Computer Supported Collaborative Learning

1
Computer Supported Collaborative Learning

• Computer supported collaborative learning (CSCL)
  is an emerging branch of the learning sciences
  concerned with studying how people can learn
  together with the help of computers.
• Furthermore, it is important to view CSCL as a
  vision of what may be possible with computers and
  of what kinds of research should be conducted,
  rather than as an established body of broadly
  accepted laboratory and classroom practices.

2
CSCL Within Education

• As the study of particular forms of learning,
  CSCL is concerned with education. It considers
  all levels of formal education from kindergarten
  through graduate study as well as informal
  education, such as museums.
• Computers have become important in this, with
  school districts and politicians around the world
  setting goals of increasing student access to
  computers and the Internet.
• The idea of encouraging students to learn
  together in small groups has also become
  increasingly emphasized in the broader learning
  sciences.
• However, the ability to combine these two ideas
  (computer support and collaborative learning, or
  technology and education) to effectively enhance
  learning remains a challenge.

3
System Architecture

• System architecture with three models in web
  based architecture

4
System Architecture Description

• This proposition uses three types of models. They
  are
• Curriculum Model
• Collaborative Model
• Tutor Assistance Model
• Through the interaction of three models ,students
  construct knowledge and solving doubts by giving
  comments and getting feedback from peers and by
  getting help through communication through tutor
  at any time.

5
Curriculum Model

• When considering the learners ,individual
  differences in learning ,achieved abilities and
  cognitive styles ,they proposed a curriculum
  model.
• They have also proposed an adaptive model where
  the learners could select an appropriate
  curriculum .

6
Collaborative Model
7
Continued on Collaborative Learning

• From figure2, we can see that each curriculum
  model is related to collaborative model.
• Learners can link to collaborative learning and
  they can leave their comment ,critiques,
  thoughts.
• Based on their comment, they can construct the
  knowledge by discussion in the web.

8
Tutor Assistance Model

• This is the most needed model when comes to web
  based learning.
• Learners can bring out their doubts in private by
  typing or talking through the microphone.
• For example,yahoo,MSN messenger are some of the
  useful web for using tutor Assistance model.

9
E-Learning

• CSCL is often conflated with e-learning, the
  organization of instruction across computer
  networks.
• E-learning is too often motivated by a naïve
  belief that classroom content can be digitized
  and disseminated to large numbers of students
  with little continuing involvement of teachers or
  other costs, such as buildings and
  transportation.
• Firstly, it is simply not true that the posting
  of content, such as slides, texts or videos,
  makes for compelling instruction. Such content
  may provide important resources for students,
  just as textbooks always
• Secondly, online teaching requires at least as
  much effort by human teachers as classroom
  teaching.

10
Continued On E-learning.

• Computer support for such collaboration is
  central to a CSCL approach to e-learning.
  Stimulating and sustaining productive student
  interaction is difficult to achieve, requiring
  skillful planning, coordination and
  implementation.
• CSCL is also concerned with face-to-face (F2F)
  collaboration.
• Computer support can take the form of distant or
  F2F interaction, either synchronously or
  asynchronously.

11
Differentiating between Co-operation and
Collaboration

• In cooperation, partners split the work, solve
  sub-tasks individually and then assemble the
  partial results into the final output.
• In collaboration, partners do the work
  together.
• For example, In cooperation, the learning is done
  by individuals, who then contribute their
  individual results and present the collection of
  individual results as their group product
• Learning occurs socially as the collaborative
  construction of knowledge. Of course, individuals
  are involved in this as members of the group, but
  the activities that they engage in are not
  individual-learning activities, but group
  interactions like negotiation and sharing.

12
Individual Learning

• Learning in groups treated learning as a
  fundamentally individual process.
• The fact that the individuals worked in groups
  was treated as a contextual variable that
  influenced the individual learning.
• In CSCL, by contrast, learning is also analyzed
  as a group process analysis of learning at both
  the individual and the group unit of analysis is
  necessary. This is what makes CSCL
  methodologically unique.

13
CSCL Platforms

• CSCL platforms are linked, navigable individual
  and shared spaces.
• They can be either personal or group or course
  which means that it allows the users to work
  either personally sitting from the home or as a
  team or a group and course.
• It is also flexible to read and writes
  permissions. File sharing and versioning are made
  easier.
• It reaches consensus on when a file is
  presentable to a larger group which is termed as
  Consensus building.
• Their emphasis is on providing environment for
  collaborative construction of knowledge artifacts
  other standard CMC tools such as email, chat, and
  so on.

14
CSCL Tools

• Computer-supported systems are often categorized
  according to the time or location matrix.
• They are synchronous (same time) vs. asynchronous
  (different times), and face-to-face (same place)
  vs. remote (different places).
• Synchronous tools support the simultaneous
  interaction among group members. Say for example,
  videoconferencing call or chat.
• Asynchronous tools support individual work alone
  to contribute group process. E-mail is an example
  of asynchronous tool.

15
(1)COLLABORATIVE LEARNING ENVIRONMENT TOOL

• This system is designed to support students in
  purposeful, intentional, and collaborative
  learning, in a local network environment.
• Students can select different communication modes
  such as text, video, audio, and animation to
  generate nodes.
• These nodes contain ideas or information that
  related to the topic under study. Nodes are
  available for others to comment on, leading to
  dialogues, and an accumulation of knowledge.

16
Continued on Collaborative Learning Environment
Tools

• It emphasizes on building a classroom culture
  supportive of active knowledge construction that
  can extend individual intentional learning to the
  group level.
• The purpose is to make students think and reflect
  their thought process which provoke question
  asking and answering in a public forum.
• The ultimate goal is to get students involved in
  knowledge itself rather than improve one's mind,
  say a World 3 view, which shifts from individual
  mastery learning to improve the quality of public
  collective knowledge

17
(2)COLLABORATORY NOTEBOOKS

• Collaboratory Notebook is a shared hypermedia
  database designed to provide a scaffold for
  students to conduct collaborative open ended
  inquiry, created by Learning through
  Collaborative Visualization (CoVis).
• The Collaboratory Notebook has been designed to
  scaffold students as they learn to conduct open
  ended inquires in a collaborative context.
• A primary function of Collaboratory Notebook is
  to allow teacher to monitor and guide students'
  process of learning.
• It emphasizes learning process instead of
  learning outcomes. Edelson, et al., (1995)
  analyzed Collaboratory Notebook usage, indicated
  that students with more positive attitudes about
  science and more experience using online
  communications media took better advantage of the
  features of the environment.

18
Challenges and Opportunities

• Creating a collaborative classroom can be a
  wonderfully rewarding opportunity but it is also
  full of challenges and dilemmas. Designing group
  work requires a demanding yet important
  rethinking of syllabus, in terms of course
  content and time allocation.
• Classroom roles change both teachers and students
  take on more complex roles and responsibilities.
  The classroom is no longer solo teacher and
  individual students. It becomes more an
  interdependent community with all the joys and
  tensions and difficulties that attend all
  communities.
• This degree of involvement often questions and
  reshapes assumed power relationships between
  teachers and students, and between students and
  students, a process that at first can be
  confusing and disorienting. Not only is course
  content reshaped, so are our definitions of
  student competence.
• Collaborative classrooms stimulate both students
  and teachers. In the most authentic of ways, the
  collaborative learning process models what it
  means to question, learn and understand in
  concert with others.

19
Educational Implementation

• Education should shift from individual,
  technology free cognition to a resourceful
  collaborative learning and distributed
  intelligence. Learners should be empowered
  through thoughtful use of technologies as well as
  through innovative use of technologies, and
  benefit from social distributions of cognitions.
• Salomon et al.'s comment (1991) says that
  education should pay more attention to the
  "effects of" technology rather than the "effects
  with" technology, so that autonomous performance
  may be achieved.
• Scaradamalia et al. (1989) argue that it should
  be students not the computers to solve problems,
  make planning, and set the learning goals. The
  role of computers should be to promote and
  facilitate learners to maximize use of their
  intelligence and knowledge.
• In other words, the intellectual tools design
  should focus on Salomon's suggestion to provide
  quality scaffolding that entails meta- cognitive
  guidance to facilitate students learning how to
  learn (the "effect of" technology), rather than
  off-loading and task dividing that try to ease
  students cognitive burden.

20
TUTORING IN COLLABORATIVE LEARING

• A number of tutoring methodologies are identified
  that inherently support collaborative learning.
• Practice
• The peer is asked to apply a goal learned on a
  specific problem.
• Socratic Learning
• The student is prompted with a series of
  questions about the domain, to which the student
  reacts with a hypothesis or a question of his/her
  own.
• Learning by Teaching
• This methodology supports learning by having
  the student teach the system, a variation on the
  use of a simulated student. Palthepu, Greer,
  McCalla1991 and Nichols1994 have built systems
  to support learning by teaching.

21
Tutoring in Collaborative Learning

• Situated Learning
• In this methodology, the student becomes a
  participant in a socio-cultural practice, where
  the learning skills and the social process go
  together.
• Negotiated Learning
• In this methodology, the student and the system
  negotiate mutually acceptable learning goals. The
  student model is expected to keep track of goals
  of mutual knowledge.
• Discovery Learning
• The student explores an environment specially
  crafted to encourage learning. Peers could take
  individual roles in discovering the environment.

22
References

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• Stahl, G., Koschmann, T., Suthers, D. (2006).
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23
References

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24
References

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25
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