yannis dimitriadis: interweaving learning and assessment patterns in cscl scripts

A pattern-based approach for Computer Supported

Collaborative Learning (CSCL) scripts

Yannis DimitriadisUniversity of Valladolid, Spain

EMIC/GSIC research grouphttp://gsic.tel.uva.es/members/

yannis

London Knowledge Lab London, UK

June 25, 2009

http://www.tel.uva.es/index.html

June 2009 Yannis Dimitriadis LKL 2009 (2/37)

Some notes from CSCL 2009

”Teacher in the middle of the process for class orchestration”:– Quote by keynote speaker P. Dillenbourg

Scripting and scaffolding: – One of the major conference themes

“Adaptive, flexible, fading, agile, improvised”: – An adjective as a necessary companion

Technology: – a secondary actor in a Learning Sciences

community


Why innovative learning needs pedagogical patterns

Collaborative, Inquiry, Problem or Project–based learning (CL, IL, PBL)…– Focus on learners, authentic situations, meta-

cognitive skills, distributed cognition, etc.– Lots of expectations but also lots of problems

for learners and teachers– Among other things, these pedagogical

approaches require experience, knowledge, good practices

So let’s talk first about patterns – Pedagogical design for learning, assessment …


An example of CL pedagogical pattern

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


And what learners and teachers might do and need

Learners may need support so that– effective interactions occur in CL or– the inquiry cycle is effectively adopted in IL

And the teachers may– Produce Learning Designs (objectives, outcomes,

activities, resources) or Lesson Plans– Script the activities at a micro (e.g. prompts) or

macro (structuring) level– Provide Scaffolds and Orchestrate the whole

process What about convergence and shared

understanding in terminology and concepts?


And a challenge for us and the community

In our case we deal with – macro-scripts based on pedagogical

(design) patterns in Collaborative Learning And the challenge:

– How can we provide support to participants (teachers, learners, researchers, community) …

– In an … effective, efficient and sustainable way

– While taking into account … flexibility, adaptivity, fading, improvisation in authentic environments


But where is the technology?

RoleRole--AdaptAdaptIAIA

7


Our focus …

Use existing and design/build new technology (architectures and tools) for – learners (enactment)– teachers (design, orchestration, monitoring,

assessment)– researchers (evaluation, interventions)

For …Computer Supported CL (CSCL) That takes into account …

– standards, interoperability and third-party tools– experience – and … teachers!


And a tool-oriented talk …

How pedagogical patterns contribute in designing CSCL scripts (Collage)– And even instantiating them (InstanceCollage) – or enacting them e.g. in a Wiki

(IntegrationManager) And how learning and assessment patterns

may aid in an integrated design (WebCollage)


Starting with patterns …Collaborative Learning Flow Patterns-CLFP

Collection of– Broadly accepted techniques repetitively

used by CL practitioners (best practices) when structuring the flow of types of (collaborative) learning activities

Formalized as patterns (recurrent solutions to recurrent problems)– What flow of activities is recommended

from educational practice to promote desired objectives?


Expected advantages of CLFP

Capture, communicate and promote use of existing expertise with respect to CL (and CSCL) macro-scripts

Provide conceptual common ground among practitioners, developers and researchers

Serve as an intermediate step for computer-interpretable representation and the subsequent enactment in a TEL environment


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


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


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


And a pattern language with CLFPhttp://titan.tel.uva.es/wikis/yannis/images/e/e1/Appendix-chapter3-patternsbook.pdf

CLFPsJigsaw

Collaborative Learning

Scripted Collaboration (11 of E-LEN report)

Structured discussion

Facilitator

Roles and common CL mechanism

s level

Collaborative

Learning flow level

Resource level

Activity level

Asynchronous

Pedagogical approaches

Didacticsof subjectmatters

CSCL scripting patterns Debate PL (Goodyear, 2005)


The Collage pattern-based CSCL macro-script authoring tool

(COLlaborative LeArning desiGn Editor)

http://gsic.tel.uva.es/collage

(Graphic-based high-level specialized authoring tool for collaborative learning. Based on Reload.

IMS-LD level A compliant)

16


Sample creation of a script (I)

“CTM2” script (applied in the “Network Management” case study)

– Optional undergraduate course on Network Management technologies

TeacherTeacher

I want to design a collaboration script that guides the students in the

collaborative understanding of a collaborative understanding of a complex long technical paper that complex long technical paper that

can be divided into 3 different can be divided into 3 different sectionssections (3 versions of a network (3 versions of a network

management protocol). I want that management protocol). I want that the students discuss and reach the students discuss and reach

agreement on the main ideas of the agreement on the main ideas of the paper…paper…

(Evaluation methodology)(Evaluation methodology)Sample of Collage use (I)


– Checking educational benefits, types of problems, complexity

Selecting the CLFPs

– Reading information and examples

Sample of Collage use (II)


Authoring a CLFP-based

LD-script

– Combining the CLFPs

Sample of Collage use (III)


Authoring a CLFP-based

LD

– Refining the CLFPs

Sample of Collage use (IV)


Collage evaluation

Multicase study (Stake, 2005)

QUINTAIN: The proposed pattern-based design process for CSCL macro-scripts computationally represented with IMS LD

ISSUE: Does the design process implementedin Collage facilitate the reuse of CLFPs

in the creation of particularized LD-represented CSCL scripts in a way

that allows teachers to focus on the CSCL critical elements?

Creating CSCL scripts based on

CLFPs using Collage

ISSUE: Can we useCollage for creating a script representing a scenario proposed

by a third-party?

Solving a third-party scenario

ISSUE: Can we use CSCL scripts

created with Collage in real situations ?

Putting into practice a CSCL

script created with Collage

“Collage workshops” Case Study

Lab. uni. of Valladolidand Cádiz, Spain

Hands-onsessions

Mixed method Questionnaires

ObservationsFocus groups

Mini-cases

“Planet game” Case Study

ICALT conference

Pre-workPresentingDiscussing

Achieved CSCL script, papers, discussion

“Network Management” Case Study

Two f2f anda distancesession

Lab. Uni. ofValladolid

Mixed method


Instantiating scripts: InstanceCollage (ETS, October 2009)

But the script produced by Collage is general …

How a teacher assigns learners of a specific (instance) class to roles/groups– In a flexible, efficient and transparent way

using the same visual representations– But also … Respecting the intrinsic

characteristics of the patterns involved in the scripts

– And producing a computer-interpretable IMS LD-compliant representation


Instantiating scripts: InstanceCollage


And enacting scripts …

The resulting script may serve for modeling, reflection …

Or … – for … effective enactment in a known VLE …– In … a flexible way that can be tailored by teachers …– Using … third party tools selected by the teachers …– So that … personal learner environments (mash-ups)

are created for each learner Use architecture based on

IntegrationManager – for script enactment in a Wiki VLE


Enacting scripts (IntegrationManager)

Educator

Educator

Third-party external tool

providers

Third-party external tool

providers

Integration Manager

Integration Manager

Learners

Learners

++

VNC ToolsVNC Tools


And an example for …expert groups in a jigsaw-based script


Embedding assessment in scripts …The problem

Assessment should be – considered as an integral part of the learning

design – reflected in the CSCL script

There are assessment patterns that can form part of the pattern language

But how can we …– Model the integrated design process?– Support the pattern-based process with tools?


Embedding assessment in scripts …The process


Embedding assessment in scripts …The augmented pattern language


WebCollagehttp://ulises.tel.uva.es/~evilfer/webcollage/

http://ulises.tel.uva.es/~evilfer/webcollage/









WebCollageSelecting an assessment pattern


WebCollageCreating a new integrated flow


Embedding assessment in scripts …Evaluation

Four workshops carried out Four workshops run with university teachers using successive versions of the tool

Users consider necessary and useful the joint design of learning and assessment activities

Many different paths in the integrated design process that is considered to be complex


A snapshot of current work (with LKL and IET-OU)

Four workshops carried out Elicitate and share the augmented pattern language and support the complex design process with WebCollage

Analyze how the CL patterns (together with other Learning Design representations) may help effective repurposing of Open Educational Resources


Some conclusions and challenges

“A script scaffolds the emergence of interaction patterns which have been shown to predict the cognitive outcomes of collaborative learning”

Creating a CSCL macro-script is difficult and pedagogical patterns (and especially CLFP) can effectively inform teachers

Interweaving learning and assessment patterns in the design process is envisaged through an augmented pattern language


Some conclusions and challenges

The full script lifecycle can be flexibly enabled by ICT (Collage, IntegrationManager and InstanceCollage)– script creation, instantiation, integration of third-

party tools, creation of personalized learning environments, in flexible and familiar VLE

But we have to– Share concepts, tools, patterns … in the

community– Find an effective and sustainable way to support

the complex process of adaptive and flexible “orchestration”

A pattern-based approach for Computer Supported

Collaborative Learning (CSCL) scripts

Yannis Dimitriadis, Eloy Villasclaras, Davinia Hernández, Juan Ignacio

Asensioand the GSIC/EMIC team

University of Valladolid, Spainhttp://gsic.tel.uva.es/index.php?lang=en

LKLJune 25, 2009