Can We Afford CSCL?

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UNESCO Chair in Education & Technology for Social Change

Paul Kirschner (Director of Research on Lifelong Learning in the Professions, Netherlands Laboratory for Lifelong Learning (NeLLL), Open University of Netherlands explains the social aspects of collaborative learning at Universitat Oberta de Catalunya (27/02709)

Education

Social Aspects of
Collaborative Learning
Environments
Prof. dr. Paul A. Kirschner
Open Universiteit Nederland
Universitat Oberta de Catalunya

Question:

Can we afford CSCL?

1

Affordances

Affordance???
Possibility for action
• reciprocal relation
• perception-action coupling (you perceive
something and thus you do something)

3

What is CSCL?
• Learning
• With others (Collaboration)
• Supported by a computer network

PLACE
(Electronic) project
same
Problem-based
rooms
co-located
place
learning
groups
contiguous learning
group

synchronous asynchronous
TIME
co-presence time deferred

asynchronous
distributed learning
group
Video Threaded
conferencing discussion lists
different
distributed
place

5

Premise 1
Artifacts and our
perception of them
influence our behavior

6

Premise 2
Behavior is determined by:
• Culture
• Material
• Technology

In other words: Behavior is context-
bound

8

Premise 3
Education is always a combination of
technological, social and
pedagogic/educational affordances

10

authentic
task

group
responsibility

external internal
control control

individual
responsibility

constructed
task

12

interdependence positive negative none

interaction promotive oppositional none

acceptance, support, rejection, distrust,
affordances none
trust, liking disliking

information exchange,
no or misleading
activities none
mutual influence,
communication
resource utilization

emotional
high low none
involvement

cooperative competitive individualistic

Social

13

Cohesiveness /
Group forming
Form Storm Norm Perform Adjourn

Belonging

15

(Tele)proximity

Archetypical Social Affordance
Devices

16

Negotiation process
Unshared knowledge

External knowledge

Externalisation

Shared knowledge

Internalisation

Shared formalism

Negotiation Tool

19

Modern Research

(Theory
+ Hypothesis
based) testing
design

Good Research?

Theory
Hypothesis
+
based
testing
design

20

How can (distance) learning be optimized by proper usage
of technological, educational and social affordances?

▼
▼
Design (distance) learning
Analyze the combination of
(environments) and tools for
educational, social, and
optimising (the perception of)
technological affordances for
affordances for learning
(distance) learning

▼

Design-based research + Hypothesis testing research

How?
Learner / user What do learners actually do?
experience What do learners want to do?

Support / How can we support what they do?
affordances What affordances are needed?

Constraints / What are the physical, logical and
conventions cultural limitations encountered?

How does the learner perceive the Learner / user
support? perceptions

How does the learner actually use Learner / user
the support? experience

What has the learner / learning
Learning
group actually achieved?

21

Alone

Formal Personalised
classroom learning
learning arrangements

Fixed / Static Personal / Flexible

Learning
Teleconferencing
communities

Together

Gràcies

22

Can we afford CSCL? And do we have the time? This document discusses three premises related to considering the affordances of CSCL: 1) Artifacts and our perception of them influence our behavior. 2) Behavior is determined by culture, material, and technology. 3) Education is always a combination of technological, social, and pedagogical affordances. It also examines how time impacts social awareness, trust, belonging and other factors in collaborative learning. Technological opportunities and constraints like platform features, synchronicity and bandwidth also shape the learning affordances. The document calls for analyzing the combination of educational, social and technological affordances to optimize CSCL environments and tools.

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The world needs creative and entrepreneurial talents who are globally competent to take advantage of the opportunities brought about technology and globalization and tackle the tough challenges facing human beings. But our schools are being pushed to produce homogenous, compliant, and employee-minded test-takers, as a result of seductive power of the traditional education paradigm. In this presentation, Dr. Yong Zhao challenges the traditional paradigm, debunks the myth of international tests such as PISA and TIMSS, and proposes a new paradigm of education aimed to cultivate diverse, creative, and entrepreneurial talents. Dr. Zhao’s presentations is based on the massive amount of evidence from a variety of sources he gathered for his new book World Class Learners: Educating Creative and Entrepreneurial Students (Corwin, 2012) and his Catching Up or Leading the Way: American Education in the Age of Globalization (ASCD, 2009).

Mind, Brain, and Education: How Cognitive & Neuro Science Inform Educational ...

UNESCO Chair in Education & Technology for Social Change

Our goal is to connect the knowledge base from cognitive development and neuroscience to practical knowledge about learning and teaching in educational environments. Grounding learning and teaching in research about learning, we have discovered a universal scale for learning – which greatly increases the power of assessments and makes possible the use of a common toolkit for learning sequences in any domain. In addition, we have been able to design on-line computer-based assessments that make assessment both less expensive and more convenient. The tests start with assessments that are connected to learning environments and can be used directly to promote and guide learning. Our goal is to move beyond using tests as sorting mechanisms and toward using them as powerful aids for education.

Final roundtable Gender & ICT at UOC University

UNESCO Chair in Education & Technology for Social Change

Training new teachers for Secondary Education (By Teresa Guasch & Guillermo ...

UNESCO Chair in Education & Technology for Social Change

Secondary teachers’ training has become one of the key elements in educational policies in Spain. For more than a decade, university and secondary education teachers have claimed the need to design specific and quality based training for professionals that wanted to become teachers in this specific level, giving special emphasis on the didactics and the psychological aspects involved in the process of teaching and learning with adolescents. In order to cope with this demand, a Master of Secondary School Teacher Training was designed at a national level with specific criteria. This master, as in other European countries, pretends to contribute to the development of the teaching competencies that are necessary to succeed in teaching at this complex educational level. It is addressed to different teaching disciplines, with a general psychopedagogical approach and specific teaching competencies for each domain (i.e. Mathematics, English, etc.) Specifically, at the Universitat Oberta de Catalunya (UOC) the master’s programme wants to contribute to the development of particular aspects such as: (a) Collaboration between novice teachers from different disciplines simulating the real context at schools. UOC’s programme, as coordinator of the pychopedagogical training modules addressed to students of different disciplines, has designed specific tasks that teach and demand students to collaborate between them as interdisciplinary teams. (b) ICT integration into the teaching and learning processes.

The Usual Suspects? Teachers, Their Challenges and Development (By Ferran Rui...

UNESCO Chair in Education & Technology for Social Change

The document summarizes some of the key challenges facing teachers based on a presentation by Ferran Ruiz Tarragó. It notes that teachers are often asked to excel in outdated education systems not designed for excellence. It also suggests that teachers should broaden their focus from only subject instruction to promoting student development, community engagement, and preparation for the future. Additionally, it argues teachers should work to establish intelligent and comprehensive systems of accountability that do not oversimplify performance.

Enhancing the creativity of children through the use of digital video technol...

UNESCO Chair in Education & Technology for Social Change

The role of narrative storytelling is central to almost any creative learning activity involving children. Whether through words or images, or a combination of both, children create and communicate their unique stories through the use of narrative. Innovations in technology over the last few decades and, especially, within the last few years are becoming a regular part of the educational experiences for children. Children, by virtue of their age, are the earliest early-adopters of new technology. However, there is a lack of education and training on how to use digital video technology in order to expand the creative possibilities of children and their imagination. Our research attempts to address that deficiency by providing children with the tools and environment to apply the knowledge they possess through the utilization of digital video technology. In our research, we focus on the use of digital video technology in children’s play activities. Digital video technology can be used to enhance both the learning activities as well the creative output. The effects of mixing traditional tools of learning with new instruments – particularly through the use of video technology - in a group setting illustrates the importance of the creative process, as well as creative output, in children.

Enhancing the status and professionalism of teachers in the digital age (By E...

UNESCO Chair in Education & Technology for Social Change

UNESCO sees teachers as a priority and has several initiatives to support them. New roles are needed for teachers due to new learners, learning methods, and knowledge needs. UNESCO works to set standards, build capacity, advocate, and form partnerships regarding teachers. It promotes teachers' professional development and involvement in decision making through various programs and recommendations.

Higher Education Curricula, Technology and the Changing Role of the Teacher i...

UNESCO Chair in Education & Technology for Social Change

In the 21st century the work of teachers should undergo two fundamental transformations. We have to rethink what we teach as well as how we teach it. While this might be stating the obvious, it is professors and teachers that are teaching future generations of students at all levels. Since they receive their professional education at universities, any reform that aims at having a transformative impact throughout the educational system has to start there. With rapidly advancing digital technologies the world's information will increasingly be available at out fingertips - anytime and anywhere. The primary task of higher education therefore will evolve from transmitting information, to integrating vast amounts of information in such a way that it results in knowledge. Yet, in order to provide students with an education that is adequate for the interdependent, exponential, complex and messy world that they live in, our understanding of knowledge itself has to change. Reformed higher education curricula that acknowledge what we call the 'New Enlightenment' should place an increased emphasis on the epistemological dimension of academic knowledge. By teaching teachers to embrace the world's complexity and messiness, we can help to transform society's understanding of knowledge - a crucial prerequisite for dealing with many of the global challenges the world's facing today. While there are many reasons to place curriculum reform at the heart of any major reform of higher education, this raises the question of how these new curricula can be delivered at scale. Discussions and interdisciplinary peer-to-peer collaboration in small groups will be quintessential to this new form of higher education. Large lecture halls on the other hand will become largely superfluous. In a context of stagnating or diminishing resources t his new form of higher education will make the adoption of technology inevitable. In so doing, it will shift the role of the teacher from that of a recitation machine back to that of an advisor and mentor. Online social networks will go a long way to facilitate peer-to-peer collaboration. Educational analytics and automatization of basics teacher task (such as grading tests) will allow teachers to refocus on the epistemological questions. In short, we have come full circle. In the 20th century we taught digital (i.e. uniform) curricula by analogue means. In the 21st century we should teach analogue (i.e. locally contextualized) curricula by digital means.

Cultivating the imagination for a world of constant change (By Douglas Thomas)

UNESCO Chair in Education & Technology for Social Change

In A New Culture of Learning, we suggest that thriving in the 21st Century requires more than just learning or even learning how to learn. These worked great for the 20thcentury but will not sustain us in this one. Instead we must focus on how to cultivate imagination. To us, imagination is more important than creativity - the current craze in education. Imagination is critical for finding new ways to frame issues and for crafting new conceptual lenses. Said most simply, in a world of constant change we must master the art of the beginner's mind where imagination reigns supreme.

New Learning Team: Time for Creativity and Collaboration in Teacher Education...

UNESCO Chair in Education & Technology for Social Change

North Hertfordshire College (www.nhc.ac.uk) is a large general further education college in England with just over 4,000 students aged 16 to 18 and around 10,000 adults. The college is located across the towns of Stevenage, Hitchin and Letchworth, serving a population of around 200,000 people. The college is transforming its approach to education and training to address the growing gap between the knowledge and skills learned in school and college and those required by a rapidly changing, uncertain and fragmented workplace. It is developing its ideas in collaboration with colleges from across the country, and using leading research in the field to address the needs of students from different backgrounds and to coordinate the needs of both students and their local communities. The approach requires a radical review of teacher training and development. It is founded on the development of a new pedagogical framework which will, predominantly, be a blended learning model. The college is on a journey leading to a whole college transformation where students will learn in a visually stimulating and collaborative environment, utilising the latest Information and Communication Technologies and where learning will be an experience developed with and shared by tutors and students. The college, through a targeted induction programme, will ensure all students are on the right level of the right course for them and, in the process, will learn about their individual capabilities and ambitions enabling it to guide the student on a truly personalised journey through their education. Its ambition is to change the education paradigm of vocational and Lifelong Learning-articulating, in practice, the research set out by, amongst others, Sugata Mitra and Sir Ken Robinson. The presentation that will be research-based but grounded in its application in the classroom and in college initiatives for teacher training and development. It will be informative, practical, challenging and provocative.

Learning and teaching in the digital age (By Steve Wheeler)

UNESCO Chair in Education & Technology for Social Change

The world is in a constant state of change. The changes are profoundly affecting every part of the fabric of our society. Education is particularly is affected by change, with a direct impact on the cultures of our schools and universities, and also by projection – with implications for all our futures. It is likely that the students we now teach will leave school to enter a world of work that is radically different to the world with which we are currently familiar. The evolution of digital media has brought us to an unprecedented point in history where we are able to connect, create and collaborate in new ways on a global basis. Knowledge production is burgeoning, to the extent that any fact or statistic is now openly searchable and available on the Web. Such cultural shifts necessitate new modes of thinking, new ways of communication and new rules of engagement with people, content and organisations. Mobile technologies, handheld devices and social media have combined to create fertile, anytime-anyplace learning opportunities that are unprecedented. Teachers and learners are adapting to these new untethered and ubiquitous modes of education, and in so doing, are discovering an entirely new array of skills which we shall call the ‘digital literacies’. These include the ability to learn across and between multiple and diverse platforms, the ability to self broadcast to large audiences and the discernment to select and filter out good and bad content, all achievable within ever changing mediated environments. What will be the new skills and literacies that teachers and students will need, to survive and thrive in the digital age? How will assessment of learning change? What will be the expectations of young learners, and will these differ from what the institutions can offer? Ultimately, how will teachers prepare students for a world of work we can no longer clearly describe? I n this presentation he will explore these concepts and discuss the future of learning and teaching in the digital age.

Supporting Teacher Development of Competences in the Use of Learning Technolo...

UNESCO Chair in Education & Technology for Social Change

Teachers need support to develop their competencies in using learning technologies, including support from their institutions, awareness of student needs and capabilities, professional development opportunities, and peer interaction. An effective way to provide this support is through a learning design support environment that allows teachers to search for open educational resources, import existing teaching patterns, adapt materials to their own contexts, and collaborate with peers by designing, testing, and sharing teaching innovations. This sharing of teaching practices can help improve student learning when technologies are integrated into pedagogical patterns that separate content from educational structure.

Promoting Interaction and Engagement in Education and Training by use of iPod...

UNESCO Chair in Education & Technology for Social Change

Presentation for the VII International Seminar of the UOC UNESCO Chair in e-Learning: Mobile Technologies for Learning & Development. 20th century education required that materials were developed in advance by the instructor, and information were scarce and publishing limited. Today information is indeed abundant and publishing is pervasive and easily accessible by students staying connected while on the go. Wireless devices are replacing wired ones in all walks of life, whereby a massive and increasing number of people soon own a computer that fits in their hand and is able to connect to the network wirelessly from virtually anywhere. 21st Century education requires that learning processes are developed dynamically both inside and outside of class with students as codevelopers, or even as primary codevelopers.

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1. Social Aspects of Collaborative Learning Environments Prof. dr. Paul A. Kirschner Open Universiteit Nederland Universitat Oberta de Catalunya Question: Can we afford CSCL? 1

2. 2

3. Affordances Affordance??? Possibility for action • reciprocal relation • perception-action coupling (you perceive something and thus you do something) 3

4. 4

5. What is CSCL? • Learning • With others (Collaboration) • Supported by a computer network PLACE (Electronic) project same Problem-based rooms co-located place learning groups contiguous learning group synchronous asynchronous TIME co-presence time deferred asynchronous distributed learning group Video Threaded conferencing discussion lists different distributed place 5

6. Premise 1 Artifacts and our perception of them influence our behavior 6

7. 7

8. Premise 2 Behavior is determined by: • Culture • Material • Technology In other words: Behavior is context- bound 8

9. 9

10. Premise 3 Education is always a combination of technological, social and pedagogic/educational affordances 10

11. Educational 11

12. authentic task group responsibility external internal control control individual responsibility constructed task 12

13. interdependence positive negative none interaction promotive oppositional none acceptance, support, rejection, distrust, affordances none trust, liking disliking information exchange, no or misleading activities none mutual influence, communication resource utilization emotional high low none involvement cooperative competitive individualistic Social 13

14. Presence Trust 14

15. Cohesiveness / Group forming Form Storm Norm Perform Adjourn Belonging 15

16. (Tele)proximity Archetypical Social Affordance Devices 16

17. Technical 17

18. Elegant? 18

19. Negotiation process Unshared knowledge External knowledge Externalisation Shared knowledge Internalisation Shared formalism Negotiation Tool 19

20. Modern Research (Theory + Hypothesis based) testing design Good Research? Theory Hypothesis + based testing design 20

21. How can (distance) learning be optimized by proper usage of technological, educational and social affordances? ▼ ▼ Design (distance) learning Analyze the combination of (environments) and tools for educational, social, and optimising (the perception of) technological affordances for affordances for learning (distance) learning ▼ Design-based research + Hypothesis testing research How? Learner / user What do learners actually do? experience What do learners want to do? Support / How can we support what they do? affordances What affordances are needed? Constraints / What are the physical, logical and conventions cultural limitations encountered? How does the learner perceive the Learner / user support? perceptions How does the learner actually use Learner / user the support? experience What has the learner / learning Learning group actually achieved? 21

22. Alone Formal Personalised classroom learning learning arrangements Fixed / Static Personal / Flexible Learning Teleconferencing communities Together Gràcies 22

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