ΕΠΟΙΚΟΔΟΜΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ ΜΕ ΧΡΗΣΗ ΤΠΕΣΤ. ΔΗΜΗΤΡΙΑΔΗΣ An Example of Inefficient Free Peer Interaction & How to Trigger Productive Peer Interaction Chen-Chung.

Παρουσίαση με θέμα: "ΕΠΟΙΚΟΔΟΜΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ ΜΕ ΧΡΗΣΗ ΤΠΕΣΤ. ΔΗΜΗΤΡΙΑΔΗΣ An Example of Inefficient Free Peer Interaction & How to Trigger Productive Peer Interaction Chen-Chung."— Μεταγράφημα παρουσίασης:

1 ΕΠΟΙΚΟΔΟΜΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ ΜΕ ΧΡΗΣΗ ΤΠΕΣΤ. ΔΗΜΗΤΡΙΑΔΗΣ An Example of Inefficient Free Peer Interaction & How to Trigger Productive Peer Interaction Chen-Chung Liu, Chin-Chung Tsai. An analysis of peer interaction patterns as discoursed by on-line small group problem-solving activity. Computers & Education (2006), doi:10.1016/j.compedu.2006.07.002

2 ΕΠΟΙΚΟΔΟΜΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ ΜΕ ΧΡΗΣΗ ΤΠΕΣΤ. ΔΗΜΗΤΡΙΑΔΗΣ Essential: “No guarantee that...”

3 ΕΠΟΙΚΟΔΟΜΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ ΜΕ ΧΡΗΣΗ ΤΠΕΣΤ. ΔΗΜΗΤΡΙΑΔΗΣ Experiment: Analyzing peer interaction patterns 14 groups collaborate on solving a programming problem Each group contained approximately four students The collaborative problem-solving activity lasted for two hours Students in a group must solve a Java sorting problem Students deal with graphical user interface, arrays of data, strings, and sorting algorithm The students could discuss the problem solving in a special discussion forum and online chat room The on-line dialogue was logged in the database for detailed analysis. Programming ability was evaluated: L (low), M (Medium), H (High)

4 ΕΠΟΙΚΟΔΟΜΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ ΜΕ ΧΡΗΣΗ ΤΠΕΣΤ. ΔΗΜΗΤΡΙΑΔΗΣ Peer Interaction Patterns in Non-Scripted Groups (1/3) Communication Network Analysis Arrow indicates: Issues posed by a1 that were answered by a2

5 ΕΠΟΙΚΟΔΟΜΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ ΜΕ ΧΡΗΣΗ ΤΠΕΣΤ. ΔΗΜΗΤΡΙΑΔΗΣ Peer Interaction Patterns in Non-Scripted Groups (2/3)

6 ΕΠΟΙΚΟΔΟΜΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ ΜΕ ΧΡΗΣΗ ΤΠΕΣΤ. ΔΗΜΗΤΡΙΑΔΗΣ Peer Interaction Patterns in Non-Scripted Groups (3/3)

7 ΕΠΟΙΚΟΔΟΜΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ ΜΕ ΧΡΗΣΗ ΤΠΕΣΤ. ΔΗΜΗΤΡΙΑΔΗΣ What would you do to increase the probability that some types of peer interaction occur? (a) Conditions: Set up initial conditions For example, group formation (b) Scripting: Specify the 'collaboration' contract with a scenario based on roles (c) Scaffolding: Scaffold productive interactions by encompassing interaction rules in the medium. (d) Regulating: Monitor and regulate the interactions. Think, Pair, Share…

8 ΕΠΟΙΚΟΔΟΜΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ ΜΕ ΧΡΗΣΗ ΤΠΕΣΤ. ΔΗΜΗΤΡΙΑΔΗΣ (a) Initial conditions What is the optimal group size? Should I select group members with respect to some criteria or leave them making group by themselves? ……………………………………………………… In general it is very difficult to set up initial conditions which guarantee the effectiveness of collaborative learning Because these conditions interact with each other in a complex way Group heterogeneity effect ? Prefer to form mildly heterogeneous groups However, the effect will be different for different tasks

9 ΕΠΟΙΚΟΔΟΜΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ ΜΕ ΧΡΗΣΗ ΤΠΕΣΤ. ΔΗΜΗΤΡΙΑΔΗΣ (b) Scripting: apply a Didactic Scenario (Script) Assign roles, activities, interactions, resources, etc. Trigger interactions within the group This approach turns collaborative learning into a method

10 ΕΠΟΙΚΟΔΟΜΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ ΜΕ ΧΡΗΣΗ ΤΠΕΣΤ. ΔΗΜΗΤΡΙΑΔΗΣ (c) Scaffolding productive interactions The teacher may specify interaction rules for face to face collaboration such as "Everybody in the group should give his or her opinion". In CSCL, interaction rules can be integrated in the design of the medium (user interface) e.g. 'semi-structured' interfaces (i.e. interfaces in which the users communicate with a set of pre-defined buttons) the interface constitutes a tool that users have to appropriate and which affects their understanding of the task How strongly or flexibly the interface should shape the interaction processes remains an open issue

11 ΕΠΟΙΚΟΔΟΜΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ ΜΕ ΧΡΗΣΗ ΤΠΕΣΤ. ΔΗΜΗΤΡΙΑΔΗΣ

12 (d) Monitor and regulate the interactions The teacher retains a role of 'facilitator‘ not to provide the right answer but to: …monitor which members are left out of the interaction …redirect the group work in a productive direction or In CSCL, we need specific tools for monitoring the interactions Interaction analysis tools: The design of such tools is a main item on the CSCL research agenda

13 ΕΠΟΙΚΟΔΟΜΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ ΜΕ ΧΡΗΣΗ ΤΠΕΣΤ. ΔΗΜΗΤΡΙΑΔΗΣ Conclusion: Why scripting collaborative learning? The effectiveness of collaborative learning depends upon multiple conditions These conditions interact with each other in a complex way  not possible to guarantee learning effects Scripting aims to guide and structure students’ collaborative activity so that learning interactions occur

14 ΕΠΟΙΚΟΔΟΜΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ ΜΕ ΧΡΗΣΗ ΤΠΕΣΤ. ΔΗΜΗΤΡΙΑΔΗΣ The Collaboration Management Cycle