CSCL SIG 2004

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CSCL SIG 2004
Ingeborg Krange Sten Ludvigsen
InterMediaUniversity of Oslo
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CSCL SIG 2004

• Title
• Two Interaction Patterns Concerning the Use of
  Scientific Concepts in a Collaborative Virtual
  Environment
• The environment Mission Queen Maud Land - 3D
  learning environment distributed talk (not
  text)

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CSCL SIG 2004

• Design
• Actor actor objects
• Actor actor
• Actor object
• Objects- objects

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CSCL SIG 2004

• Methodology
• Design with teachers
• Video
• Interviews

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CSCL SIG 2004

• The task
• the students are going to find out how to use the
  codon table. The source for this is found on the
  web .
• control if each of the codons in the DNA sequence
  refers to the right amino acid in the chain.
• translate a DNA sequence of codons into a chain
  of 51 amino acids, actually build the insulin
  protein.
• When the students enter the networked 3D learning
  environment, three amino acids are already been
  placed in the chain. This implies that they have
  to handle at least two aspects to solve the task.
  They must manage to read the codon table and
  identify the right amino acid, and then they have
  to find it in the 3D model and place it in the
  right order of the chain. If they try to place a
  wrong amino acid on the chain, it will
  immediately fall off.

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CSCL SIG 2004

• Research questions
• what characterises students use of scientific
  concepts?
• How do students together with their teacher
  interact while using scientific concepts to solve
  a task?
• How do they during problem solving manage to
  consider these concepts?
• How do these social interactions unfold according
  to the specific characteristics of the learning
  resources in the environment?

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CSCL SIG 2004

• Theoretical framework
• Scientific concepts
• generality
• systematic organization
• conscious awareness
• voluntary control

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CSCL SIG 2004

• Accountability
• Inscription
• Positioning
• What counts as knowledge?

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CSCL SIG 2004

• 3 D environments
• Simulations
• Visualization
• Modeling

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CSCL SIG 2004

• Tasks that are well defined within highly
  complex/structured knowledge domains and learning
  environments are not given (Berquist Säljö,
  2004).
• Students that see the same phenomenon make
  radically different interpretations of it (Roth,
  2000 Winn Windschitl, 2001)
• Students need to construct a common an adequate
  understanding of the task (Rasmussen, Krange
  Ludvigsen, in press).

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CSCL SIG 2004

• The knowledge domain
• conceptually and procedural oriented
• The 3D model the knowledge inscribed, the
  knowledge domain and the social interactions
  developed in situ
• all function as driving forces during the
  learning processes but that their domination
  might vary over time.

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Example 1 Procedural oriented use of scientific
concepts

• Elton Mission Use the codon table and control
  that the DNA sequence and in the two figures
  below, below corresponds. Elton reads on the web.
  
• Cecilia I dont understand, I.
• Thomas Okay. Can somebody explain to Cecilia how
  you read the table here now? ATG for example, how
  do you read that one?
• Simon Eh, it starts
• Mary On GTAC
• Simon In the heart of the circle.
• Cecilia Yes.
• Simon You get one of the letters in that order
  and then if we say it is an A. And then we
  continue on that, on that quarter where A is.
  Simon refers to Figure 1 on the web.
• Cecilia Mm.
• Simon So the four outside there then one come
  further and checks what letter that is, so. Simon
  refers to Figure 1 on the web.
• Cecilia That is T, I mean.
• Simon If it is T, then you check the four after
  that. And if that for example is G, then it is
  Met or Ile. Simon refers to Figure 1 on the web.
• Cecilia Oh, yes. Yes, but, yes, yes, then I have
  got it.

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Example 2 Conceptually oriented use of
scientific concepts

• Pat So then you can do the same, CCC. Then you
  have CCC.
• Cornelia Then it is Pro
• Pat Pro, yes. Then you can do it with CAC
• Cornelia CAC, then it is His. Now I have got it.
  
• Pat Yeah, you got it now?
• Cornelia Yes, but I dont understand what it is
  what is it?
• Pat It is the genetic code.
• Thomas It is the code. If you are going to build
  something genetic, then it is the code, the
  recipe for how you should do it what protein
  that should chain together.
• Fredric build insulin. You will find some
  amino acids already put on the right place. Start
  to build at the flicking part. Fredric reads
  mission 3 on the web page
• Cornelia Thomas, are you there?
• Thomas Yes.
• Cornelia Can you just say what is a gene?
• Thomas A gene? It is a kind of building block in
  you body or a code for how
• Cornelia Is, like GA, no, GC a gene?
• Teacher No, thats a protein.

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CSCL SIG 2004

• Conclusions
• The students gradually understand the task even
  in the highly structured learning environment.
  This implies that students goal is shaped as part
  of clarifying the task.
• The process of understanding a task is often
  complex and not transparent

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CSCL SIG 2004

• Solving the task practical management
• Institutional aspects

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CSCL SIG 2004

• Students orientation
• Accountability and positioning
• Procedural
• Procedural and conceptual

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CSCL SIG 2004

• Systematic orientation
• Generality
• Scientific concepts

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CSCL SIG 2004

• Acknowledgements for financial support
• InterMedia, University of Oslo,
• Telenor Communications RD department,
• Network for IT-Research and Competence in
  Education (ITU)
• CMC, University of Oslo