Technology-enhanced learning and problem-solving discussions: Networked learning environments in the classroom

Informazioni relative al progetto

LEAD

ID dell’accordo di sovvenzione: 028027

Progetto chiuso

Data di avvio 1 Dicembre 2005

Data di completamento 30 Novembre 2008

Finanziato da

• Information Society Technologies: thematic priority under the specific programme "Integrating and strengthening the European research area" (2002-2006).

Costo totale € 2 600 399,00

Contributo UE € 1 999 998,00

Coordinato da

UNIVERSITEIT UTRECHT

Exploitable results

Collaborative problem solving

The LEAD project 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. Collaborative problem solving normally takes its shape as a problem-solving discussion within a small group of learners. During a problem solving discussion, learners interact to solve a difference in opinion and come to an understanding. A problem-solving discussion is hard to describe and difficult to manage. Learners must achieve two tasks: they have to solve the problem and they must collaborate (Baker, 2002). In some cases, learners are also offered computer support so that they have to adopt new ways of communication. The LEAD project teams adopted a design research approach that blends theory-driven design of learning environments with empirical educational research. It entails both engineering particular forms of learning and systematically studying those forms of learning within the context defined by the means of supporting them (Cobb, Confrey, diSessa, Lehrer and Schauble, 2003). The design research approach provides the LEAD team with the appropriate research context for the development of principles and hypothesis about technology-enhanced learning. The approach enables the LEAD team to understand when, how and why Lead’s educational innovations work in practice. The LEAD project has produced a software package named "Coffee" (The Discussion Support System, DSS) - that together with its supporting pedagogical scenarii forms the heart of the research carried out in the project. Besides this, an interaction trace analysis tool called Tatiana was developed. Concerning the results, the value of Coffee to improve the experience of educational debate can be stated as: 1. Flexibility: Coffee can be used in a wide variety of learning situations as it can be adapted to specific learning situation by means of pedagogical scenarios. The use of scenarios results in a networked learning environment that overcomes the known “not made here” problem by providing the opportunities for Coffee enhanced lessons to be adapted exactly to the nature of the situation. 2. Parallelism: The opportunity to use Coffee to conduct parallel discussions provides significant opportunities for increased productivity and participation. Comparisons between oral and Coffee mediated discussions showed significantly greater contributions in the Coffee classroom. As students use Coffee to discuss their learning task, they can simultaneously put forward contributions in the shared workspace as they don’t have to wait for their turn. Students can work at their pace, they have enough time to think about an issue, and are they are given the time to formulate their ideas into words. Contributing to the discussion via an electronic medium is also perceived as less socially threatening than oral communication, where students have to speak in front of their peers. This allows for less dominant voices to emerge, thus enhancing not only the quantity of the discussion, but also its quality. 3. Productivity: Coffee’s permanent record of activity provides support for students to build and refine knowledge both during and after the session. It also allows staff to monitor parallel activities in order to better orchestrate and assess students’ work. Subjects where emphasis is on discussion of open ended questions are less likely to involve production of standard artefacts such as essays, summaries, tests, and other standard products aimed at revision or assessment purposes. Indeed, it is very rare for students to even take notes of the discussions taking place in face to face debates. Coffee resolves these problems as debates are now in persistent media not transient media (speech). 4. Anonymity: Oral communication in the classroom necessarily reveals the identity of those speaking. However, Coffee allows for students identity to be hidden from one another. Generally, anonymity in Computer Mediated Communication has been shown to reduce inequalities between group members leading to more equal participation and influence across group discussions.