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Identifying & assessing students’ learning in collaborative web-based environments

Identifying & assessing students’ learning in collaborative web-based environments. Peter D Chalk, Learning Technology Research Institute, University of North London. CAL2001, University of Warwick, 2-4 April. Virtual communities. Example: software engineering education

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Identifying & assessing students’ learning in collaborative web-based environments

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  1. Identifying & assessing students’ learning in collaborative web-based environments Peter D Chalk, Learning Technology Research Institute, University of North London CAL2001, University of Warwick, 2-4 April

  2. Virtual communities • Example: software engineering education • Theory: apprenticeship learning & communities of practice • Wenger (1998):mutual engagementshared repertoirejoint enterprise • Can CoP exist & assist learning?

  3. Methodology • Identify tools: Webworlds (Papert), VLE - shared repertoire • Model as ‘object to think with’ captured • Set task/ assignment as joint enterprise • Students in groups to encourage mutual engagement: monitor/ feedback • Instructional design based on CoP

  4. Sort Animator (exploratory)link

  5. Java Flow Graph Editor (expressive)link

  6. JSP Editor(executable)link

  7. BSCW coursework area

  8. ww l 3/4, 11/4 d1 s 3/4 r 5/4 s t r 9/4 sa 7/4 sa 11/4 c1 d1a Learning Path in BSCW(s=student; t=tutor; ww=webworld; d=diagram; c=comment; l=link; sa=store; r=read; 3/4=date)

  9. Preliminary results • BSCW team areas, event lists and documents recorded, metrics & results analysed. • Mark is a crude measure of their learning. • Students who responded to feedback and improved their model achieved an A or B grade. • Students of higher marks had most days when BSCW events occurred.

  10. Textual (grounded) analysis "Very interesting that tools [& code] used by engineers can be found”[Apprenticeship in CoP] "I know there are errors in his design as I was unable to illustrate the nested loops in the generated code”[Feedback in CoP] "When I accessed his flowgraph I found an obvious mistake”[Collaborative learning in CoP]

  11. Conclusions • Evidence appears to demonstrate learning by modelling: expressive models involve deeper, more reflective, constructive learning (cf Kolb learning cycle) • Evidence of community of practice: shared task, tools & communication (cf Wenger) • May provide opportunity for ‘dynamic assessment’ and apprenticeship into virtual communities.

  12. References • Kolb, D A (1984) Experiential Learning, Englewood Cliffs, Prentice-Hall. • Papert, S (1993) The Children's Machine, Harper-Collins. • Wenger, E (1998) Communities of Practice: Learning, Meaning and Identity, Cambridge University Press.

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