1
Hands-on Learning
of Cooperation Technology
Combining Knowledge Construction and Reflection
International Conference on ...
2
Trondheim, Norway
3
4
Norwegian University of Science
and Technology NTNU
5
Motivation and challenges:
Learning Cooperation
o Project group work
– significant part in university education
– often ...
6
Background: Social Constructivism
Social constructivist approach proposes
that learners co-construct their
environment a...
7
Background: Reflective learning
Reflective learning approach implies
that students learn by reflecting on
relevant exper...
8
Study: Cooperation Technology
course
o Elective course
o Credits: ETCS 7.5
o Grade: 70% groups project + 30%
essay
o Dur...
9
Task 1 Task 2 Task 3
Course
activities
Collaborative writing +
presentation in 3D
virtual world
Creating a language
dict...
10
Task 1 Task 2 Task 3
Course
activities
Collaborative writing +
presentation in 3D
virtual world
Creating a language
dic...
11
Task 1 Task 2 Task 3
Course
activities
Collaborative writing +
presentation in 3D
virtual world
Creating a language
dic...
12
Task 1 Task 2 Task 3
Course
activities
Collaborative writing +
presentation in 3D
virtual world
Creating a language
dic...
13
Study: Data Sources and Analysis
Data sources
– direct observation of students’ activities online and
their recordings
...
14
Study: Target Group
0%
20%
40%
60%
80%
100%
I am good at
cooperation
I use many
cooperation tools
strongly agree
agree
...
15
Examples of student projects
Task 1 Task 2 Task 3
Main
outcomes
Handbook of
cooperation tools +
3D recordings
Language ...
16
17
e.g., http://www.vacademia.com/record/detailed/2100
18
http://simola.org/lingobee/index.php?gid=28
http://simola.org/lingobee/index.php?gid=29
19 http://cocreat.purot.net/
20
Study Results: Collaboration
Group level collaboration flow
– Satisfied because of planning (3 groups)
– Satisfied beca...
21
Study Results: Collaboration
Community level collaboration flow
– Background diversity is beneficial (4 groups)
– Creat...
22
Study Results: Technology
Task 1: vAcademia
Attitude towards the tool
– New tool (7 groups)
– Easy to learn how to use ...
23
Study Results: Technology
Task 2: LingoBee
Attitude towards the tool
– New tool (7 groups)
– Difficult to learn how to ...
24
Study Results: Technology
Task 3: Purot Wiki, Adobe Connect, Prezi
Attitude towards the tool
– Purot wiki active use (3...
25
Study Results: Technology
Additional tools
0
5
10
15
20
Task3
Task2
Task1
26
Challenges
o Breakdowns limit knowledge
construction process
– Too easy breakdowns only disrupt the process
without lea...
27
Addressing Challenges
o Scaffolding mechanism used
– Structured reflection notes
o Result
– Successful for the most mot...
28
Implications
o Initial proposal
– Combining social constructivist and reflective
learning approaches improves the overa...
29
Future Work
o Game Design-based learning
– Collaborative process
– Course topics into game design
– Sharing experience:...
30
Thank you!
Mikhail Fominykh
mikhail.fominykh@ntnu.no
Monica Divitini
divitini@idi.ntnu.no
Ekaterina Prasolova-Førland
e...
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Hands-on Learning of Cooperation Technology: Combining Knowledge Construction and Reflection

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Mikhail Fominykh, Ekaterina Prasolova-Førland, Monica Divitini, and Sobah Abbas Petersen: "Hands-on Learning of Cooperation Technology: Combining Knowledge Construction and Reflection," in the International Conference on Teaching, Assessment and Learning for Engineering (TALE), Bali, Indonesia, August 26–29, 2013, IEEE, pp. 213–218.

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Hands-on Learning of Cooperation Technology: Combining Knowledge Construction and Reflection

  1. 1. 1 Hands-on Learning of Cooperation Technology Combining Knowledge Construction and Reflection International Conference on Teaching, Assessment and Learning for Engineering (TALE) August 26–29, 2013 Bali, Indonesia Mikhail Fominykh, Monica Divitini, Ekaterina Prasolova-Førland, and Sobah Abbas Petersen Norwegian University of Science and Technology, Norway
  2. 2. 2 Trondheim, Norway
  3. 3. 3
  4. 4. 4 Norwegian University of Science and Technology NTNU
  5. 5. 5 Motivation and challenges: Learning Cooperation o Project group work – significant part in university education – often required in a workplace o Cooperation Technology – Tools dedicated to cooperation • social media – Large organization tools • flexible lightweight tools o Users – Small groups • large communities – Collocated • distributed – Homogeneous • diverse
  6. 6. 6 Background: Social Constructivism Social constructivist approach proposes that learners co-construct their environment and understanding together with their peers [1]. [1] L. S. Vygotsky, Mind in society: the development of higher psychological processes. Cambridge, MA, USA: Harvard University Press, 1978.
  7. 7. 7 Background: Reflective learning Reflective learning approach implies that students learn by reflecting on relevant experiences [2]. [2] D. Boud, R. Keogh, and D. Walker, "Reflection: Turning Experience into Learning," London: Kogan Page, 1985.
  8. 8. 8 Study: Cooperation Technology course o Elective course o Credits: ETCS 7.5 o Grade: 70% groups project + 30% essay o Duration: 13 weeks o Participants: 31 fourth year master students (seven groups 3–5)
  9. 9. 9 Task 1 Task 2 Task 3 Course activities Collaborative writing + presentation in 3D virtual world Creating a language dictionary + a glossary Collaborative writing + f2f presentation / web-conferencing Types of collaboration Local group Local group + local community Local group + international Assigned technologies vAcademia LingoBee Adobe Connect, Purot Wiki, Prezi Main outcomes Handbook of cooperation tools + 3D recordings Language dictionary + glossary of terms Online media handbook on ed. tech. Study: Course Activities
  10. 10. 10 Task 1 Task 2 Task 3 Course activities Collaborative writing + presentation in 3D virtual world Creating a language dictionary + a glossary Collaborative writing + f2f presentation / web-conferencing Types of collaboration Local group Local group + local community Local group + international Assigned technologies vAcademia LingoBee Adobe Connect, Purot Wiki, Prezi Main outcomes Handbook of cooperation tools + 3D recordings Language dictionary + glossary of terms Online media handbook on ed. tech. Study: Types of Collaboration
  11. 11. 11 Task 1 Task 2 Task 3 Course activities Collaborative writing + presentation in 3D virtual world Creating a language dictionary + a glossary Collaborative writing + f2f presentation / web-conferencing Types of collaboration Local group Local group + local community Local group + international Assigned technologies vAcademia LingoBee Adobe Connect, Purot Wiki, Prezi Main outcomes Handbook of cooperation tools + 3D recordings Language dictionary + glossary of terms Online media handbook on ed. tech. Study: Assigned Technologies
  12. 12. 12 Task 1 Task 2 Task 3 Course activities Collaborative writing + presentation in 3D virtual world Creating a language dictionary + a glossary Collaborative writing + f2f presentation / web-conferencing Types of collaboration Local group Local group + local community Local group + international Assigned technologies vAcademia LingoBee Adobe Connect, Purot Wiki, Prezi Main outcomes Handbook of cooperation tools + 3D recordings Language dictionary + glossary of terms Online media handbook on ed. tech. Study: Main outcomes
  13. 13. 13 Study: Data Sources and Analysis Data sources – direct observation of students’ activities online and their recordings – the virtual artifacts the students created – user feedback: questionnaires, group reflection notes, semi-structured interviews, and individual essays Data analysis – Constant comparative method: coding with nVivo
  14. 14. 14 Study: Target Group 0% 20% 40% 60% 80% 100% I am good at cooperation I use many cooperation tools strongly agree agree neutral disagree strongly disagree
  15. 15. 15 Examples of student projects Task 1 Task 2 Task 3 Main outcomes Handbook of cooperation tools + 3D recordings Language dictionary + glossary of terms Online media handbook on ed. tech.
  16. 16. 16
  17. 17. 17 e.g., http://www.vacademia.com/record/detailed/2100
  18. 18. 18 http://simola.org/lingobee/index.php?gid=28 http://simola.org/lingobee/index.php?gid=29
  19. 19. 19 http://cocreat.purot.net/
  20. 20. 20 Study Results: Collaboration Group level collaboration flow – Satisfied because of planning (3 groups) – Satisfied because of good atmosphere (3 groups) Group level collaboration challenges – Coordination – different schedules (4 groups) – Different motivation levels (2 groups)
  21. 21. 21 Study Results: Collaboration Community level collaboration flow – Background diversity is beneficial (4 groups) – Creativity and level of achievement Community level collaboration challenges – International coordination Task 3 (6 groups: challenges mentioned 135% more often than benefits) – Inter-group coordination Task 2 (3 groups: challenges mentioned 14% more often than benefits)
  22. 22. 22 Study Results: Technology Task 1: vAcademia Attitude towards the tool – New tool (7 groups) – Easy to learn how to use it (1 group) Addressing challenges – Complexity of the tool is perceived (2 groups) – Technical challenges remain (4 groups)
  23. 23. 23 Study Results: Technology Task 2: LingoBee Attitude towards the tool – New tool (7 groups) – Difficult to learn how to use it (4 groups) – Tool not fully suited for the task (7 groups) Addressing challenges – Creative solutions (2 groups) – Replacing missing functionality (3 groups) – Simplifying the task to suit the tool (2 groups)
  24. 24. 24 Study Results: Technology Task 3: Purot Wiki, Adobe Connect, Prezi Attitude towards the tool – Purot wiki active use (3 groups) – Adobe Connect active use (5 groups) – Prezi was found useful and worth learning (5 groups) Addressing challenges – Incorporating additional tools (7 groups)
  25. 25. 25 Study Results: Technology Additional tools 0 5 10 15 20 Task3 Task2 Task1
  26. 26. 26 Challenges o Breakdowns limit knowledge construction process – Too easy breakdowns only disrupt the process without leading to reflection o Less motivated students tended to use Breakdowns as a barrier – Too difficult breakdowns stop the process and lead to complains
  27. 27. 27 Addressing Challenges o Scaffolding mechanism used – Structured reflection notes o Result – Successful for the most motivated groups o Proposal for improvement – Scaffold both reflection and collaborative process
  28. 28. 28 Implications o Initial proposal – Combining social constructivist and reflective learning approaches improves the overall outcome o Social constructivism – Providing best suited tools => focus on assignment => learning from construction o Reflective learning – Designed breakdowns (new or not most suited tools) => critical thinking, creative solutions, reflection => learning from experience
  29. 29. 29 Future Work o Game Design-based learning – Collaborative process – Course topics into game design – Sharing experience: evaluating and playing o Multiple supportive technologies o Reflection
  30. 30. 30 Thank you! Mikhail Fominykh mikhail.fominykh@ntnu.no Monica Divitini divitini@idi.ntnu.no Ekaterina Prasolova-Førland ekaterip@ntnu.no Sobah Abbas Petersen sap@idi.ntnu.no http://www.idi.ntnu.no/~fominykh/ http://www.linkedin.com/in/fominykh http://slideshare.net/mfominykh/
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