Cscl2015 introduction slides
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This document provides information about an online course on Computer-Supported Collaborative Learning (CSCL). The course will be taught over 9 weeks by professors from the Universities of Saarland, Turku, and Oulu. It will cover three topics: scripting, motivation and emotions, and metacognition in CSCL. Students will learn about the theoretical foundations of CSCL and collaborative learning, and how to design, evaluate, and assess collaborative learning environments. The course will include orientation, readings, video lectures, team discussions, and a final exam. Students will be asked to take on discussion roles like contributor, critic, and composer to strengthen argumentation and collaboration skills.
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Cscl2015 introduction slides
- 1. Essi Vuopala / LET University of Oulu essi.vuopala@oulu.fi https://wiki.oulu.fi/display/CSCL/Home Armin Weinberger Tarja-Riitta Hurme Essi Vuopala Venla Vuorjoki Universities of Saarland, Turku and Oulu CSCL2015
- 2. Essi Vuopala / LET University of Oulu essi.vuopala@oulu.fi Programme for today • Introduction to the CSCL2015 course • Pre-test + questionnaire • Activating prior knowledge • Opening talk by prof. Sanna Järvelä: ’CSCL in nutshell’ (individually or in classroom)
- 3. Essi Vuopala / LET University of Oulu essi.vuopala@oulu.fi Teachers Armin Weinberger Professor University of Saarland Thomas Puhl Assistant University of Saarland Venla Vuorjoki University Teacher University of Oulu Essi Vuopala Post-Doctoral Researcher University of Oulu Tarja-Riitta Hurme Senior Researcher University of Turku
- 4. Essi Vuopala / LET University of Oulu essi.vuopala@oulu.fi LEARNING OBJECTIVES Computer-Supported Collaborative Learning (CSCL) is an emerging branch in the interdisciplinary field of the learning sciences (LS) that studies learning and teaching in technology-enhanced contexts. Aim of the course is to provide theoretical and practical understanding on how learning can be supported and enhanced in technological environments. Students will comprehend and review the theoretical background for collaborative learning and evaluation of CSCL. Students will also deepen their understanding of particular CSCL themes in various educational and work life contexts from both theoretical and practical perspectives. Students will • understand the state-of-the-art theoretical basis for CSCL and learning communities in various educational and work-life contexts • be capable of designing, evaluating, and assessing collaborative learning in technology-enhanced environments • improve their collaborative academic writing and argumentation skills
- 5. Essi Vuopala / LET University of Oulu essi.vuopala@oulu.fi THE THREE TOPICS OF CSCL IN THIS COURSE 1) Scripting in CSCL: University of Saarland, Department of Educational Technology, Germany / Armin Weinberger and Thomas Puhl 2) Motivation and emotions in CSCL: University of Oulu, Learning and Educational Technology Research Unit (LET), Finland Essi Vuopala and Venla Vuorjoki 1) Metacognition in CSCL: University of Turku, Department of Teacher Education, Finland / Tarja- Riitta Hurme
- 6. Essi Vuopala / LET University of Oulu essi.vuopala@oulu.fi COURSE ENVIRONMENT Joint FB-group ”CSCL 2015” for - topical issues, - learning materials - tasks and instructions, and - general and practical questions. Own FB-groups for small groups’ discussions
- 7. Essi Vuopala / LET University of Oulu essi.vuopala@oulu.fi Course design WEEK 44 45 46 47 48 49 50 51 SCRIPTING MOTIVATION AND EMOTIONS METACOGNITION Orientation Article + video Article + video Article + video Team discussion and argumentation Team discussion and argumentation Team discussion and argumentation Joint conclusion Joint conclusion Joint conclusion Exam and evaluation discussion
- 8. Essi Vuopala / LET University of Oulu essi.vuopala@oulu.fi Role of argumentation in the CSCL • Argument = statement/claim evidence limitation ”My claim is…”, ”Building on the reason…”, ”The limitation of my claim is…” • Counter-argument = ”Here is a different claim I think needs to be taken into account …”, “Here is my reasoning against your claim…”, “A counter argument for your claim is ..., because ...”
- 9. Essi Vuopala / LET University of Oulu essi.vuopala@oulu.fi About roles in CSCL-course • Contributor. Identifies as many pro-arguments as possible and elaborate these arguments. • Critic. Identifies as many counter-arguments as possible and elaborate these counter- arguments. • Composer. Construct syntheses of the pro- and counter-arguments. • Captain. Motivates and guides the group.
- 10. Essi Vuopala / LET University of Oulu essi.vuopala@oulu.fi TASK 1: ACTIVATION OF PRIOR KNOWLEDGE Purpose is to activate and transfer prior knowledge of CL and CSCL and create presentation of: how do we together understand CL and CSCL? Groups of three two to students Concept maps with paper and pen
- 11. Essi Vuopala / LET University of Oulu essi.vuopala@oulu.fi TASK 2. OPENING LECTURE Listen to it and discuss on the basis of the talk and slides in small groups and complete your mindmaps.
- 12. Essi Vuopala / LET University of Oulu essi.vuopala@oulu.fi We wish you rich experiences in your learning path Don’t hesitate to ask, if you have any questions. essi.vuopala@oulu.fi venla.vuorjoki@oulu.fi
Editor's Notes
- In Oulu 10.15 – 10.45 Introduction to the CSCL2015 course 10.30-11.00 Pre-test + questionnaire 11.15- 11.45 Activating prior knowledge 12.30-14.00 Opening talk by prof. Sanna Järvelä: ’CSCL in nutshell’ (individually or in classroom)
- Argumentative skills are not only a prerequisite of collaborative knowledge construction but also a learning goal during collaboration.
- - Contributor. Your role is to identify as many pro-arguments as possible and elaborate these arguments on Facebook either in one or multiple messages. That means, you should respond positively to the question and argue for the importance of the approach that is currently being discussed. Be constructive in terms of identifying and elaborating on ways the discussed approach is useful. Anticipate and weaken potential counter-arguments. - Critic. Your role is to identify as many counter-arguments as possible and elaborate these counter-arguments on Facebook either in one or multiple messages. That means, you should put the approach to the test and argue for barriers and limitations of the approach that is currently being discussed. Most importantly, relate and react to the pro-arguments that are being put forward and point out how these pro-arguments need to be qualified. - Composer. Your role is to construct syntheses of the pro- and counter-arguments. Is the critique fundamental or could it be dealt with? How can the problems, barriers and limitations of the approach in question be addressed? Aim is to evaluate pro- and counter-arguments with respect to their substance and importance. Compose conclusions that compromise and that both sides could agree with. - Captain. Your job is to motivate and guide the group, if necessary give timeslots or deadlines in which the contributions should be finished. You need to keep participation high and ask open questions to single participants or the group as a whole. Monitor to what extent both sides of a story have been told and whether the conclusions completely cover the approach in question. You are free to support any of the group members in their specific role and also contribute pro- or counter-arguments as well as syntheses.