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Computer supported collaborative learning using wirelessly interconnected handheld computers

Computer supported collaborative learning using wirelessly interconnected handheld computers. 2006/11/9 Taylor ,Ruby ,Sain. About Miguel Nussbaum. System of information. About Gustavo Zurita. Science of Computation. CL v.s MCSCL. Abstract. Where are used collaborative learning?

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Computer supported collaborative learning using wirelessly interconnected handheld computers

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  1. Computer supported collaborative learning using wirelessly interconnected handheld computers 2006/11/9 Taylor ,Ruby ,Sain

  2. About Miguel Nussbaum System of information

  3. About Gustavo Zurita Science of Computation

  4. CL v.s MCSCL

  5. Abstract • Where are used collaborative learning? • How weaknesses will happen and be solved? • What device will be used ?

  6. introduction • What the goal of CL • Vygotsky said • Social interactions and collaborative efforts • Handhelds & Mobility

  7. Background and related work • 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 interaction • Paradigms • One or multiple peripherals • Side-by-side computers

  8. The relationships between communication , negotiation , coordination and interactivity in CSCL • 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

  9. Children as users of face-to-face CSCL • Children enjoy playing together • Existing technological infrastructure available in schools

  10. Handhelds as support to collaborative 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 naturally 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

  11. Evaluation of CL activity for children 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

  12. Description of math and language CL activities • The materials used in both activities are • A considerable number of cards • Envelopes containing cards • A cardborad was use for the language activity

  13. Subjects 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

  14. Procedure • Instructions • Roles , rules , tasks and objective description • Video recorded and closely observed • Interrupted when help was needed • 15-to 20-min interview

  15. Results (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

  16. Results (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

  17. Solving weaknesses of CL activities with Handhelds: MCSCL • 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

  18. Solving weaknesses of CL activities with Handhelds: MCSCL

  19. Evaluation of two MCSCL activities • 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

  20. Evaluation of two MCSCL activities • Math and language MCSCL • Language (con.) • The "cloud" button: to choose the syllable • The "face" button: allow child to indicate that she/he is not considering the syllable to form a word • Once the word is formed, a voice message played, two options 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

  21. Evaluation of two MCSCL activities

  22. Evaluation of two MCSCL activities • 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

  23. Evaluation of two MCSCL activities • 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

  24. Evaluation of two MCSCL activities • Results

  25. Conclusions • 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

  26. Reference • http://www2.ing.puc.cl/ipaq/

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