Teaching Problem-based Learning in Virtual Learning Environments: Scaffolding Critical Reflection
Organizer
InterMedia, on behalf of the Nordforsk Network "Teaching Problem-based Learning in Virtual Learning Environments," a network coordinated by the University of Aalborg, Denmark and with participants from four Nordic countries.
Responsible
Professor Anders Mørch (InterMedia)
Administrative coordinator: Kari-Anne Ulfsnes
Lecturers
Professor Gerhard Fischer (University of Colorado, Boulder, USA), Dr. Anders Kluge (InterMedia), Research fellow Monica Johannesen (Oslo University College), Dr. Ingeborg Krange (InterMedia), Professor Anders Mørch (InterMedia).
Dates and hours
March 2nd: 9.30 - 15.00 (network meeting ends at 17:00)
March 3rd: 9.00 - 13.00 (network meeting ends at 15:00)
| March 2 | |
|---|---|
| 09:15-09:30 | Coffee/tea and fruits |
| 09:30-09:40 |
Opening Anders Mørch, InterMedia, University of Oslo |
| 09:40-10:20 |
Introduction to the notion of virtual learning environment Monica Johannesen, Faculty of Teacher Education and International Studies, Oslo University College |
| 10:20-11:00 |
Interaction design in science discovery learning environments Anders Kluge, InterMedia, University of Oslo |
| 10:00- 11:10 | Break |
| 11:10-11:50 |
Procedural and conceptual learning: Students use of 3D models in science Ingeborg Krange, InterMedia, University of Oslo |
| 11:50-12:30 |
Anders Mørch, InterMedia, University of Oslo |
| 12:30-13:30 | Lunch |
| 13:30-15:00 |
Gerhard Fischer, University of Colorado, Boulder, USA |
| 15:00-15:30 | Coffee/tea and cakes; course ends day 1 |
| 15:00-17:00 |
Network steering committee meets |
March 3 |
|
| 09:00-09:15 | Coffee/tea and fruits |
| 09:15-11:15 |
Paper presentations and discussions Participants work in small groups |
| 11:15-12:00 |
Summary of group work |
| 12:00-13:00 | Lunch, course ends |
| 13:00-14:00 |
Other research, continuation of work, book project |
| 14:00-14:10 | Coffee/tea and cakes |
| 14:10-15:00 |
Summary of meeting and plans for next F2F meeting |
Location
Seminar room 10 in Oslo Research Park (day 1+2) and Infra, InterMedia (day 2). Steering committee meets in Møterommet, InterMedia. All rooms are in bldg. 2 of research park (map)
Subject outline
The seminar will cover three themes:
Theme 1: Virtual learning environments (VLE)
Theme 2: Pedagogical scaffolding in VLEs
Theme 3: Engaging critical reflection
The themes are exemplifed by ongoing research and review of past reseach (see literature list below). A survey of past research and development on virtual learning environments will be given. By scaffolding we mean to provide help, advice, critique, or guidance to learners as they work on tasks and towards common goals in virtual learning environments. It also means to fade away as the learners become more capable to work on their own (i.e. demonstrate independent effort). Scaffolding is accomplished by agents who stand in certain relationships with the learner: Teacher, online instructor, team member, co-learner and even software programs (avatar, computer-based critic, pedagogical agent) are examples. Scaffolding critical reflection is a timely topic in ICT and learning as it adresses both pedagogical and technical issues at a level of abstraction that do not require a formal technical background, yet it provides technological insight. From a technologival point of view the seminar is about pedagogical models and design options that take advantage of the opportunities and constraints of virtual learning environments. From a pedagogical perspective it is about methods for analyzing data to asses the level of sophisticalion of critical reflection.
The seminar is organized as a combination of research presentations and critical discussion. It is research carried out at the University of Colorado and the University of Oslo that is profiled on the first day. These presentations are meant to serve as seeds for discussion about the theoretical, methodological and design-oriented assumptions of pedagogical scaffolding in VLEs. On the second day, the participants present their own research and are encouraged to argue for or criticize specific features of pedagocial scaffolding, or to show instances of interacton that demonstrate aspects of scaffolding and/or challenge previous research and warrant new research.
Learning outcomes
The participants become familiarized with a new perspective on an important topic in the intersection of ICT and learning. For full benefit, active participation is required.
Extent
12 hours
Credits
2 ECTS with paper.
1 ECTS without paper.
A diploma will not be issued if the student attends to less than 80% of the seminar.
Work format
Open lectures, discussions, paper presentations, and groupwork.
Conditions for participation
For PhD participants who are part of the Nordforsk network, participation with paper is mandatory. External PhD participants may participate with or without paper. Abstract of paper must be submitted by February 14th, so that it can be distributed to readers in due time for preparation. Each presenter presents his/her work in about 5-10 minutes, which is followed by 5-10 minute discussion (the actual time is dependent on the number of participants who enroll). For 2 ECTS a 4-6 page full paper must be submitted after the seminar, but not later than April 1.
Submit abstracts and papers to Kari-Anne Ulfsnes, as PDF.
Language
English
Cost
Free.
Members of the Nordforsk network will get their travel and accommodation costs reimbursed by the network coordinator.
In advance
Read the recommended literature (see below).
Registration
Registration deadline: February 1th
Please registrer at the seminar online registration form.
Admission
Enrolled in PhD program at Nordic university in educational sciences or applied informatics.
Program
First day: InterMedia presentations (before lunch) and presentation by Gerhard Fischer (after lunch), interspersed with plenum discussion and group work
Second day: Paper presentations. More details will be provided later.
Pre-readings
- Burton, R.R., Brown, J.S. and Fischer, G. (1984). Skiing as a Model of Instruction. In B. Rogoff & J. Lave (eds). "Everyday Cognition and Its Development in a Social Context." Harvard University Press, Cambridge, MA and London, pp. 139-150.
- Davis, E.A. and Miyake, N. (2004). Guest Editors' Introduction: Explorations of Scaffolding in Complex Classroom Systems. Journal of the Learning Sciences, 13(3), 265-272.
- Fischer, G., Lemke, A.C., Mastaglio, T. and Mørch, A.I. (1991). The role of critiquing in cooperative problem solving. ACM Trans. Inf. Syst. 9(2), 123-151.
- Furberg, A. (2009). Socio-Cultural Aspects of Prompting Student Reflection in Web-Based Inquiry Learning Environments. Journal of Computer Assisted Learning, 25(4), 397-409.
- Kluge A., & Bakken S. (2010). Simulation As Science Discovery: Ways of Interactive Meaning-Making. Research and Practice in Technology Enhanced Learning, 5(3), pp.
- Reiser, B.J. (2004). Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work. Journal of the Learning Sciences, 13(3), 273-304.
- Schön, D.A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books, New York, NY. Two chapters.
- Wood, D., Bruner, J.S. & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.