatan bu çalışmanın, uzun süreli ve sistemli bir gözlemin ürünü olduğu ortada...

This chapter discusses 3D virtual worlds as a fusion of technologies for serious applications. A variety of new trends in the area and original findings are discussed and exemplified with methods and features designed. The goal of this chapter is to evaluate and envisage, what benefits can be acquired if such trends and features are fused under a single platform. Specific trends considered in this chapter include increased sense of immersion with virtual reality devices, simplification of control with joysticks, and mobile devices, working with large amounts of multimedia content, and capturing activities using virtual recording. The discussion is supported with the literature review and evaluation of the features developed for vAcademia virtual world. A particular focus of the chapter is on the discussion of how the new properties of 3D virtual worlds can increase their efficiency for serious applications, enable new scenarios of use, and improve user experience.