A pattern-based approach for Computer Supported Collaborative Learning (CSCL) scripts Yannis Dimitriadis University of Valladolid, Spain EMIC/GSIC research group http://gsic.tel.uva.es/members/yannis London Knowledge Lab London, UK June 25, 2009

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

” 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 …

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

Think-Pair-Share pattern

It structures collaboration and promotes participation in large classes

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?

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

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? Role - Adapt IA

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!

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 )

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?

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

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

… 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)

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

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.

Another example of CLFP: Jigsaw (III) Jigsaw CLFP (3) (diagram representing the solution) Introductory individual (or initial group) activity Collaborative activity around the sub-problem Collaborative activity around the problem and solution proposal Individual or initial group Teacher

Jigsaw CLFP (3)

And a pattern language with CLFP http://titan.tel.uva.es/wikis/yannis/images/e/e1/Appendix-chapter3-patternsbook.pdf CLFPs Jigsaw Collaborative Learning Scripted Collaboration (11 of E-LEN report) Structured discussion Facilitator Roles and common CL mechanisms level Collaborative Learning flow level Resource level Activity level Asynchronous Pedagogical approaches Didactics of subject matters 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)

(Graphic-based high-level specialized authoring tool for collaborative learning. Based on Reload. IMS-LD level A compliant)

Sample creation of a script (I) “ CTM2” script (applied in the “Network Management” case study) Optional undergraduate course on Network Management technologies (Evaluation methodology) Sample of Collage use (I) Teacher I want to design a collaboration script that guides the students in the collaborative understanding of a complex long technical paper that can be divided into 3 different sections (3 versions of a network management protocol). I want that the students discuss and reach agreement on the main ideas of the paper…

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

Optional undergraduate course on Network Management technologies

Selecting the CLFPs Sample of Collage use (II) Checking educational benefits, types of problems, complexity Reading information and examples

Checking educational benefits, types of problems, complexity

Reading information and examples

Authoring a CLFP-based LD-script Combining the CLFPs Sample of Collage use (III)

Combining the CLFPs

Authoring a CLFP-based LD Refining the CLFPs Sample of Collage use (IV)

Refining the

CLFPs

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 implemented in 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 use Collage 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 Valladolid and Cádiz, Spain Hands-on sessions Mixed method Questionnaires Observations Focus groups Mini-cases “ Planet game” Case Study ICALT conference Pre-work Presenting Discussing Achieved CSCL script, papers, discussion “ Network Management” Case Study Two f2f and a distance session Lab. Uni. of Valladolid Mixed method

Multicase study (Stake, 2005)

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

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

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 Third-party external tool providers Integration Manager Learners + VNC 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?

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

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

WebCollage Selecting an assessment pattern

WebCollage Creating 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

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

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

“ 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”

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 Asensio and the GSIC/EMIC team University of Valladolid, Spain http://gsic.tel.uva.es/index.php?lang=en LKL June 25, 2009