This document discusses new models and theories of learning with a focus on the use of information and communication technology as a pedagogical tool. It provides an overview of the theoretical backgrounds that have guided the development of computer-assisted learning, including behaviorism, cognitivism, constructivism, and sociocultural theories of learning. It also discusses concepts like collaborative learning, computer-supported collaborative learning, and the role of technology in education to support cognition, interaction, and knowledge construction among learners.
Developing Serious Games: from Face-to-Face to a Computer-based ModalityeLearning Papers
Author(s): Ariadna Padrós, Margarida ROMERO, Usart Mireia.
This paper introduces a methodology for the design of a collaborative Game Based Learning (GBL) model, used here in the context of a finance course in an onsite learning context. In this paper we discuss three releases of the Finance Assets Game (FAG), the teacher-led face-to-face model, the paper-based model, and the computer-based model.
Kago monare applications of cognitivist learning on instructional technologyKago Monare
Cognitivism: This is the ability for human to think and adapt mentally to different environments and situations. This ability differentiates us from animals. It is way where by many psychologists and researchers have proposed theories on thought and how humans learn.
Developing Serious Games: from Face-to-Face to a Computer-based ModalityeLearning Papers
Author(s): Ariadna Padrós, Margarida ROMERO, Usart Mireia.
This paper introduces a methodology for the design of a collaborative Game Based Learning (GBL) model, used here in the context of a finance course in an onsite learning context. In this paper we discuss three releases of the Finance Assets Game (FAG), the teacher-led face-to-face model, the paper-based model, and the computer-based model.
Kago monare applications of cognitivist learning on instructional technologyKago Monare
Cognitivism: This is the ability for human to think and adapt mentally to different environments and situations. This ability differentiates us from animals. It is way where by many psychologists and researchers have proposed theories on thought and how humans learn.
3. luento tieto- ja viestintätekniikan pedagogiset perusteet: tietokoneavuste...Jari Laru
Luento aiheesta tietokoneavusteinen yhteisöllinen oppiminen. Luennon runkona on käytetty tätä kirjankappaletta: "Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: from design to orchestration. In Technology-Enhanced Learning. Principles and products (p. 3-19). Edited by N. Balacheff, S. Ludvigsen, T. de Jong, T., A. Lazonder & S. Barnes. Springer.
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with...Jari Laru
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with mobile tools in three everyday contexts. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (pp.11-21). Tübingen: Knowledge Media Research Center.
This presentation is part of a workshop which aims to enable participants to apply key theories of collaborative learning to activity design, to appreciate why group work and collaborative learning are important and to select and implement appropriate online tools to support collaboration and group work. The theories which are explored include, the zone of proximal development, Social Interdependence, Cognitive Development Effect, Connectivism and Cognitive Elaboration Perspectives.
Synthesis Matrix for Literature ReviewJennifer Lim
An example of using synthesis matrix for doing literature review. This matrix is still an on-going effort to synthesize the research topic on Personal Learning Environment (PLE)
Games create engagement - the cornerstone of any positive learning experience. With the growing popularity of digital games and game-based interfaces, it is essential that gamification be part of every learning professional's toolbox. During this program, international learning expert Karl M. Kapp reveals the value of game-based mechanics to create meaningful learning experiences. Every learning manager, instructional designer, and trainer needs to be aware of the influence of this leading edge engagement technique.
Applying Wireless Technology For Coordinating Collaboration In Distributed Un...Jari Laru
Laru, J., Järvelä, S. (2003). Applying Wireless Technology For Coordinating Collaboration In Distributed University Teachers’ Team. In B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.), Designing for Change in Networked Learning Environments. Proceedings of the International Conference on Computer Support for Collaborative Learning (CSCL) 2003 (pp. 77-79. Dordrecht: Kluwer
10 Things We Know About Video Games for LearningKarl Kapp
These are my slides from my fill-in session at the ASTD Evidence-Based Learning Conference. It was a great conference filled with wonderful questions, ideas and thoughts.
3. luento tieto- ja viestintätekniikan pedagogiset perusteet: tietokoneavuste...Jari Laru
Luento aiheesta tietokoneavusteinen yhteisöllinen oppiminen. Luennon runkona on käytetty tätä kirjankappaletta: "Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: from design to orchestration. In Technology-Enhanced Learning. Principles and products (p. 3-19). Edited by N. Balacheff, S. Ludvigsen, T. de Jong, T., A. Lazonder & S. Barnes. Springer.
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with...Jari Laru
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with mobile tools in three everyday contexts. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (pp.11-21). Tübingen: Knowledge Media Research Center.
This presentation is part of a workshop which aims to enable participants to apply key theories of collaborative learning to activity design, to appreciate why group work and collaborative learning are important and to select and implement appropriate online tools to support collaboration and group work. The theories which are explored include, the zone of proximal development, Social Interdependence, Cognitive Development Effect, Connectivism and Cognitive Elaboration Perspectives.
Synthesis Matrix for Literature ReviewJennifer Lim
An example of using synthesis matrix for doing literature review. This matrix is still an on-going effort to synthesize the research topic on Personal Learning Environment (PLE)
Games create engagement - the cornerstone of any positive learning experience. With the growing popularity of digital games and game-based interfaces, it is essential that gamification be part of every learning professional's toolbox. During this program, international learning expert Karl M. Kapp reveals the value of game-based mechanics to create meaningful learning experiences. Every learning manager, instructional designer, and trainer needs to be aware of the influence of this leading edge engagement technique.
Applying Wireless Technology For Coordinating Collaboration In Distributed Un...Jari Laru
Laru, J., Järvelä, S. (2003). Applying Wireless Technology For Coordinating Collaboration In Distributed University Teachers’ Team. In B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.), Designing for Change in Networked Learning Environments. Proceedings of the International Conference on Computer Support for Collaborative Learning (CSCL) 2003 (pp. 77-79. Dordrecht: Kluwer
10 Things We Know About Video Games for LearningKarl Kapp
These are my slides from my fill-in session at the ASTD Evidence-Based Learning Conference. It was a great conference filled with wonderful questions, ideas and thoughts.
This poster was presented at the 2015 Australian Association for Research in Education, in Freemantle, Australia, and was awarded the Australian Council of Deans of Education (ACDE) sponsored Postgraduate / ECR Researcher Poster Award for best poster.
This poster introduces theoretical frameworks with which to design meaningful gamification interventions. It also has augmented reality elements hidden on it!
Pedagogy of Constructivism and Computer Programmed Instruction in Teaching an...iosrjce
This paper focused at the pedagogy of constructivism and computer programmed instruction, and
explained their meaning and concept as learner-centered and individualised way of teaching and learning
processes respectively, aimed at putting learners in the fore of instruction delivery. Using content analysis the
constructivist and computer programmed instruction approach to instruction was viewed as a means to
minimize the teacher-centered manner to instruction in which the teacher controls the whole instructional
processes. Relevant conclusion was made as constructivism and computer programmed instruction pedagogy is
becoming increasingly popular in education, therefore it was recommended that this pedagogy be the main
focus in the course of instruction delivery
Seminario eMadrid sobre "Inteligencia natural y artificial en educación". C...eMadrid network
Seminario eMadrid sobre "Inteligencia natural y artificial en educación". Colaborar para aprender: ¿Esperar lo mejor pero prepararse para lo peor?. Frank Fischer. Universidad de Munich. 17/03/2017.
Similar to Luento 4: Oppimisen uudet mallit ja teoriat (diat ja ääni eivät ole synkassa, kiitos siitä slidesharelle) (20)
Developing Computational Thinking Practises through Digital Fabrication Activ...Jari Laru
This paper presents a study of developing computational thinking (CT) practices through digital fabrication activities, such as creating tangible artefacts with digital tools. The aim of the study was to explore the potential of digital fabrication activities for developing CT practices. We investigated three cases of school visits where the students engaged in digital fabrication activities in Fab Lab Oulu, northern Finland. Based on the perspectives of the teachers who participated in the activities and facilitators who ran the activities, we identified that digital fabrication activities have the potential to develop CT practices, especially formulating problems in order to use a computer for assistance, thinking logically, and implementing possible solutions efficiently and effectively. The findings suggested that the nature of digital fabrication activities, such as frequent use of computers and complex problem-solving, encouraged development of CT practices. However, we also uncovered the possibility that CT is not being adequately defined by the teachers and facilitators.
Supporting Fab Lab facilitators to develop pedagogical practices to improve l...Jari Laru
Planning and facilitating digital fabrication activities, where students engage in creating tangible artefacts with digital technology, requires knowledge on both technology and pedagogy. Currently, most of the studies see facilitators of digital fabrication activities as technology experts and there are only few studies regarding them as educators. There is not much discussion from the learning sciences point of view, considering what are the requirements to enhance learning in the activities. To fill these research gaps, this paper aims to provide theoretically grounded practical suggestions of how the facilitators may contribute to improve students’ learning in digital fabrication activities based on learning science propostions. The aim of this study was to explore, how Fab Lab facilitators and school teachers can design digital fabrication activities to support students’ learning. We explored the current practices in Fab Lab Oulu from the two perspectives: considering novice students’ learning and scaffolding ill-structured problem-solving. We suggest that the facilitators may improve students’ learning by taking into account their background and current learning processes, applying instructional scaffolding, and supporting teachers involvement to take active role in the activities.
Are we currently moving from the age of mobolism to age of artificail intelli...Jari Laru
The 13th annual International Technology, Education and Development Conference, INTED2019,IValencia (Spain). 11th-13th of March, 2019. Special Learning Technology Accelerator (Lea) Horizon 2020 project session: Innovation procurement to steer user-driven innovations for digital learning.
Digitaalisen oppimisen välineitä yhdessä kehittämässä – varhainen omaksuja, u...Jari Laru
Esitykseni pääviesti on se, että jokaisessa organisaatiossa on varhaisia omaksujia myös tietohallinnon asiakkaina. Heidät tulisi ottaa mukaan yhteiskehittämiseen eli käyttää resurssina, eikä syyllistyä vastakkainasetteluun..
Korkeakoulujen IT-Päivät 6.11-7.11.2018 Oulu, Finland.
Miten opettajien uusi sukupolvi mullistaa opetuksen? Vai mullistaako sittenkään?Jari Laru
Puheenvuoro SETT2018 tapahtumassa 13.9.2018, Messukeskus, Helsinki.
Tarkastelen puheenvuorossa virassa olevien opettajien ja opettajaksi opiskelevien välisiä eroja ja yhtäläisyyksiä.
Puheenvuoro RAKLI:n vierailulla: Teknologiatuettu oppiminen ja oppimisen uude...Jari Laru
RAKLIn vierailu Oulun yliopistolle 11.6.2018. Puheenvuoro.
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Tässä foorumissa kerrotaan kokemuksia tieto- ja viestintätekniikan orientoivien opintojen (3+2 op) muuttamisesta osaamismerkkeihin perustuvaksi, opiskelijalähtöiseksi, pelillistetyksi ja ongelmalähtöiseksi kokonaisuudeksi. Nämä väline- ja sovellusopinnot ovat tiedekuntamme opiskelijoille usein ainoa katsaus teknologiatuetun oppimisen ja opettamisen maailmaan, joten niiden kehittämiseen on panostettu vuosien aikana paljon. Aiemmin on kokeiltu mm. pisteisiin perustuvaa pelillistämistä ja opetuksen tarinallistamista. Mielestäni perinteiset välineharjoitukset eivät ole enää paras tapa opiskella tieto- ja viestintätekniikan hyödyntämistä 2010-luvulla, vaan yhä enemmän on tarvetta opetella tutkia uusia tapoja toteuttaa välineisiin ja sovelluksiin tutustuminen.
Kurssiuudistuksen suunnittelun pohjaksi valittiin kolmeportainen vaikeustason nousu ja siihen liittyvä ongelmalähtöisyys, kontekstualisuus ja pelillistäminen. Pelillistämistä lukuun ottamatta ongelmalähtöisyys ja kontekstualisuus lisääntyvät korkeammalle tasolle pyrittäessä. Kurssien rakenne suunniteltiin sellaiseksi että opiskelijat saivat itse päättää kuinka he opintonsa toteuttavat kunhan he saavat tietyn määrän osaamismerkkejä tositteena osaamisestansa. Jokainen osaamismerkki toimi itsenäisenä oppimateriaalina jonka lisäksi opettaja tarjosi opiskelijoille räätälöityä työskentelyapua.
Osaamismerkkien matalin taso koostui lähinnä sovellusharjoitteista ja tutustumisesta erilaisiin verkostopalveluihin. Toisella tasolla osaamismerkin sai oman opiskelunsa suunnittelemisesta, sovellusharjoituksen suunnittelusta tai vaikkapa käytännön opetuskokeilusta. Korkein taso tarkoitti kurssin välitöntä läpäisyä - erityisen etevä opiskelija pystyi osoittamaan oman osaamisensa hakemalla välittömästi kultaista merkkiä jonka tositteena tarvittiin toteutuksen suunnitelma ja raportti sovellusesimerkkeineen.
Osaamismerkit toteutettiin Discendumin Badgefactory -palvelun avulla ja ne integroitiin osaksi Eliademy-ympäristössä toteutettua kurssia. Matalimman tason osaamismerkit myönnettiin automaattisesti siten, että opettaja teki niiden hakulomakkeisiin vain satunnaistarkastuksia kun taas kaksi korkeinta tasoa perustui opettajan tekemään tarkistukseen ja hyväksymiseen. Hyväksytyt merkit opiskelija tallensi omaan Openbadge Passport -lompakkoonsa ja julkiseen osaamisportfolioonsa.
Teknologiatuettu oppiminen ja opetus 4op - johdantoluento + digitalisaatioJari Laru
Oulun yliopiston Kasvatustieteiden tiedekunnan kurssin "teknologiatuettu oppiminen ja opetus" johdantoluento. Luennoitsija: Jari Laru, KT, yliopistonlehtori, teknologiatuettu oppiminen ja opetus
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Luento 4: Oppimisen uudet mallit ja teoriat (diat ja ääni eivät ole synkassa, kiitos siitä slidesharelle)
1. Oppimisen uudet mallit
ja teoriat
Jari Laru, yliopisto-opettaja,
Kasvatustieteiden tiedekunta, Oulun yliopisto
410014Y Tieto- ja viestintätekniikka pedagogisena työvälineenä 2012
most of images used have been retrieved from commons.wikipedia.org
3. Isot teoreettiset
linjanvedot ovat
ohjanneet kehitystä..
Teoriat taustalla
4. Behaviorismi (1900-)
Kaikki toimintamme perustuu
käyttäytymiseen, mukaan lukien
toimintamme, ajattelumme ja
tunteemme. Käytöstä voi säädellä
hyvällä ja huonolla palautteella
5. Programmed Instruction was
characterized by:
•clearly stated behavioral objectives
•small frames of instruction
•self-pacing
•active learner response to inserted
questions
•immediate feedback to the
correctness of the response
“Skinner first conceptualized a teaching
http://www.scribd.com/
doc/13551290/Teaching
machine for the classroom for use by
-Machines-SKINNER individual students. This machine could
present information, reinforce
appropriately and then branch to the next
level of difficulty depending on the
individual's performance. The roots of
computer-assisted instruction can
be easily seen in Skinner's teaching
machine.”
5
9. Oppiminen on erittäin
monimutkainen prosessi
Yksilö
Ympäristö
(konteksti, Yhteisö
välineet ym.)
10. Jean Piaget
Developmental
Psychology,
Constructivism,
Cognitive
Development
Seymort Papert
Artificial Intelligence,
Constructionism, Logo
programming language
Jerome Bruner Alan Kay: Doing with Images Makes Symbols Pt
cognitive psychology 1 (1987).
http://www.archive.org/details/AlanKeyD1987
and cognitive learning
theory in educational
psychology
Kay, A. (1990). User Interface: A Personal View. The Art of
HumanComputer Interface Design (pp. 191-207). Addison-
Wesley. http://proteus.fau.edu/practicum/texts/kay.pdf
11. Oppimisympäristö
Kokonaisuus, johon kuuluvat sekä oppijat, opettaja (tai
ohjaaja), tehtävät (ongelmat) ja työväkineet sekä
oppimisen tuloksena syntyvät tulokset
• Tukee oppijoiden syvällistä tietojen ja merkitysten
rakentamista
• Edistää vuorovaikutusta ja keskustelua
• Toteuttaa oppimisen aidoilta tuntuvissa tilanteissa
• Tarjoaa mielekkäitä ja monimutkaisia ongelmia
12. Learning of technology
Tärkeä!
Learning with technology, not from it”
eli tietokoneiden on toimittava
oppimisen apuna ja oppilaiden ajattelun, Learning with technology
vuorovaikutuksen ja toiminnan
virittäjinä, ei tiedon siirtäjinä tai
opettajina sinänsä
Learning with technology
13. Tietotekniikan rooli opetuksessa
(esimerkkejä)
• Monimuotoinen informaatioresurssi
• Apuväline osaamisen konstruoinnissa (esim.
Wikit)
• Autenttisten ympäristöjen rakentaminen
(simulaatiot, virtuaalitodellisuus jne..)
• Sosiaalisen vuorovaikutuksen innoittaja ja
fokusoija (yhteisen viitekehyksen luominen
vuorovaikutuksen ja yhteistyön tueksi esim.
Mobiililaite ryhmätyössä)
• Oppijan älyllisenä partnerina (esim. Älykartat)
14. Keskustele
• Muistele opettajiasi: oliko luokassa käytössä
enemmän behavioristinen vai
konstruktivistinen tapa toimia..?
• Ovatko kokemuksesi tietotekniikan
opetuskäytöstä enimmäkseen tiedon
siirtämistä (materiaalin jakamista jne..) vai
käytettiinkö koneita ajattelun ja
vuorovaikutuksen tukena?
16. Collaborative learning /
Collaborative education – ”history”
“Collaborative education in the U.S. began in the 1970s as
a response to the previous decade’s mentality that
students who needed help and didn’t seek this help did not
belong in college. In response to this, colleges began
providing peer tutoring and in-class group work. This led
to the discovery that these forms of collaboration did not
change what people learned, but how they learned”
17. What is collaborative learning?
A coordinated synchronous
activity that is the result of
continued attempt to construct
and maintain a shared
conception of a problem
(Roschelle & Teasley, 1995)
Dillenbourg, P. (1999). What do you mean by collaborative learning.
Collaborative learning Cognitive and computational approaches, 1–16. Roschelle, J., & Teasley, S. (1995). The construction of shared
Citeseer. Retrieved from knowledge in paired problem solving. Computersupported collaborative
http://citeseerx.ist.psu.edu/viewdoc/download? learning (pp. 69-97). Springer-Verlag.
doi=10.1.1.167.4896&rep=rep1&type=pdf
18. Cooperative vs. Collaborative
Cooperative learning Collaborative learning
• Structure of interaction
designed to facilitate • Collaboration as a philiosophy
accomplishment of an end of interaction and personal
product or goal through lifestyle
people working together in
groups • Ill-structured knowledge
domain
• well-stuctured knowledge
domain • mutual engagement of
participants in a coordinated
• is accomplished by the effort to solve problem
division of labor among together
participants, as an activity
where each person is
responsible for a portion
of the problem solving Resta & Laferriere, 2007; Panitz, 1996; Slavin,
1997; Teasley, 1995
19. Keskustele
• Mieti kokemuksiasi: ovatko ne olleet
yhteistoiminnallisia ja vai yhteisöllisiä
oppimiskokemuksia?
• Oletteko käyttäneet teknologiaa vai
kartonkia?
20. Commonalities
• Learning is active
• The teacher is usually more a facilitator than a “sage on the
stage”
• Teaching and learning are shared experiences
• Students participate in small-group activities
• Students take responsibility for learning
• Students reflect on their own assumptions and thought
processes
• Social and team skills are developed through the give-and-
take of consensus-building
Kirchner, 2001
21. Four instructional motives for the use of
technology in support of collaborative learning
1. To prepare students for the knowledge society
(collaboration skills and knowledge creation
2. To enhance students cognitive performance or
foster deep understanding
3. To add flexibility of time and space for
cooperative/collaborative learning
4. To foster student engagement and keep track of
student cooperative/collaborative work
Resta & Laferriere, 2007
22. Computer-
Supported
Collaborative
Learning
Structure of this section is based on:
Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution
of research on computer-supported collaborative learning: from
design to orchestration. In Technology-Enhanced Learning.
Principles and products (p. 3-19). Edited by N. Balacheff, S.
Ludvigsen, T. de Jong, T., A. Lazonder & S. Barnes. Springer.
most of images used have been retrieved from commons.wikipedia.org
24. Tutkimus: parityöskentelyä tietokoneen
äärellä
1983: Key educational principle
1983: Key educational principle
was the adaptation of instruction
was the adaptation of instruction
to individual needs
o individual needs
“it appeared that when
we did have to put two
children in front of a
computer, the results
were actually positive: the
imperfect individualisation
was compensated for by
the benefits of social
interactions”
Dickson, W. & Vereen, M. A. (1983). Two students at one microcomputer. Theory Into Practice, 22(4), 296-300. doi:10.1080/00405848309543077
25. 2. CSCL ei ole teoreettisesti yhtenäinen
kokonaisuus, sen sijaan se hajaantuu ainakin
kahteen “leiriin”
A. Hajautettu kognitio (sosiokognitiivinen)
B. Tilanteisiin sidottu kognitio
(sosiokulturaalinen)
26. 26
A. Sosiokonstruktivismi
• Kaikki ne toiminnot jotka tukevat sosiaalista
vuorovaikutusta ovat välineitä, jotka auttavat yksilöitä
rakentamaan tietoa
http://www.stanford.edu/~roy
pea/RoyPDF
%20folder/A67_Pea_93_DI_C
UP.pdf
LET - Oppimisen ja koulutusteknologian tutkimusyksikkö
Jari Laru, 22.4.2009
28. 28
B. Tilannesidonnainen ja
sosiokulturaalinen konstruktivismi
• Sosiokulturaalisen perspektiivin mukaan sosiaalinen vuorovaikutus ei
ole pelkkä väline, vaan se on olennainen osa ajatteluamme ja siten
opiskelun perimmäinen tavoite
Lave and Wenger provide details of aprrenticeships from among
midvives, tailors, quartermasters, butchers, and alcoholics.
LET - Oppimisen ja koulutusteknologian tutkimusyksikkö
Jari Laru, 22.4.2009
30. • CSCL:n yksi erikoispiirre on se, että se on
yhtä aikaa relevantti sekä formaalin että
informaalin oppimisen piireissä, ilman että
nämä kaksi maailmaa olisivat toisistaan
erillisiä
• Runsaasti tutkimuksia, joissa yritetään
siirtää arkielämän (informal) toimintaa
luokkahuoneisiin. Eli pyritään tekemään
kouluista oppivia yhteisöjä (learning
communities) (Bielaczyk & Collins, 1999;
Scardmalia & Bereiter, 1994)
31. computer-supported intentional learning
environments (CSILE)
• aim at reframing classroom discourse to
support knowledge building in ways
extensible to out-of-school knowledge-
advancing enterprises and make school
education more situated (Lave &
Wenger, 1991).
• In one scenario, records made at the
place of work (knowledge in action)
"ground" reflective activities in the
http://www.ikit.org/fulltext/CSILE_KF.pdf classroom. (Scardamalia & Bereiter,
1994)
35. 35
Tärkeimpiä tutkimuskysymyksiä
CSCL:n opetuskäytössä
• Kollaboraatio itsessään ei synnytä oppimistuloksia; se on
riippuvaista siitä kuinka ryhmät sitoutuvat vuorovaikutukseen
• Tutkijoita laajalti kiinnostava kysymys on: mitkä ovat ne
olosuhteet jossa CSCL ympäristö tukee tehokkaasti oppimista
(Dillenbourg, Baker, Blaye, & O’Malley, 1996)
– Missä olosuhteissa spesifit vuorovaikutusprosessit tapahtuvat?
– Mitä vuorovaikutusprosesseja voidaan pitää oppimista ennakoivina?
• Kolme oppimista edistävää oppimisprosessia
– Selittäminen
– Argumentointi / väittely
– Yhteisen ymmärryksen hakeminen
LET - Oppimisen ja koulutusteknologian tutkimusyksikkö
Jari Laru, 22.4.2009
36. The key consequence is at design level:
the purpose of a CSCL environment is
not simply to enable collaboration across
distance but to create condition in which
effective group interactions are expected to
occur
37. Week 1 Week 2 Week 3 Week 6 Week 7 Week 8
Learning Learning Metacognition Self-regulated Learning design Social media in
infrastructures communities learning learning
Lecture Lecture Lecture Lecture Lecture Lecture
1 day
Collaborative
Discussion Discussion Discussion Discussion Discussion Discussion
e
Phototaking Phototaking Phototaking Phototaking Phototaking Phototaking
6 days
Solo
Blogging Blogging Blogging Blogging Blogging Blogging
luate
1 day
Discussion (week 4) Discussion (week 9)
Collaborative
ct
Wikiwork (weeks 4-12)
ISSN 1096-7516, DOI: 10.1016/j.iheduc.2011.08.004
case study in the higher education contex
Learning design example: Supporting small-
group learning using multiple Web 2.0 tools: A
Web 2.0 tools: A case study in the higher education context, The Internet and
Jari Laru, Piia Naykki, Sanna Jarvela, Supporting small-group learning using multiple
Higher Education, In Press, Accepted Manuscript, Available online 28 August 2011,
39. Over-expectations with to respect to
its intrinsic effects on learning
• ” … This is perhaps not surprising because the same
claims have been made about every new technology
developed in the last century. For example, when the
motion picture, radio, and television were
invented, each was hailed as answer to solving
educational problems” (Heinich, 1979; Cuban, 1986;
Mayer, 1999).
• ”Instructional methods make the difference in how well
students learn, not the message or the delivery
technology” (Clark, 1983)
40. 40
LET - Oppimisen ja koulutusteknologian tutkimusyksikkö
Jari Laru, 22.4.2009
41. 41
Example: FLE3mobile & mlearning
Overall, the analyses revealed
nonparticipative behaviour within the
online community. The social network
analysis revealed structural holes and
sparse collaboration among participants in
the offline community. It was found that
due to their separated practices in the
offline community, they did not have a need
for mobile collaboration tools in their
practices
Laru, J. & Jarvela, S. (2008). Social Patterns in Mobile
Technology Mediated Collaboration among Members of the
Professional Distance Education Community. Educational
Media International, 45(1), 17-32
43. AVAINKYSYMYS
• Kuinka saavuttavat jaetun ymmärryksen siitä
kuinka tehtävä suoritetaan?
• CSCL määritelmä: “Roschelle & Teasley (1995)
kollaboratiivinen oppiminen on jaetun
ymmärryksen rakentamista yhdessä”
• => Grounding: mekanismi jossa osapuolet
koittavat ymmärtää mitä toiset sanoivat ja
pyrkivät korjaamaan väärinymmärrykset
44. .. Grounding on hankalaa
• Osapuolet eivät koskaan saavuta täysin jaettua
ymmärrystä.
• => konvergessivaiheiden kautta osapuolet
löytävät uusia eroja, joista pitää keskustella jne.
• during cycle of divergence/convergence phases,
what matters is not only final result but also
effort towards shared under understanding
(swartch, 1995)
45. ..prosessia voidaan
hankaloittaa tarkoituksella
• Näkökulmien eroja (divergence) voidaan lisätä
tarkoituksella ja täten lisätä tehtävän
haasteellisuutta (CSCL scripts, e.g. arguegraph,
jigsaw)
Arguegraph
Jigsaw
46. CSCL Environments..
• ..combine divergence and convergence
functionalities: e.g. shared representations and
visual identification of individual contributions or
viewpoints (awareness tools)
Mindmap tool as shared representation: Näykki & Järvelä Group awareness widget, Kreijns, kirchner & johchems
(2008). (2002)
47. Case Flyers & fieldtrip
A B Story snippet 1
Research question
Story snippet 1 Snippet types
Date / time
Grounding
Task
Iintroduction
Task feedback
Story Story snippet text
Conclusion
Snippet 1/1
A B C D
Subject: research question
Research question
Group: name, task: #
Date / time
Caim: We claim
Other research
qu..
Sending off Ground: Because we see Date / time
Warrant: textbook says Story snippet 1
Date / time
Image placed here
Laru, J., Järvelä, S. & Clariana, R. B. (2010). Supporting collaborative inquiry during a
biology field trip with mobile peer-to-peer tools for learning: a case study with K-12 Group 1 Other groups
learners. Interactive Learning Environments
48. 7. Kasvokkain
tapahtuvan
vuorovaikutuksen
jäljittely ei ole
välttämättä hyväksi..
49. Imitation bias
• “is the belief that the more a medium
resembles face-to-face interaction, the better”
(Hollan & Stornetta, 1992)
• Media richness is also erranously considered to
predit effectiviness, despite empirical counter-
evidence:
• video-supported collaborative work vs.
audio-only collaborative work. => not
necessarily better
50. Example of media
effectiviness
Traditional virtual learning environments - e.g. Optima &
Blackboard
51. ..Actually, technology
benefits are elsewhere
• CSCL Question is no longer “how to
compensate for not being face-to-face” (~
was topic 20 years ago)
• Now it is “How to fulfil collaborative
functionalities that are not available in
face-to-face situations” (Haake, 2006)
52. ..new features apply to: 1. computer
mediated communication
• making it different from face-to-face
Gstudy / Learning Kit - http://learningkit.sfu.ca/index.html
nstudy - http://learningkit.sfu.ca/lucb/celc-2009-nStudy.pdf
nstudy ohjeita (LET) -
Future Learning Environment 3 - fle3.uiah.fi
http://www.slideshare.net/LEToulu/ohjeet-nstudy
53. ..new features apply to: 2.
augmenting face-to-face situations
“Traditional learning
technologies fit with students
who sit on a chair in front of a
table with a computer in a quiet
environment. What is the
potential of learning
technologies for students who
move all the time, carry objects,
may have dirty hands and work
in a noisy environment? Are
Leading House - DUAL T project: Integrating technologies in heterogeneous learning technologies irrelevant
contexts, CRAFT-EPFL Switzerland for them or should we develop
new ways to use technologies
that are more appropriate to
these contexts?”
Tinkertable: http://www.youtube.com/watch?v=zSwuyM4WkN4
Tinkersheets: http://www.youtube.com/watch?v=Bms4_i9DI2g&feature=related
54. ..new features apply to: 2.
augmenting face-to-face situations
http://www.youtube.com/watch?v=zxdoKsjQbyw
56. Representations &
verbal interactions
• The way representations shape social
interactions is referred to by Suthers and
Hundhausen (2003) as “representational
guidance”
• such cognitive tools not only shape social
interactions but, if they get internalized, also
shape the way students reason about the
domain (Kuutti & Kaptelin, 1997)
57. Case Flyers & fieldtrip
A B Story snippet 1
Research question
Story snippet 1 Snippet types
Date / time
Grounding
Task
Iintroduction
Task feedback
Story Story snippet text
Conclusion
Snippet 1/1
A B C D
Subject: research question
Research question
Group: name, task: #
The way representations shape social Date / time
Caim: We claim
interactions is referred to by Suthers Other research
qu..
Sending off Ground: Because we see Date / time
and Hundhausen (2003) as Story snippet 1
Warrant: textbook says
“representational guidance” Image placed here
Date / time
Laru, J., Järvelä, S. & Clariana, R. B. (2010). Supporting collaborative inquiry during a
biology field trip with mobile peer-to-peer tools for learning: a case study with K-12 Group 1 Other groups
learners. Interactive Learning Environments
58. Examples I
such cognitive tools not only shape
social interactions but, if they get
internalized, also shape the way
students reason about the domain
(Kuutti & Kaptelin, 1997)
Microworlds - Roschelle & Teasley, 1995
Beldevere argumentation tool - Suthers, Weiner,
Connelly & Paolucci, 1995
59. Examples II
such cognitive tools not only shape
social interactions but, if they get
internalized, also shape the way
students reason about the domain
(Kuutti & Kaptelin, 1997)
61. Semi-structured
interfaces
• Semi-structured communication
tools aim to scaffold productive
interactions by making them easier:
for instance “sentence openers”,
such as “please explain why”
• It’s example of flexible structuring -
students have freedom to use or not
to use the available widgets
• Poor results (e.g. Baker & Lund,
1997)
62. Solution: CSCL scripts
Scripts originate from the fact that it is
difficult to predict the effects of
collaborative learning by controlling
external conditions such as group
composition or task features.
Actually, the effects of collaborative
learning depend on the quality of
interactions that take place among group
members.
Therefore, scripts aim to enhance the
probability that knowledge generative
interactions such as conflict resolution,
explanation or mutual regulation occur
during the collaboration process.
63. Different scripts
• A macro-script sets up conditions in which
argumentation should occur, as in the ArgueGraph,
for instance by pairing students with opposite
opinions.
• A micro-script scaffolds the interaction process
per se: when a learner brings an argument, the
script will for instance prompt his or her peer to
state a counter-argument (Kollar et al, in press)
• For both micro- and macro-scripts, the right level
of scaffolding is a subtle compromise between the
need for structuring and the risk of over-scripting
(dillenbourg, 2002)
66. • The degree of processing of these
interactions varies from mirroring to
guiding (Jermann, Soller & Muhlenbrock,
2001)
67. Mirroring: noise sensitive table
• The table, Reflect, addresses
the issue of unbalanced
participation during group
discussions. By displaying on
its surface a shared
visualization of member
participation, Reflect is meant
to encourage participants to
avoid the extremes of over-
and under-participation.
An Interactive Table for Supporting Participation Balance in Face-to-Face Collaborative LearningBachour, Khaled ; Kaplan,
Frédéric ; Dillenbourg, Pierre Accepted in: IEEE Transactions on Learning Technologies, 2010
http://www.youtube.com/watch?v=cN3ltvIERD4 Institute of Electrical and Electronics Engineers, 2010.
ISSN: 1939-1382
68. Guiding
• More complex analyses enable CSCL environments
provide feedback to groups or even to suggest
changes regarding to their teamwork
Towards an Automatic Measure of Transactivity in On-line D
Towards an Automatic Measure of Transactivity in On-line D
log-data AI techniques (such as planning,
machine learning, intelligent
agent approaches, semantic web
techniques, and others) have been
proposed to tackle the challenging
issues emerging when trying to
model and manage the complexity
text, videos etc of the collaborative learning
activity. methods
Puntambekar, Sadhana; Erkens, Gijsbert; Hmelo-Silver, Cindy (Eds.) Analyzing Interactions in CSCL
Methods, Approaches and Issues- Series: Computer-Supported Collaborative Learning Series, Vol. 100 1st
Edition., 2010, 400 p. 50 illus., Hardcover ISBN: 978-1-4419-7709-0 Due: January 29, 2011
73. First axis: phidgets, tangibles, wearables, roomware
Multi-input devices
Computers with multiple mices
Pawar, U. S., Pal, J., & Toyama, K. (2006). Multiple mice for computers in education in
developing countries. In Proceedings of IEEE/ACM ICTD 2006.
http://www.webtlk.com/2008/12/19/how-to-install-multiple-mice-mouse-and-keyboards-on-the-same-
computer/
77. Summary
• CSCL environment is not simply a tool to
support communication among remote
students but a tool used in both co-
presence and distance settings for shaping
verbal interactions in several ways and for
capturing, analyzing and mirroring these
interactions in realtime
78. CSCL in short
From PPT by Jermann, P. Scripting collaboration with ManyScripts http://manyscripts.epfl.ch/