(Computer Supported) Collaborative Learning patterns Yannis Dimitriadis University of Valladolid, Spain EMIC/GSIC research group http://gsic.tel.uva.es/ members/yannis • Collaborative patterns and design for OER: new approaches to improve the design and reuse of resources OU, June 30, 2009
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(Computer Supported) Collaborative Learning patterns Yannis Dimitriadis University of Valladolid, Spain EMIC/GSIC research group .
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Innovative forms of teaching/learning that involve new technology elements– Offer new opportunities based on their
affordances But at the same time
– Pose new demands to teachers (and technology designers, researchers, institutions)
And therefore ask for– Additional support based on experience– I.e. good practices for recurrent problems– that have to be elicited, represented and offered
June 2009 Yannis Dimitriadis OU-WS 2009 (9/22)
And here come the patterns …
Structured representations that describe– problem and solution
But also– Context, case studies, tensions or forces,
examples Mainly through narratives But also through
– Visual diagrams– Or even computationally interpretable
representations For learning, assessment …
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And the (CS)CL patterns …
Some of the patterns deal with CSCL as e.g. for learning …– Shared workspace for work in group (resource)– Asynchronous debate (activity)– Think-Pair-Share (flow of activities)
Or for assessment …– Peer review
And a specially interesting category deals with the Collaborative Learning Flow Patterns (CLFP)– That define – structure flow of activities
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An example of pedagogical pattern for CL
Think-Pair-Share pattern – It structures collaboration and promotes
participation in large classes
They comment or take a classroom “vote”
They pair and discuss their ideas about the question
Each participant has time to think about the question
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Another example of CLFP: Jigsaw (I)
… SCRIPTED Collaborative Learning…
This pattern gives the collaborative learning flow for a context in which several small groups are facing the study of a lot of information for the resolution of the same problem.
***
The collaborative learning flow must enable the resolution of a complex problem/task that can be easily divided into sections or independent sub-problems
Jigsaw CLFP (1)
(related “larger” patterns)
CONTEXT
PROBLEM
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Another example of CLFP: Jigsaw (II)
Jigsaw CLFP (2)
(E.g.) To promote the feeling that team members need each other to succeed (positive interdependence)
High-risk: more appropriate for collaborative learning experienced individuals
Each participant in a group (“Jigsaw Group”) studies a particular sub-problem. The participants of different groups that study the same problem meet in an “Expert Group” for exchanging ideas. These temporary groups become experts in the section of the problem given to them. At last, participants of each “Jigsaw group” meet to contribute with their “expertise” in order to solve the whole problem.
(educational objectives)
(complexity)
SOLUTION
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Another example of CLFP: Jigsaw (III)
Jigsaw CLFP (3)
(diagram
representingthe solution)
Individual or initial group
Teacher Introductory
individual (or initial group)
activity
Collaborative activity around
the sub-problem
Collaborative activity around
the problem and solution proposal
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And a pattern language with CLFPhttp://titan.tel.uva.es/wikis/yannis/images/e/e1/Appendix-chapter3-patternsbook.pdf