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• Lecture (30 min.)– Defining group– Individual in group– Group-related factors in successful
collaboration– Environmental factors in group work– Challenges in group work
• Group task I (30 min.)–Writing a pedagogcal script
A collection of individuals who have frequent interaction, mutual influence, common feeling of belonging, and who work together to achieve a common task. (Arrow, McGrath & Berdahl, 2000)
‘Collaborative learning is a coordinated, synchronous activity that is the result of a continued attempt to construct and maintain a shared conception of a problem’ (Roschelle & Teasley, 1995)
Project groups
Free-time groups
1. FORMING
2. STORMING
3. NORMING
4. PEFORMING
(5. ENDING)
Tuckman, 1965
Individual in a group
Role
Intrests
Status
Familiarity
Group-related factors
Group size
Cohesion Norms
Interdependence
- Shawn (1981): 3-8 learners
- Pennington (2005): 5 persons
- Solidity- Neediness
(Cohen, 1994)
- Unofficial- Stable- Social in nature
- Positive- Negative
Environment factors
Physical distance
Tools
Learning tasks
Challenges in group work
Sucker effectSocial loafing
Free rider effect
(Jerman, 2004; Kerr, 1983; Pennington, 2005)
GROUP TASK- WRITING A PEDAGOGICAL SCRIPT
Think about your course design- What is the most appropriate
group size? Why?- How to support group
formulation?- How to support group cohesion
and positive interdependence?- How to avoid social loafing, free
riding and the sucker effect?
Gather your ideas in electronic format and prepare to present your preliminary ideas to others in 3 minutes.
SCRIPTING CSCL
Outline
• Lecture (45 min.)–What do we mean by scripting?– Various kinds of scripts– Research on the effects of scripting
• Group task II–Writing pedagogical script (45 min.)– Presentation + comments (30 min.)
• Script is a collection of rules, how collaborative larning is organized, responsibilities are divided and how learners should interact with each other. (Dillenbourg, 2002; Hämäläinen, 2008; Kollar, Fischer, & Hesse, 2003; Rummel & Spada, 2005; Weinberger, 2003; Weinberger, Ertl, Fischer, & Mandl, 2005)
• Description of each studying phase (Dillenbourg, 2002)
– Nature of learning task– Group composition– Division of tasks– Nature of interaction– Schedule
• Collaborative scripts can– support deep-level knowledge
construction (Weinberger, Stegmann, & Fischer 2010)
– enhance argumentation (Stegmann, & al., 2007) and– Support good-quality content
discussions (Schellens, Van Keer, De Wever, & Valcke, 2007)
• However there are also contradictory evidence (Kollar ym., 2007; Rummel, Spada, & Hauser, 2009; Stegmann ym., 2007;
Weinberger ym., 2007)
SCRIPT
Internal vs. external (Pea,
2004)
Mikro- vs. macroscript (Fischer, Kollar, Haake, & Mandl, 2007)
Social vs. epistemic (Weinberger & al., 2007)
Low vs. high coercion (Ayala,
2007)
Script families
Conflict -familyJigsaw -family
Reciprocity -family
Case -examples• Low vs. high coercion
– Loosely scripted theme –discussion:
” During weeks 10-11 your task is to decide which tools you are going to use in your teamwork (e.g. chat, asynchronous discussion board, tools for collaborative writing, possibility to share documents). Write your own suggestion and make the final decision collaboratively by the end of week 11.”
– Applying prompts:
“First, answer individually to following questions during week 10:- In your opinion, which features are important in a communication tool (e.g. chat, asynchronous discussion board, tools for collaborative writing, possibility to share documents)? Why? - Which communication platform you would suggest to your team? Why?Also, decide the time for SecondLife -discussion (2 hours on week 11). In the second phase (week 11) your task is to decide the tools which your team is going to use during this course. For this purpose you meet at SecondLife for 2 hours.At the end of your SL -session, please write down in this discussion area which tools you chose. “
• Social vs. epistemic– Functional roles:
” You will find the pedagogical script -form from our Material bank in Moodle. During week 12 fill in points 1-5 from the script and during week 13 points 6 and 7. In order to get different perspectives to discussion, you all have a certain role from which you participate in the discussion. Roles are:· Initiator-contributor: Starts the discussion, proposes new ideas or approaches to group problem solving; may suggest a different approach to procedure. · Information seeker : Asks for clarification of suggestions; also asks for facts or other information that may help the group deal with the issues at hand. · Information giver : Provides facts, examples and other evidence that pertains to the issue the group is discussing. · Evaluator-critic : Makes an effort to judge the evidence and conclusions that the group suggests.”
• Social vs. epistemic– Problem-based collaborative studying:
” Your first task is to get familiar with the video-lecture and the article "Feedback and reflection to promote student participation in computer supported collaborartive learning." We would recommend that you read the whole article, but pay special attention to following paragraphs: Outline of the program (pages 5,6 and 7) and Implementation of the program (pages 10-15). If you're interested in the description of the cases, it might be nice to read the results section completely. You should at least read the paragraphs: Evaluation lesson 3 and conclusion for group A (pages 21 - 23) and Evaluation lesson 3 and conclusion for group B (pages 28 - 30). Get familiar with the lecture and the article no later than Thursday 7th December.After getting familiar with the video and the article each of you will present two questions which you would like to ask from the researcher. Present also explanations why your questions are important. Questions have to be post no later than Monday 11th December. After this you will collaboratively formulate three questions/problems which will be presented to the researcher and the tutors (deadline Thursday 14th December). The researcher and the tutor will then answer these questions in Optima in the end of week 50 and in the beginning of week 51. ”
University students’ experiences (Vuopala, 2012)
• More tightly structured models enhanced collaborative learning more than loosely svripted ones:
”Joint task promoted collaborative learning. We were forced to discuss more deeply about the research questions and also to make our own thinking more visible to other students. And furthermore, we had to reach a shared understanding about those three questions which we wanted to present to the researcher.”
” The nature of the learning task made collaborative learning more difficult: teachers can’t just tellask us to collaborate, instead they have to provide us authentic and interesting problems to solve. Now everybody just wrote somethig they had read and just add minor comments. We don’t have ONE problem to concentrate on, but several. And people are getting frustrated: What are we talking about here?”
Earlier studies about scripting
• Scripted vs. non –scripted collaborative learning– Scripts had an effect both to the collaborative
process and the outcome (Rummel & Spada, 2005)
– Functional roles enhanced collaborative knowledge construction (DeWever, Keer, Schellens & Valcke, 2010)
– Script had a positive effect to the collaborative process, but not to the outcome (Kähäri, Väisänen, Laurinen, & Marttunen (2011; Rummel, Mullins & Spada , 2012)
– Scripts ha an effect to the activity and participation but not to the quality of collaborative interaction (Vuopala, 2013)
• Comparing different types of scripts– Epistemic scripts enhanced elaboration and
acquisition of knowledge, while epistemic scripts did not have this effect. (Weinberger & al., 2005)
– Tightly sripted collaboration lead to better learning outcomes and decreased need for tutoring compared to loosely scripted collaboration (Mäkitalo-Siegl, Kohnle, & Fischer, 2011)
– Jigsaw –scripts promoted active participation and sharing of ideas and knowledge compared to loosely scripted one. (Pozzi, 2010)
GROUP TASK II
Writing pedagogical script
1. Describe shortly the topic, target group and main contents of your web-course
2. Think about the general progression of the course (macro script)
3. Describe microscript
1. Prepare a ppt –presentation and present your ideas to others in 5 min.
THANK YOU!
