Computer supported collaborative learning using wirelessly interconnected handheld computers...
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Transcript of Computer supported collaborative learning using wirelessly interconnected handheld computers...
Computer supported Computer supported collaborative learning using collaborative learning using wirelessly interconnected wirelessly interconnected
handheld computershandheld computers
2006/11/9Taylor ,Ruby ,Sain
AbstractAbstract
Where are used collaborative learning? How weaknesses will happen and be sol
ved? What device will be used ?
introductionintroduction
What the goal of CL Vygotsky said Social interactions and collaborative eff
orts Handhelds & Mobility
Background and related Background and related workwork
Why collaborative learning has been frequently seen as a stimulus for cognitive development Piagetian Vygotskian
children’s use of technology Modify the nature and the efficacy of the inter
action Paradigms
One or multiple peripherals Side-by-side computers
The relationships between communication , The relationships between communication , negotiation , coordination and interactivity in negotiation , coordination and interactivity in CSCLCSCL
Communication in three different ways Verbal Physical graphical
Teamwork is vital for a successful CSCL environment
The lack of visual contact and body language
Collaboration around computers vs. collaboration through computers
Children as users of face-to-Children as users of face-to-face CSCLface CSCL
Children enjoy playing together Existing technological infrastructure ava
ilable in schools
Handhelds as support to Handhelds as support to collaborative learning activitiescollaborative learning activities As computers get smaller and more personal Mobility , flexibility and instant access of handhelds Beam information WILDs Core concepts
Students need to become owners of their computing environment
Information needs to seek out for the student The tools used in the computer environment need to naturall
y extend a student’s computer use Computing facilities need to empower a student to naturally
become part a larger community despite the apparent restricting aspect of limited size
Evaluation of CL activity for Evaluation of CL activity for children without technologychildren without technology
Method Understand children’s social interactions and
shared learning Videotapes
Coordination Communication Organization Negotiation Interaction Mobility
Quantitative and qualitative data was gathered form Video ,field notes , interviews
Description of math and Description of math and language CL activitieslanguage CL activities
The materials used in both activities are A considerable number of cards Envelopes containing cards A cardborad was use for the language activit
y
Subjects and settingsSubjects and settings In low-income elementary school of Santiago de
Chile 20 days,35-to45 min activities 48 students(21 girls and 21 boys) Ranging 6-7 years Language activity
Seven groups Three members
Math activity Four groups Three members Plus three groups of five member
None of the students had previously worked on CL activities
ProcedureProcedure
Instructions Roles , rules , tasks and objective
description Video recorded and closely observed Interrupted when help was needed 15-to 20-min interview
Results Results (1)(1)
Coordination Others are left aside The amount of members in a group is
higher Communication
administration of material Affinity reasons Need to be very close
ResultsResults (2) (2)
organization Manage a considerable amount of material Uncomfortable Delays their tasks Loses visibility
Negotiation Impose their point of view Causing others to be left aside
Interactivity A CL activity must be interactive Do not respond Breaking the collaboration
Mobility Require a physically close approach
Solving weaknesses of CL Solving weaknesses of CL activities with Handhelds: activities with Handhelds:
MCSCLMCSCL What can Handhelds offer? (table2) Mobility Ubiquitous Transparency of computer network
A model of MCSCL 8 taxonomy factors
Appropriate teacher behavior Appropriate member behavior Nature of learning tasks Member roles Task materials that enable execution of task CL goal definition Formative evaluation with feedback from peers or from educators Additive evaluation and reward structure
CL components plus mobility and organization of material
Solving weaknesses of CL Solving weaknesses of CL activities with Handhelds: activities with Handhelds:
MCSCLMCSCL
Evaluation of two MCSCL Evaluation of two MCSCL activitiesactivities
Math and language MCSCL Language
Each handheld shows a syllable that to be combined with the syllables of the other two children to form as many words as possible
Each member contribute s with her/his ideas, promoting a discussion with the others, to perform their word formation
Once members agree upon the word to be formed, they have two buttons available to form the word in a sequence
Evaluation of two MCSCL Evaluation of two MCSCL activitiesactivities
Math and language MCSCL Language (con.)
The "cloud" button: to choose the syllable The "face" button: allow child to indicate that she/he is no
t considering the syllable to form a word Once the word is formed, a voice message played, two opt
ions can be chosen, if someone disagree, another voice message will be played
“si” button: continue forming new words with the same syllables
“no” button: provide all members agree on the same action
Evaluation of two MCSCL Evaluation of two MCSCL activitiesactivities
Math and language MCSCL Math
Each group member having a set of given objects and achieving the specified number for each of the objects by sending and receiving these from another member of group
Each member is identified by given color, used as the main background
The child select the button that corresponds to the group member from whom she/he wants to receive an object
Evaluation of two MCSCL Evaluation of two MCSCL activitiesactivities
Subjects and settings 48 students (25 girls, 23 boys)
Language: 7 groups 21 students Math: 4 groups 3 students & 3 groups 5 students
Procedure The main difference with CL
The possibility for the children to take a handheld anywhere
Target Analyze the children’s behavior Analyze user’s behavior toward other children Analyze user’s behavior toward machine
ConclusionsConclusions
Usability problem MCSCL V.S CSCL
Possibility to mediate the interactivity Encouraging of the members mobility
MCSCL Organization of information Enabling students to collaborate in groups Monitoring real-time progress Controlling the interaction, negotiation,
portable ability