Computer supported Computer supported collaborative learning using collaborative learning using wirelessly interconnected wirelessly interconnected

handheld computershandheld computers

2006/11/9Taylor ,Ruby ,Sain

About Miguel NussbaumAbout Miguel Nussbaum

System of informationSystem of information

About Gustavo ZuritaAbout Gustavo Zurita

Science of ComputationScience of Computation

CL v.s MCSCLCL v.s MCSCL

AbstractAbstract

Where are used collaborative learning? How weaknesses will happen and be sol

ved? What device will be used ?

introductionintroduction

What the goal of CL Vygotsky said Social interactions and collaborative eff

orts Handhelds & Mobility

Background and related Background and related workwork

Why collaborative learning has been frequently seen as a stimulus for cognitive development Piagetian Vygotskian

children’s use of technology Modify the nature and the efficacy of the inter

action Paradigms

One or multiple peripherals Side-by-side computers

The relationships between communication , The relationships between communication , negotiation , coordination and interactivity in negotiation , coordination and interactivity in CSCLCSCL

Communication in three different ways Verbal Physical graphical

Teamwork is vital for a successful CSCL environment

The lack of visual contact and body language

Collaboration around computers vs. collaboration through computers

Children as users of face-to-Children as users of face-to-face CSCLface CSCL

Children enjoy playing together Existing technological infrastructure ava

ilable in schools

Handhelds as support to Handhelds as support to collaborative learning activitiescollaborative learning activities As computers get smaller and more personal Mobility , flexibility and instant access of handhelds Beam information WILDs Core concepts

Students need to become owners of their computing environment

Information needs to seek out for the student The tools used in the computer environment need to naturall

y extend a student’s computer use Computing facilities need to empower a student to naturally

become part a larger community despite the apparent restricting aspect of limited size

Evaluation of CL activity for Evaluation of CL activity for children without technologychildren without technology

Method Understand children’s social interactions and

shared learning Videotapes

Coordination Communication Organization Negotiation Interaction Mobility

Quantitative and qualitative data was gathered form Video ,field notes , interviews

Description of math and Description of math and language CL activitieslanguage CL activities

The materials used in both activities are A considerable number of cards Envelopes containing cards A cardborad was use for the language activit

y

Subjects and settingsSubjects and settings In low-income elementary school of Santiago de

Chile 20 days,35-to45 min activities 48 students(21 girls and 21 boys) Ranging 6-7 years Language activity

Seven groups Three members

Math activity Four groups Three members Plus three groups of five member

None of the students had previously worked on CL activities

ProcedureProcedure

Instructions Roles , rules , tasks and objective

description Video recorded and closely observed Interrupted when help was needed 15-to 20-min interview

Results Results (1)(1)

Coordination Others are left aside The amount of members in a group is

higher Communication

administration of material Affinity reasons Need to be very close

ResultsResults (2) (2)

organization Manage a considerable amount of material Uncomfortable Delays their tasks Loses visibility

Negotiation Impose their point of view Causing others to be left aside

Interactivity A CL activity must be interactive Do not respond Breaking the collaboration

Mobility Require a physically close approach

Solving weaknesses of CL Solving weaknesses of CL activities with Handhelds: activities with Handhelds:

MCSCLMCSCL What can Handhelds offer? (table2) Mobility Ubiquitous Transparency of computer network

A model of MCSCL 8 taxonomy factors

Appropriate teacher behavior Appropriate member behavior Nature of learning tasks Member roles Task materials that enable execution of task CL goal definition Formative evaluation with feedback from peers or from educators Additive evaluation and reward structure

CL components plus mobility and organization of material

Solving weaknesses of CL Solving weaknesses of CL activities with Handhelds: activities with Handhelds:

MCSCLMCSCL

Evaluation of two MCSCL Evaluation of two MCSCL activitiesactivities

Math and language MCSCL Language

Each handheld shows a syllable that to be combined with the syllables of the other two children to form as many words as possible

Each member contribute s with her/his ideas, promoting a discussion with the others, to perform their word formation

Once members agree upon the word to be formed, they have two buttons available to form the word in a sequence

Evaluation of two MCSCL Evaluation of two MCSCL activitiesactivities

Math and language MCSCL Language (con.)

The "cloud" button: to choose the syllable The "face" button: allow child to indicate that she/he is no

t considering the syllable to form a word Once the word is formed, a voice message played, two opt

ions can be chosen, if someone disagree, another voice message will be played

“si” button: continue forming new words with the same syllables

“no” button: provide all members agree on the same action

Evaluation of two MCSCL Evaluation of two MCSCL activitiesactivities

Evaluation of two MCSCL Evaluation of two MCSCL activitiesactivities

Math and language MCSCL Math

Each group member having a set of given objects and achieving the specified number for each of the objects by sending and receiving these from another member of group

Each member is identified by given color, used as the main background

The child select the button that corresponds to the group member from whom she/he wants to receive an object

Evaluation of two MCSCL Evaluation of two MCSCL activitiesactivities

Subjects and settings 48 students (25 girls, 23 boys)

Language: 7 groups 21 students Math: 4 groups 3 students & 3 groups 5 students

Procedure The main difference with CL

The possibility for the children to take a handheld anywhere

Target Analyze the children’s behavior Analyze user’s behavior toward other children Analyze user’s behavior toward machine

Evaluation of two MCSCL Evaluation of two MCSCL activitiesactivities

Results

ConclusionsConclusions

Usability problem MCSCL V.S CSCL

Possibility to mediate the interactivity Encouraging of the members mobility

MCSCL Organization of information Enabling students to collaborate in groups Monitoring real-time progress Controlling the interaction, negotiation,

portable ability

ReferenceReference

http://www2.ing.puc.cl/ipaq/