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Kennesaw Workshop: CSCL: an approach to build up communities of practice

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Transcript of Kennesaw Workshop: CSCL: an approach to build up communities of practice

1- Who we are 2- CSCL The distant neighbours The distant neighbours GSIC-EMIC community of practice The distant neighbours The beginning: sharing concerns The encounter between the dark and bright sides Uva-CA case study Course Design In our community of practice Description Goals Methodology Mandatory Course
In the 1st year out of 4
8 groups (between 40 and 60 students each)
5 faculty teaching the same educational design

50 face to face hours (15 lecture hours + 25 lab hours +5 seminars+ 5 evaluation hours)
Students are supposed to spend 100 more hours of personal work. (Bruce & Levin, 2001) CSCL The main goal is to help students learn, use and create educational activities by using technologies 2.0.

Other goals:

-To promote the acquisition of collaboration skills
-Work in group
-Reflective thinking
-etc... Course on ICT to preservice teachers and social educators IBL (Dewey, 1902) (Koschman, 1996) (Dillenbourg, 1995) Thanks for your Attention!!! CSCL: an approach to build up communities of practice Eduardo Gómez, Ph.D
Iván M. Jorrín, Ph.D Tuesday, March 22 th, 2011 We live/work in Valladolid 25 people (Telecommunications Engineering + Computer Science + Education)

10 Ph.D and 15 PhD students and developers

Working since 1994 in Computer Supported Collaborative Learning

Website: http://www.gsic.uva.es/ We belong to the GSIC research team Transdisciplinary Research Center in Education Last year we created the CETIE-UVa 60 people (Education + Pshycology + Science Education + Art Education + Math Education + Language, etc

Research focused in Transdisciplinary Issues

Website: http://www.cetie.uva.es Tuesday, March 22 th, 2011 Tuesday, March 22 th, 2011 Short Vignette At that point we decided to collaborate in a new educational design for Yannis´s course Computer Architecture course in Telecom Engineering degree

The last on computing topics (fall semester, 4th year out of 5)

30 lecture hours and 60 laboratory hours

Contents: features of microprocessors, memory, input/output in computers...

Objective: promote active, meaningful and collaborative learning, emphasis on developing self-trainign capabilities

The whole course is implemented as design project • The course is designed as a design project in which:
- A customer (firm or public institution) requires a computing system
- A consultancy firm surveys the market and design a new ad hoc system for the customer

• Examples of customers: eBook seller, Internet music store, drug industry, a hospital.

• Customers are played by the teacher

• Students play the consultants that advice and design with realistic constraints

• The project was divided into three subprojects of incremental detail. Uva-CA case study
-between members of a pair
-between pairs in the same client and lab
-between pairs in the same client and different lab-between pairs from different client and lab Levels of Collaboration Iloca Iloca is a tool to help in participatory observation of interactions with a tablet-PC http://www.gsic.uva.es/iloca/ http://www.gsic.uva.es/asignaturas/AO
Supportive technology Quest is a telematic tool for automatic management of student questionnaires in educational research SAMSA is an analysis tool that enables the evaluation of participatory aspects of learning for teachers and researchers.

It enables non-experts to perform "social network analysis", and visualize in an intuitive way http://www.gsic.uva.es/samsa/ The new invisible members of our community of practice At that moment we felt the need to better understand the way our innovation was working... Using these tools we evaluated the course Findings Bersatide: is a web based tool to help eduators in the design of a complete Computer Supported Collaborative learning process. In eight steps the tool shows recommendations about the main topics to take care about while designing CSCL environments. Formative Portrayal for CSCL Courses And most important we learnt that We were creating a community of practice without knowing it Impact of the AO case Started to think in CSCL Lifecycle We also designed other courses following CSCL principles But also had impact in... Our University We taught more than 10 courses regarding the design on CSCL Courses Other Universities Professional development courses at the universities of Talca (Chile), Rovira Virgili (Spain), Cádiz (Spain), etc Elementary and secondary Schools http://www.gsic.uva.es/EscuelaRuralEduca http://plas-tic.ning.com/ http://www.gsic.uva.es/CReA-TIC/ Some lessons Learned https://commons.kennesaw.edu/co-kenva/ Pedagogical Approach Social Construction of Knowledge Sharing and construction of knowledge among participants using technology (Piaget, Vygotsky, ...) Many academic disciplines are involved in the field Instructional technology Psychology Sociology Pedagogy Computer Science Engineering CSCL principles are used today in traditional and online schools and knowledge-building communities such as Wikipedia. A definition of CSCL

CSCL is a field of study centrally concerned with meaning and the practices of meaning-making in the context of joint activity, and the ways in which these practices are mediated through designed artifacts. Timothy Koschmann Learning is crucial for this approach So... Collaborative Learning does not just mean that individual learning is enhanced by participation in small groups; it means that it is the groups themselves that learn. Knowledge is a product of the collaboration process CSCL Computer Support does not just mean automating the delivery and testing of facts; it means supporting forms of collaboration and knowledge building (Stahl, 2002) With more pedagogists With more techies With more practitioners It is possible to collaborate even though engineers and educators come from different worlds The design, implementation and evaluation of Yannis´s course help us to understand that "analyzing our own teaching is doing research" It also helped us to minimize our "schizophrenia" as university teachers (teaching/research) Big conclusions Pionering use of
Wikis Use of TPACK
approach Use of IBL
approach SRI International Chip Bruce
UIUC Origin lost in our memories Use of
Webquests Bernie Dodge
San Diego State Promote internal discussion Exchange ideas with the outside world Evaluate your own practice and share your results!!! Balance time spent in action vs. time spent in reflection Innovate, not perish Be cautious and adpat to changes Here's some help to share your experiences and grow a community of practice But.... it was not a piece of cake Collaboration is difficult and not everybody knows how to.... Collaboration requires a common vocabulary. Agreeing on it can be hard.... Collaboration is not time efficient.... It is not confortable to be observed, but it is necessary You have to undress your practice in front of many people You´ll have to learn things you´d never guess (Mishra & Koehler, 2006) Do you wanna water your own community? Gómez Sánchez, E., Bote Lorenzo, M.L., Jorrín Abellán, I.M., Vega Gorgojo, G., Asensio Pérez, J.I., Dimitriadis, Y. (2009). Conceptual framework for design, technological support and evaluation of collaborative learning. International Journal of Engineering Education. 25(3):557-568. http://www.gsic.uva.es/s_local.php Yannis Lino Presentation available at
http://cetiecourses.ning.com/ Autotechnography Google maps http://maps.google.es/maps/ms?ie=UTF8&hl=es&msa=0&msid=108691919872825882963.000492473ba34eebe1b4e&ll=41.661948,-4.707212&spn=0.001232,0.002824&z=19 http://www.wix.com/salainma2010/enjoy Webquest Examples of Assignments http://titan.feyts.uva.es/TIC/
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