Topics in computer supported collaborative learning (CSCL)
Organising units: InterMedia and CHANGE research group
Organisers: Professor Anders Mørch and Professor Sten Ludvigsen (InterMedia)
Lecturers: Prof. Sten Ludvigsen, Prof. Anders Mørch, Dr. Anders Kluge, Dr. Ingeborg Krange, Dr. Palmyre Pierroux
Dates and hours
1) October 31, 2011 (full day: 9:15 - 16) -- Research topics in CSCL
2) February 16, 2012 (1/2 day: 12:15 - 15:30) -- Methods and analysis
3) May 10, 2012 (1/2 day: 12:30 - 15:30) -- Design worlds
Place: Infra, at InterMedia (map)
Subject: Computer supported collaborative learning (CSCL) is a cross-disciplinary field that integrates education, design science (informatics, media studies), and educational psychology. Current topics are covered based on the research literature and ongoing national and international research projects. Themes include: meaning making in groups, representational mediation, interventionist/design methods, application contexts (classroom, museum, workplace), methods for data collection, methods for analysis, the role of technology, design principles for technology, techniques for technology development, theoretical frameworks for analysis, analytic concepts. Key concepts are: Interaction, context, mediation, knowledge construction, scaffolding, multiple representations. Theoretical frameworks are activity theory, sociocultural theory, and sociotechnical perspectives.
A goal of the seminar is to cultivate a deeper understanding about: 1) how different computer-mediated communication environments can support joint meaning making in groups, in 2) co-located and distributed settings. 3) What are the key principles of sociocultural theory that are (or can be) used in CSCL, 4) how can the principles be applied to inform the design of computer support and organizational implementation, and 5) how do different representations and application contexts come into play to provide affordances and constraints.
Computer support for collaborative learning include: personal technologies, social media, and inquiry environments.
Target group: PhD students in the educational sciences and applied informatics
Work format: The seminar will be a combination of lectures, paper presentations and data analysis discussions. All participants will either present aspects of their ongoing PhD research or they will present one of the papers in the syllabus. All participants will be given commentator assignments.
Extent: 12 hours F2F meetings. A course diploma will not be issued if the student attends to less than 80% of the course hours.
Paper requirements: Extended abstract due February 10th, 2012. Length 3-5 pages (instructions will be distributed by email). Final paper due May 3rd, 2012 (7-10 pages). Send extended abstract and paper to Kari-Anne Ulfsnes.
Credit points: 3 studiepoeng (creditpoints equivalent to ECTS) with paper, 1 studiepoeng without
Language: English
Cost: Free
Number of participants: maximum 12
Registration: Within 21 October. Please registrer at the course online registration form
Course literature
Arnseth, H.C. & Ludvigsen, S. (2006). Approaching institutional contexts: Systemic versus dialogical research in CSCL. International Journal of Computer-Supported Collaborative Learning. 1, 2, 167-185. (Springer link)
Baker, M. (2003). Computer-Mediated Argumentative interactions for the co-elaboration of scientific notions. 2003). In Andriessen, J., Baker, M. & Suthers, D. (Eds.) (2003). Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments. Dordrecht: Kluwer Academic Publishers. (pp. 47-78) (pre-print)
Bransford, J., Vye, N., Stevens, R., Pat Kuhl, Schwartz, D., Philip Bell, et al. (2006).Learning Theories and Education: Toward a Decade of Synergy. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology. Mahwah, N.J.: Erlbaum. (50 pages) (public access).
Brown, A. L. (1992). Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings. Journal of the Learning Sciences, 2(2), 141-178. (university link)
Collins A., Joseph D. & Bielaczyc K. (2004). Design research: Theoretical and methodological issues. Journal of the Learning Sciences 13, 15-42. (university link)
Derry, S. J., R. D. Pea, et al. (2010). Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics. Journal of the Learning Sciences, 19(1), 3-53. (university link)
Engeström Y. (2007). Putting Vygotsky to work: The change laboratory as an application of double stimulation. In H. Daniels, M. Cole & J.V. Wertsch (Eds.). The Cambridge Companion to Vygotsky. Cambridge University Press, Cambridge, UK: 363–382. (university link)
Greeno, J. (2007). Perspectival understanding of conceptions and conceptual growth in interaction. Educational Psychologist, 42(1), 9-23. (doi)
Krange, I. & Ludvigsen, S. (2009). The historical and situated nature of design experiments: Implications for data analysis. Journal of Computer Assisted Learning, 25(3), 268-279. (Wiley online)
Krange, I., A. Moen, et al. (in press). Computer-based 3D Simulation: A Study of Communication Processes in a Trauma Team Performing Patient Examination and Diagnostic Work. Instructional Science. (29 pp) (contact author)
Lindwall, O., & Lymer, G. (2008). The Dark Matter of Lab Work: Illuminating the Negotiation of Disciplined Perception in Mechanics. Journal of the Learning Sciences, 17(2), 180-224. (doi)
Linell, P. (2009). Rethinking; Languge, Mind, and World Dialogically. Charlotte, NC., IAP-Information Age Publishing. pp. 1-268. (Google books)
Lund, A. & Rasmussen, I. (2008). The right tool for the wrong task? Match and mismatch between first and second stimulus in double stimulation. International Journal of Computer-Supported Collaborative Learning, Volume 3, Number 4, 387 - 412. (local access)
Muukkonen, H., Lakkala, M., & Hakkarainen, K. (2008). Technology-Enhanced Progressive Inquiry in Higher Education. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology I-V. 2nd edition (pp. 3714-3720). Hershey, PA: Idea Group Inc. (public access)
Palincsar, A. S. & Brown, A. L. (1984). Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities, Cognition and Instruction, (2), 117-175. (university access)
Pierroux, P., I. Krange, et al. (2011). Bridging Contexts and Interpretations: Mobile Blogging on Art Museum Field Trips. Mediekultur.Journal of Media and Communication Research, 27(50), 25-44. (journal access)
Rommetveit, R. (1992). Outlines of a dialogically based social-cognitive approach to human cognition and communication. In The dialogical alternative: Towards a theory of language and mind. A. Wold, (ed.). Oslo, Scandinavian Press: 19-44. (contact organizers)
Roth, W.M. (2001) “Situating Cognition.” The Journal of the Learning Sciences 10(1&2): 27-61. (34 pp) (university link)
Sandoval, W. & Bell P. (2004). Design-based research methods for studying learning in context: introduction. Educational Psychologist 39, 199–201. (url)
Schwartz, B. et al, (2011). Perspective taking and synchronous argumentation for learing in day/night cycle. International Journal of Computer-Supported Collaborative Learning, Vol 6, 1, 113-138. (springer link)
Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. Cambridge, MA: MIT Press. (chap. 14-18, pp. 286-384) (pre-print)
Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. International Journal of Computer-Supported Collaborative Learning (ijCSCL), 1(3), 315-337. (springer link)
Schön, D. (1992). Designing as reflective conversation with the materials of a design situation. Research and engineering Design, 4(3), 131-147.
URL: http://www.springerlink.com/content/j2q77347h63r5676/
Kozma, R. (2003). The Material Features of Multiple Representations and Their Cognitive and Social Affordances for Science Understanding. Learning and Instruction, 13(2), 205-226.
Rommetveit, R. (1976) On the Architecture of Intersubjectivity. In L.H. Strickland, K.J. Gergen & F.J. Aboud (Eds.), Social Psychology in Transition, New York: Plenum Press, 93-107. PDF
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Seminar 2: Methods and analysis February 16th, 2012 |
|
|---|---|
| Design Experiments in CSCL Research | |
| 12:15-13:00 |
Lecture by Ingeborg Krange |
| 13:00-13:15 | Break |
| Approaches to Interaction Analysis in CSCL Research | |
| 13:15-14:00 |
Lecture by Palmyre Pierroux |
| 14:00-14:15 | Break |
| 14:15-15:30 |
Group discussion of submitted papers |
|
Seminar 1 (Research topics in CSCL) October 31st, 2011 |
|
|---|---|
| 09:00-11:00 | CSCL: Different perspectives, same results? |
| 09:15-10:00 |
Lecture by Sten Ludvigsen |
| 10:00-10:10 | Break |
| 10:10-11:00 |
Discussion in groups and plenary presentation |
| 11:00- 11:30 | Lunch |
| 11:30-13:30 | Applying sociocultural perspectives in pedagogical design |
| 11:30-12:15 |
Lecture by Palmyre Pierroux |
| 12:15-12:25 | Break |
| 12:25-13:15 |
Design Critique (group work and plenary) |
| 13:15-13:30 | Break |
| 13:30-15:30 | Evolution of technology to support argumentation and collaborative inquiry |
| 13:30-14:15 |
Lecture by Anders Mørch |
| 14:15-14:25 | Break |
| 14:25-15:15 |
Conceptual design of a "CSCL matrix" based on the groupware time/place matrix (group work and plenary) |
| 15:15-15:30 | Break |
| 15:30-16:00 |
Summary and further work (towards seminar 2) |