Designing Learning Environments Based on Collaborative Content Creation @ EC-TEL Meets ECSCW 2013

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Workshop on Collaborative Technologies for Working and Learning (EC-TEL Meets ECSCW 2013), September 21, 2013, Paphos (Cyprus)

Workshop on Collaborative Technologies for Working and Learning (EC-TEL Meets ECSCW 2013), September 21, 2013, Paphos (Cyprus)

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  • 1. Designing Learning Environments Based on Collaborative Content Creation 21st September 2013 EC-TEL Meets ECSCW Ivan Srba, Mária Bieliková Faculty of Informatics and Information Technologies Slovak University of Technology in Bratislava
  • 2. 2 • Knowledge sharing – Crucial process in organizations and communities – Knowledge sharing applications based on Web 2.0 principles • Wikis, forums, social networking sites • Collaborative content creation tools (e.g. Google Docs) • Community question answering systems (e.g. Yahoo! Answers) • How to design innovative collaborative learning environments? – Application of concepts which have been successfully verified in different domains Knowledge Sharing as Model for Learning Environments
  • 3. 3 • Knowledge sharing applications – Already support informal learning, somehow… – Are not primarily designed and developed for purpose of effective learning – Absence of important features which are essential for learning • Instructors can lack the features for organization and management of learning process • Learners can miss the appropriate tools for their self-regulation and motivation How can we design learning environments which employ verified concepts of knowledge sharing applications and provide necessary learning support? Necessity of Learning Support
  • 4. 4 • How to support collaborative learning? (Dimitracopoulou, 2005) – Appropriate means for dialogue and action • Interaction and communication tools – Functions for supporting learners’ self-regulation or guidance • Scaffolding collaboration (e.g. scripting) – Functions for workspace awareness • Who is in the workspace, what are the others users doing, etc. – Functions related to community level management • Management tools above the content and community itself – Facilities related to teachers’ assistance • Learning analytics, dashboards Tools and Functions for Learning Support
  • 5. 5 • Classroom Salon, Open Study – Focused primarily on communication and socializing • Forums, real-time chat, social networking sites, question answering Knowledge Sharing Concepts in Existing Learning Environments
  • 6. 6 • Learning besides collaborative content creation – We take into consideration concepts of popular content creation tools (e.g. Google Docs) – PopCorm support content in three representations: • Free text in a text editor • Graphical diagrams in a graphical editor • Lists of items in a categorizer – Discussion for learners’ communication Popular Collaborative Platform (PopCorm)
  • 7. 7 Popular Collaborative Platform (PopCorm)
  • 8. 8 Popular Collaborative Platform (PopCorm)
  • 9. 9 • The Trade-off between Free and Structured Dialogue – Strictly structured communication • Higher orientation on task solving • Problem with “other” messages – Semi-structured approach of sentence openers • 18 different types of messages including general message types • The Trade-off between Parallel and Embedded Tools – Discussion embedded into all interaction tools • Fast and effective referencing on the created content • Communication is compactly recorded in the discussion PopCorm – Design Trade-offs
  • 10. 10 • The Trade-off Related to the Coordination of Action and Dialogue – Unrestricted simultaneous collaboration – Real-time content synchronization • Still quite uncommon scenario in learning systems • The Trade-off between Self-Regulation and Teacher Support – Automatic identification of student’s activities • According to message types in discussion – Statistics about collaboration • Automatically calculated evaluation PopCorm – Design Trade-offs
  • 11. 11 • Formal learning settings – Target group: students – Content: short-term tasks which supplement learning materials – Role of instructor: a teacher • Informal learning settings – Target group: workplace teams, communities of practice – Content: tasks related to their involvement in their organizations • Examples: solving of problems employees run into during their work, human resources trainings or team building activities – Role of instructor: a manager, a supervisor, a team leader Supported Collaboration Scenarios
  • 12. 12 • Evaluation in formal learning settings – Long-term experiment • 106 students • 254 dynamic short-term study groups • 69 short tasks prepared by a teacher – Collecting feedback from students • Collaborative learning in PopCorm – Interesting and unconventional way of education – Effective and successful learning Evaluation of Design Decisions
  • 13. 13 • From knowledge sharing applications… – Users are already familiar with their concepts – Widely used by different organizations • …to innovative learning environments – It is possible to design collaborative learning environments by employing concepts verified in knowledge sharing applications • Finding synergy and equilibrium – But, it is still necessary to provide suitable learning support – Our design decisions in implementation of learning environment PopCorm which is inspired by • Knowledge sharing applications • Collaborative content creation tools Contributions to Workshop Aims