Re-thinking iEducation: Considerations from

Research in the Learning Sciences

Gerry Stahl

Opportunities A faculty retreat on innovation Brainstorm — suspend reactions Technologies to support new modes of

learning Research on how people learn

Dangers Technology-driven thinking The inertia of culture: “That’s how we have

always done it.” Disincentives in the reward structures: for

students, instructors, the College

A pop quiz As we learn more about something, (a) The questions all get answered. (b) The questions get easier and easier. (c) The questions get more complex.

How can we promote deep inquiry by students?

Learning sciences research Cambridge Handbook on the Learning

Sciences International Journal of Computer-

Supported Collaborative Learning Research papers at CSCL, ICLS, CHI,

CSCW, GROUP, etc.

Findings of learning sci & ed tech Students must be engaged, motivated;

construct their own understanding Lectures are not generally effective as the

sole instructional mode Asynchronous threaded discussion has

serious problems (timing, superficial opinions, asocial)

Some of my research: asynch Phidias - threaded discussion for design

rationale (1990-1992 RA in computer science) Hermes - asynchronous design environment

(1991-1993 dissertation system) Other educational software: Essence, TCA

(1993-1997) WebGuide (1997-2000 post-doc classroom

system) BSCL (2001-2002 visiting scientist EU asynch) VMT (2003-2009 synchronous learning)

My theory of group cognition Vygotsky: inter-personal learning precedes

as the basis of individual learning Small groups have powerful learning

mechanisms Technology should be designed to support

intense group interaction Pedagogy should support collaborative

knowledge building

Collaboration is powerful! Breaks passivity & asocial alienation Students work together to understand

assignments, course goals, material Students help each other Students make their knowledge visible Students can judge themselves vs. peers 80% of employees work in teams

Synchronicity Synchronous (e.g., chat) is more engaging It has a stronger sense of social contact It is far more efficient in building knowledge It can support interaction & collaboration It allows immediate feedback, deeper

discussion, sharing, negotiation

Blending it Blended learning combines the advantages

and overcomes many problems Almost all online programs (outside Drexel)

find that F2F contact near the beginning is necessary for meaningful asynch interaction

Conclusion A careful mix of individual, small-group and

class work A careful mix of reading, lecture, small-

group tasks, class discussion Use of technology as appropriate to

pedagogical aims and processes

An iSchool culture of innovation & collaborative learning How can we change student resistance to

innovation in instruction & learning? How can we change student resistance to

sharing knowledge & group work? How can we blend our online courses? How can we introduce synchronicity?

References on the power of collaboration

Stahl, G. (2008). Chat on collaborative knowledge building. QWERTY, 3(1), 67-78.

Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 409-426). Cambridge, UK: Cambridge University Press. Available in English, in simplified Chinese, in traditional Chinese, in Spanish, in Portuguese, in German, in Romanian.