Analysis of CSCL paper
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[edit] Instructions
- Provide a review of this paper.
- Comment on what you found relevant to the course in this paper.
[edit] Comments on Team Statements
The distinction between cooperation and collaboration seems to have caught the interest of some of the groups. This distinction is probably best taken as an analytic distinction. It can be useful to analyzing interactions and developing theories of interaction. But it does not necessarily mean that one form of interaction is necessarily "better" than the other or even that a given interaction falls under one label or another unambiguously. In practice, it may be better seen as a range between two analytic extremes. Every collaboration consists of inputs from the participants, and this can be seen as a cooperative process. On the other hand, when group members go off with their individual cooperative assignments, their private work is done within a context of what the group already collaboratively decided to pursue and with an eye to the eventual integration of contributions.
When I wrote this paper in cooperation with my co-authors (who contributed drafts that I incorporated), our collaborative goal was to spell out a specific perspective on the field of CSCL that the three of us were trying to develop. That was a perspective focused on the meaning-making process in small-group interaction. This focus is quite different from the focus of most other CSCL researchers. It is interesting that this focus was so little highlighted in the postings below. Meaning making is a central concern in the theory of information science, so it should be a theme that jumps out at graduate students in IST. You will see this theme play an increasingly central role in the readings in the next couple of weeks.
Gerry 13:33, 6 May 2007 (EDT)
[edit] Team A Statement
- Brian, Olivia, & Seth
- Seth_E 20:51, 24 April 2007 (EDT)
Computer-supported collaborative learning: An historical perspective by Gerry Stahl, Timothy Koschmann, Dan Suthers (2006)
1. Provide a review of this paper.
The paper argued about the history and theory behind Computer Supported Collaborative Learning (CSCL). CSCL is designed to address the challenge of combining the two ideas of computer support (technology) and collaborative learning (education).
CSCL ameliorates and facilitates group processes and group dynamics in ways that are not achievable by face-to-face communication, but it is not designed to completely replace face-to-face communication. Stahl et al maintained that this type of learning is usually specified for use by group learners working across networked computers, working synchronously or asynchronously.
Analyzing traditional educational methodologies, they charted the growth of CSCL, and analyzed how it has evolved within educational frameworks. CSCL has become an efficient and 'collaborative' way to support students in learning together effectively. This system has the capability support the virtual communication of ideas and information, accessing and sharing information, documents, and media, and providing feedback on problem-solving activities. Impressively, CSCL is on the forefront of educational psychological research, and may be a tool to better understand and analyze social interactive methods.
Overall, the paper details the relevant historical information influencing and influenced by the development of CSCL. The article does not attempt to present a well-defined and comprehensive defintion of CSCL theory (Stahl et. al 14). It merely attempts to address and achieve the goals of collaborative learning using a computer-support tool in the best possible manner.
2. Comment on what you found relevant to the course in this paper.
"In cooperation, partners split the work, solve sub-tasks individually and then assemble the partial results into the final output. In collaboration, partners do the work ‘together.’ Collaboration is a process by which individuals negotiate and share meanings relevant to the problem-solving task at hand…. Collaboration is a coordinated, synchronous activity that is the result of a continued attempt to construct and maintain a shared conception of a problem."
- Page 2 lists several problems with e-learning and CSCL- one of these being that "stimulating and sustaining productive student interaction is difficult to achieve, requiring skillful planning, coordination, and implementation of curriculum, pedagogy, and technology". With respect to our course, the weekly article reviews and suggested topics of discussion are are good ways to generate focused discussion. The author also dicuss several problem concerning chatting and multi-topics collaboration where in a group, this problem is really evident in groups four individuals or largers. Hovever, I wonder what would happen if a group had to use this venue for communication and collaboration eight hours a day. I am going to gamble and say our HCI would be much better, then when this type of tool is only used a hour or two for a ten week period or so.
- Found an interesting quote on page 9 of the article: "No form of technology, no matter how cleverly designed or sophisticated, has the capacity, in and of itself, to change practice. This is relevant to this course because without a "design that addresses curriculum" and the appropriate expertise involved in the design of a collaborative learning system, there is no way to enforce students from engaging in collaborative learning (vs. cooperative learning).
- Page 11 describes how small groups are better than large groups for studying social interactions because these interactions are hard for participants and researchers to follow. This can be experienced in this course as students participate in groups of different sizes. It is easier to achieve collaboration in smaller groups due to more focused discussions and easier to generate more relevant discourse to the task at hand.
[edit] Team B Statement
- Kate, Elizabeth, Fernando, Dave
- Dave 21:19, 30 April 2007 (EDT)
Summary of Computer-supported collaborative....
The essay describes the evolution of computer based learning into what is called computer-supported collaborative learning (CSCL). It depicts the changes in teaching and learning philosophies from computer-assisted instruction, intelligent tutoring systems, Logo as Latin, and finally CSCL. CSCL is primarily focused on formal education forums where they can bring students together with technology in a collaborative effort to enhance learning.
There is much controversy around the issue of computers in the classroom. Some see the computer as a word processor or as a place to play games. CSCL is looking to change this vision and use the computer and Web 2.0 software to bring students together in intellectual forums. There are several earlier approaches to using computers in education. Computer-assisted instruction in which computer software aided the student in the memorizatin of facts. Intelligent tutoring systems which constructed mental models and responded to the errors made in the mental model. Logo as latin encouraged students to build their own knowledge individually. And finally in the 1990's the CSCL model of collaboration.
CSCL is not e-learning. E-learning is simply the posting of information for students to access in a read only fashion. E-learning also lacks in providing a social environment for the user. E-learning increases the work load for teachers and students because all of the assessment has to be in a written format. An example in our current INFO 608 class is the Textbook journal in which we are required to summarize each chapter. The teacher needs a way to prove we have done the reading but in turn creates alot of reading if he/she chooses to red them all. CSCL unlike e-learning requires collaboration with others and not just reactions to posted information.
The study of group learning has been ongoing since the sixties. Early research on small groups were based on cooperative learning where group members split the work, then put all of it together in an organized fashion. This differs from collaboration where learning is done simultaneously through direct communication and sharing. early research also studied the group process by focusing on the individual learner. CSCL is focused on group process which includes the entire group unit and the individual. The learning sciences have taken on the use of technology and are now researching individual and group learning as a whole.
CSCL has evolved to what it is today through a series of projects which laid the groundwork for the current program. The ENFI Project introduced chat to the learning environment. CSILE steered the process toward creating a technology based knowledge-building forum. The 5thD Project allowed for a knowledge building forum to span across users of different age or skill levels and share the information with others on a global bases. All the projects were focused on using the computer as a medium to improve learning by sharing through a network of people resources.
CSCL is now an accepted field that is celebrated at globally at conferences and well published in professional journals and books.
With the expansion of the CSCL field there is much research currently being conducted in the area of learning in collaborative situations as compared to the individual and isolated learner. With this research comes the suggestion of changing the traditional concept of learning and adapting a new pedagogical approach.
Along with this new approach is the need for a software design that can effectively create the envronment needed for the maxium collaborative learning experience for user. This includes dual interaction spaces. Multiple learners need to not only be able to communicate effectively but produce collaborative visualization.
Future in CSCL research will include people from many disciplines. The methodology research includes experimental, descriptive and iterative design.
[edit] Team C Statement
- Members Lisa, ben, Kevin
- Date and Time of posting Kevin 12:07, 1 May 2007 (EDT)
GrouComputer Supported Collaborative Learning CSCL is defined as a field which is concerned primarily with the potential application of computers to allow for new kinds of learning, not one which is concerned with advancing well known or understood practices. This makes the field a fundamentally experimental one, which examines present day research with an eye towards creating new educational practices. CSCL is distinguished from simple e-learning in that it doesn't seek to replicate the traditional classroom environment; the primary reason for this is that CSCL focuses on collaboration and student's learning together and from each other, with the guidance of an instructor, and not students engaging in individual learning. The model of collaborative learning is a fundamentally different model of learning; it is not an aggregate of individual learning, but involves the creation of "shared meaning" between individuals in a group. The role of the computer in this process is not to act as a teacher or provide instruction, but to "support...collaboration by providing media of communication and scaffolding for productive student interaction (Stahl, 6)." The process of CSCL learning can be studied for further information on how the process occurs, and what sort of features either aid or hinder progress; the process of learning is made visible through the text and graphic representations the group uses to interact with, and development can be seen in the periods of time between which of the interactions occur, and not just measurements of skill levels before and after tests. This article is relevant to this class because it shows some of the underlying theoretical motivations of the structure of the class. The distinction between "cooperative" and "collaborative" has proven to be an important concept to highlight relative to our approach to weekly assignments thus far. Dillenbourg defines this distinction as "In cooperation partners split the work, solve sub-tasks individually and then assemble the partial results into the final output. In collaboration, partners do the work 'together.'" Our approach evolved from initial ideas posted by individuals, to continuous chats, to highlighting key points of the chats, to learning how to work together on the whiteboard, and finally "collaborating" to complete our assignments. However, on occasion, due to schedule and/or technical issues, we do have to supplement our work through "cooperation" by preparing individually and then posting to our whiteboard at different times. Being able to recognize this is a positive point and motivates us to look for ways to improve "collaboration" such as chatting about alternate meeting times. This is an excellent example of continual process improvement related to group communication and evaluation of the effectiveness of our approach to learning how to "collaborate." This supports the articles findings regarding the state of the evolution of research on collaborative learning. Described in terms of empirical research, the group itself is the basis for analysis with the focus on the properties or variables of interaction among the group members.
[edit] Team D Statement
- Members :: Jeeve, Bertha, Eric
- Date and Time of posting : Eric 21:27, 25 April 2007 (EDT)
Group statement on reading. Article 1: Computer-supported collaborative learning: An historical perspective
This article discussed the history and growth of the world's approach on computer-supported learning. It also outlined the focus and elements of several computer-supported collaborative learning projects. Computers' role in learning has progress from assisting instruction by simulating repetitive patterns in teaching, to tutoring based on mental models, to teaching methods of deliberation, to becoming a supportive platform for collaborative learning, knowledge-building. (p5; ln 36-37)
Students of this class have likely experienced the other stages of the computer's role in learning. We may have learned to type using a typing tutor program which may have used a combination of planned instruction and tutoring. And many of us will have learned programming and logical concepts. In this classroom, we experience the fourth evolution of computer's role in learning. It is a forum for our collective learning, where we interact with each other to discuss our individual interpretation of course material and debate the pros and cons of each perspective.
The experience currently found as a part of the Human Computer Interaction coursework has so far encouraged a collaborative approach to learning and group submission. However teams have been given to choice to decide their own fate as it were, and the response from our team has developed towards a more cooperative method of contribution rather than the traditional collaboration techniques described. Collaborative influences remain including discussion of relevant points, once thos points have been created. Furthermore, construction of the final document and deliverable is a collaborative process, but the initial assumption of collaboration to find each relevant submissable point is not applicable within the current team dynamics. In essence the team submits the product of a collaborative process, but the assumption that the collaborative process was followed from start to finish is flawed.
The main players that influence collaborative techniques during the course appears to be Time and Applications. Time is of vital importance to a working professional, and hours spent thrashing together arguments for developing ideas is best spent originiating individual ideas that can be thrown into the ring for discussion. The collaborative spirit of discussion is maintained but arrives later in the process of document submission. Applications also do not necessarily support simultaneous editing in a real time chat on the same text box. This can be easily rectified by team members working on separate text boxes at the same time. This aspect of collaboration is also workable on a wiki site where multiple users can edit a page at once.
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