LEAD - Technology-enhanced Learning and Problem-solving Discussions: Networked Learning Environments in the Classroom
LEAD investigates network learning in classroom situations, i. e. the link between real-life group activities and computer support in collaborative problem-solving processes.
- Strategic objective: Technology-enhanced Learning
- Project type: Specific targeted research project (STREP)
- Start date: 1 December 2005
- Duration: 36 months
- EU funding: € 2 000 000
- Number of partners: 7
- Project coordinator: Universiteit Utrecht, Instituut Pedagogiek en Onderwijskunde (IPEDON)
- Project coordinator: Centrum voor Leermiddelen Onderzoek (CLU), Netherlands
- Contact: Mr. Jerry Andriessen
'That morning the students had their lesson in the computer room. The teacher told them that they would work in small groups to discuss their solutions for the problem that was introduced during the previous lesson. Besides face-to-face, students could also discuss electronically. At first, the students reacted with surprise: "Why should we use computers if we can talk orally?" When they started to discuss with the support of the computer, the shared workspace of the computer application enabled them to put forward their ideas in writing. Thereby, creating a dynamic representation of the knowledge they shared during their discussion.'
LEAD focuses on one specific type of 'higher-level cognitive' learning activity, i. e. collaborative problem solving. Collaborative problem solving is an essential aspect of our day-to-day performance in society. In addition, when people solve problems they learn. It is therefore not surprising that problem solving as a learning activity has a long and fruitful tradition in educational practice.
The LEAD project offers a new direction compared to the communication processes of the traditional classroom. Rather than having a group of students sit together to talk about a topic orally, LEAD proposes effective networked-computing support for face-to-face discussions. In combination with traditional, non-mediated activities, this may lead to the occurrence of particular forms of interaction, knowledge construction and representation, with the potential to trigger a wider range of learning mechanisms.
In order to develop a deeper understanding of the learning processes in these situations, LEAD takes into account social, cognitive, and developmental processes and blends empirical educational research with theory-driven design. This will result in a Discussion Support System (DSS) with associated theoretical models, as well as pedagogical scenarii that will guide teachers on how to effectively use computer supported face-to-face problem solving in the classroom.