Computer Supported Collaborative Learning

La relacion entre las prestaciones tecnologicas y el diseno de las actividades de aprendizaje para la construccion colaborativa del conocimientoThe relationship …

by Dra. Ingrid Noguera

Wikis y E/LE: un ejemplo de desarrollo y evaluación de un proyecto mediado por ordenador

by María del Carmen Martínez Carrillo

La evaluación en el aprendizaje y la enseñanza del español como LE/L2. XVIII Congreso de la Asociación del Español como lengua extranjera (ASELE). Alicante, Spain, 19-20 September 2007. Alicante: Universidad de Alicante, pp. 632-635.2008

The Translator’s Workstations revisited: A new paradigm of translators, technology and translation

by Chelo Vargas Sierra

co-authored with Laura Ramírez Polo, published in Proceeding of Tralogy: Tanslation Careers and Technologies: Convergence Points for the Future, Paris, 3-4 March 2011

Thirty years after the publication of Martin Kay's classic paper about the proper place of men and machines in... more Thirty years after the publication of Martin Kay's classic paper about the proper place of men and machines in language translation, the relationship between translators and technology is changing dramatically. In this paper we explore the changes that have occurred during the past thirty years as well as the evolution of translation studies towards the inclusion of technology. Moreover, we analyse the new technologies that are changing the way translators work and we discuss the implications for training future translators. We finally propose a new learning model that aims at integrating these new technologies in a collaborative way to develop not only concrete skills, but rather a general computer savviness that helps students be ready for any future situation they might face.

Lakkala, M., Lallimo, J., & Hakkarainen, K. (2005). Teachers’ pedagogical designs for technology-supported collective inquiry: A national case study

by Kai Hakkarainen

Lakkala, M., Lallimo, J., & Hakkarainen, K. (2005). Teachers’ pedagogical designs for technology-supported collective inquiry: a national case study. Computers & Education, 45(3), 337-356.

The aim of the present study was to analyze teachers’ pedagogical designs, plans of organized technology-supported,... more The aim of the present study was to analyze teachers’ pedagogical designs, plans of organized technology-supported, collective student inquiry. Ten teachers in Finland designed and implemented eight, inquiry-learning units (‘designs’) in 12 primary and secondary level classrooms in various subject domains. The guiding principles behind the designs were the objectives of progressive inquiry, such as facilitation of question- and explanation-driven learning, and the use of collaborative technology to support the sharing of knowledge. The participating teachers received substantial pedagogical training on these issues before the classroom implementations. The present study concentrated on examining three aspects in the teachers’ pedagogical designs: solutions for supporting students’ inquiry efforts, organization of collaboration, and the role given to the web-based Collaborative Learning Environment (CLE). The teachers experienced the use of CLE as a valuable new possibility to foster collaboration in classroom work, but there was much variation in the ways that the affordances of the system were utilized. The results indicated that it was a challenge for the teachers, especially in secondary level, to find appropriate methods for supporting students’ inquiry efforts. The most difficult aim to achieve appeared to be the promotion of real collaborative knowledge building; the social arrangements of many designs still relied on rather individualistic ways of working.

Seitamaa-Hakkarainen, P., Kangas, K., Raunio A.M., & Hakkarainen, K. (2012). Collaborative Design Practices in Technology Mediated Learning. Design and Technology Education: An International Journal, 17, 54-65

by Kai Hakkarainen

Seitamaa-Hakkarainen, P., Kangas, K., Raunio, A.-M. & Hakkarainen, K. (2012). Collaborative Design Practices in Technology Mediated Learning. Design and Technology Education: An International Journal, 17, 54-65

The present article examines how practices of computer-supported collaborative designing may be implemented in an... more The present article examines how practices of computer-supported collaborative designing may be implemented in an elementary classroom. We present a case study in which 12-year-old students engaged in architectural design under the guidance of their teacher and a professional designer. The students were engaged in all aspects of design process, such as analysing the design of existing houses, analysing the building site, determining building volume, design facades, and floor plans; they formed seven teams, each of which had its own house to design. The data-analysis relied on the Knowledge Forum database, consisting students’ notes, pictures, sketches, and photos. The participants’ quantitative contributions to the database were analyzed with Analytic ToolKit which underlies Knowledge Forum. A qualitative content analysis was performed to the KF notes produced by the student teams; a theory and data-driven approach for categorizing the content of the notes was employed. The results revealed that the student teams considered various design constraints and familiarized themselves with their own building site and regulations regarding their permitted building volume. They constructed environmental models and scale models, and made the calculations of gross floor volume; scale drawings were inserted to KF’s Environmental Model view as pictures and texts. The results indicated that parallel working with conceptual (design ideas) and material artefacts (architectural models, prototypes of apartments, figures) supported one another. The intent was that involving students in modeling practices would help them build domain expertise, epistemological understanding, and skills to create and evaluate knowledge. Further, implications for designing technology-mediated collaborative design processes are discussed.

Draft of Seitamaa-Hakkarainen, P., Viilo, M., & Hakkarainen, K. (2010) Learning by collaborative designing: technology-enhanced knowledge practices

by Marjut Viilo

Seitamaa-Hakkarainen, P., Viilo M. &, Hakkarainen K. (2010). Learning by Collaborative Designing: Technology-enhanced Knowledge Practices. International Journal of Design and Technology Education, 20, 109-136.

The purpose of the present article is to examine the knowledge-practice based approach to technology-enhanced... more The purpose of the present article is to examine the knowledge-practice based approach to technology-enhanced learning. Toward that end, the article reports the efforts of an elementaryschool teacher and researchers in promoting genuine inquiry at the 4th and 5th grade of a Finnish elementary school. We will describe implementation and social organization regarding ‗The Project of Artefacts – the Past, the Present and the Future‘ that engaged students in collaborative inquiry and design across 13 months (almost three semesters). Knowledge Forum (KF), a virtual platform for the interchange of information, provided tools and practices that facilitated creative working within participating students and teachers. This was accomplished in a meaningful social setting which was culturally rich and where material and conceptual artefacts played dominant roles. In this article, the analysis of the teacher‘s project diary and the contributions to the KF database provides an overview of the knowledge practices enacted during the project. The distribution of knowledge-creation activities during the project reveals that the teacher assumed a role of organizer concerning shared knowledge practices instead of controlling all aspects of students‘ learning. Simultaneously, however, students were not left working without guidance; the teacher structured their collaborative efforts with the help of KF and by directing classroom activities.

Keywords: collaborative design, distributed expertise, knowledge-building, knowledge practices, hybridization, progressive inquiry, technology-enhanced learning

Lahti, H., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2004) Collaboration patterns in computer supported collaborative designing. Design Studies, 25/4, 351-371

by Pirita Seitamaa-Hakkarainen

Lahti, H., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2004) Collaboration patterns in computer supported collaborative designing. Design Studies, 25/4, 351-371

This study examined the intensity of collaboration in computer supported collaborative designing.It focused on how ten... more This study examined the intensity of collaboration in computer supported collaborative designing.It focused on how ten teams of university level students of textile teaching shared their designing process in a virtual learning environment.An authentic task involving clothing for premature babies was used.The study employed qualitative content analysis of students’ written notes and sketches posted to the database.The results indicated that collaborative design processes exhibited three characteristic patterns and varying intensity: coordination, cooperation, and collaboration. In three of the teams, the design process turned out to be highly collaborative in respect of students developing a joint design object and being intensely involved in organizing the design process.

Is There a Space for the Teacher in a Wiki?

by Ole Smørdal

Co-authored with Andreas Lund
Proceedings of the 2006 international symposium on Wikis. ACM.

In this paper we ask to what extent collective cognition can be supported and sustained in classroom practices. One... more In this paper we ask to what extent collective cognition can be supported and sustained in classroom practices. One major challenge for learning in technology-rich, collaborative environments is to develop design principles that balance learner exploration with a more goal directed effort. We argue that teachers play a key role in such efforts and that educational wiki designs need to allow such a role in order to support group knowing. First, from an activity theoretical perspective we discuss teaching in knowledge collectives as new type of educational activity. Next, we analyze functions and meta level affordances found in the MediaWiki application. This is followed by a presentation of an intervention study in which the MediaWiki was used by a class of Upper Secondary School learners in Norway. Findings are used to discuss design principles for wikis that support collective cognition and where there is a place for the teacher.

To be or not to be. That is the... webquest. (Ri)scoprire Amleto sul web 2.0

by Luca Rognoni

Published in Lend - Lingua e Nuova Didattica, Anno XL, 4, pp. 47-54 (2011)

Partendo dalla volonta’ di situare la trattazione di un classico della letteratura inglese in un’attivita’ didattica... more Partendo dalla volonta’ di situare la trattazione di un classico della letteratura inglese in un’attivita’ didattica stimolante e collaborativa, e’ nato questo webquest, dove gli studenti sono chiamati ad affrontare Amleto utilizzando materiale reperibile sul web per poi costruire in gruppi un prodotto finale da presentare alla classe. Adottando la struttura ormai collaudata del webquest e rinfrescandola con una serie di fattori innovativi principalmente legati alle nuove possibilita’ offerte dal “Web 2.0”, l’autore propone un modello di webquest che ha prodotto risultati molto positivi e che puo’ essere liberamente riproposto com’e’ o modificato a piacimento dalla comunita’ di colleghi e studenti.

On the Learning of Geometric Concepts Using Dynamic Geometry Software

by Alex Sandro Gomes

Mind the Gap II

by Noemi Sadowska

Co-authored with Grifith, S., Latif, A. and Morgan, T.

A paper presented at 2nd International Conference on Design Education: Connected 2010, 28 June - 1 July 2010, University Of New South Wales, Sydney, Australia

In May 2008, lecturers from Regent’s Business School (RBS), London, UK and The College of Fine Arts, University of New... more In May 2008, lecturers from Regent’s Business School (RBS), London, UK and The College of Fine Arts, University of New South Wales, Australia (COFA) met by chance at a conference dedicated to design management in Paris, France. They discussed the possibility of a cross continental, cross cultural and cross disciplinary teaching collaboration. It was considered that this could contribute to a deeper richer learning experience for both student cohorts (Gibbs 1992 ). The result was the development of an online communication space where business students in London, UK and design students in Sydney, Australia could freely discuss topics common to both their cohorts. In April 2009 a paper, entitled Mind the Gap, on the 2008 collaboration was delivered at the European Academy of Design conference: Design Connexity. The project showed promise so the authors decided to continue the teaching collaboration for a second year in 2009. This paper documents a comparison of the two resulting experimental teaching and learning collaborations and their outcomes. It explores the challenges of facilitating positive, constructive and meaningful exchanges between a small class of Design Management students at a British Business School and a large cohort of first year Interactive Systems students at an Australian Design School with very different agendas relating to course outcomes for students. Particular attention is paid to the designing of the collaboration and the students’ and staff learning experience within such diverse contexts and analysis of these within the two consecutive collaborations. An analysis of lessons learnt from the process of designing and facilitating Mind the Gap 08, how they were addressed in Mind the Gap 09 and whether they were successful is used as the illuminative lens.

Supporting the technology-enhanced collaborative inquiry and design project - teacher’s reflections on practices (2011)

by Marjut Viilo

Viilo, M., Seitamaa-Hakkarainen, P, & Hakkarainen, K. (2011). Supporting the technology-enhanced collaborative inquiry and design project – A teacher’s reflections on practices. Teachers and teaching theory and practice, 17(1).

In this article, we argue that the teacher has a crucial role in leading students into collaborative inquiry learning... more In this article, we argue that the teacher has a crucial role in leading students into collaborative inquiry learning practices. While many studies have given the impression that students are able to engage in inquiry processes on their own, the role of social practices and teacher guidance often remains unexplained. However, even when the pedagogical setting is organized towards collaboration and student-driven inquiry, it does not mean that students will, as a matter of course, collaborate and take collective responsibility for their own learning. This research is conducted by a teacher and researchers and reports on the teacher’s impressions about organizing and promoting a computer supported collaborative inquiry process in her classroom at the 4th and 5th grade levels of a Finnish elementary school. “The Artefact Project” was collaboratively designed together by the class teacher and researchers, but the teacher was responsible for implementing and adapting plans in practice. The aim of the ‘Artefact project - the Past, the Present, and the Future’ was to support students’ (N=32) understanding of the diversity of artefacts. Students were asked to analyze artefacts within the cultural context, to study physical phenomena related to them, and to design future artefacts. A collaborative learning environment, Knowledge Forum, facilitated the activities. During the process, the teacher wrote weekly in a reflective project diary. The template of the diary guided the teacher to reflect on the issues that she considered important at the writing moment: the organizing practices, topic content and process stages; how the classroom community functioned, as well as the role of technology as a support for the process. The contents of the diaries were analyzed with qualitative content analysis with the help of AtlasTi software. This study depicts the experienced teacher’s practices, her efforts to promote pupils’ cognitive responsibility for advancing their collaborative object-oriented inquiry process themselves. Instead of trying to control all aspects of pupils’ learning, the teacher assumed the role of organizer concerning collaborative progressive inquiry and designing activities. Organizing and supporting activities were based on a continuous following of the pupils’ states of process. Knowledge Forum structured the process and mediated activities, and rendered their objects visible and accessible to the whole learning collective. We suggest that in order to expand and scale-up advanced inquiry practices, the teacher’s usually invisible work in guiding and directing classroom practices has to be made visible and should be analyzed in detail.