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Collaboration in Educational Settings

Collaboration in Educational Settings. Nathan Campbell Lisa Doan Kirill Kireyev Malte Winkler. Why Collaboration?. Why Collaboration? Teaches valuable “people” skills Self-empowerment, responsibility, self-expression “When you teach, you learn” Synergy of ideas, “symmetry of ignorance”

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Collaboration in Educational Settings

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  1. Collaboration in Educational Settings Nathan Campbell Lisa Doan Kirill Kireyev Malte Winkler

  2. Why Collaboration? • Why Collaboration? • Teaches valuable “people” skills • Self-empowerment, responsibility, self-expression • “When you teach, you learn” • Synergy of ideas, “symmetry of ignorance” • Cognitive Dissonance Theory – resolving disagreements • Why Computer-aided Collaboration? • Helps mediate opinions (everyone is heard) • Easy to organize/visualize information • Distributed • Space / Time / People • Fun

  3. People: Gerhard Fischer / Hal Eden (Swiki) Sebastian De La Chica (UI design) Michael Main (WebCT) Carl Wieman (Clickers) Amer Diwan Technologies: WebCT EDC FEEL (DLC ’04) Swiki Moodle Clickers Interviews & Observations

  4. Interviews & Observations • Issues • Structured vs. unstructured • Whiteboard vs. message board • In class vs. online discussions • Generalizations • “Beaten Path” • “Cycle of Abandonment”

  5. Cycle of Abandonment

  6. Different Modes of Collaboration

  7. Design Questions • Balance online vs. face-to-face • How to integrate? • Structured (WebCT) vs Unstructured (wiki) • Freedom may be messy • General vs. specific • Mediation? • Support flexibility, evolution • Users will use in different ways

  8. Lessons Learned from IR • Technological artifacts must be accompanied by understanding and willingness to change underlying social practices • Collaboration requires proper environment • Open-ended projects • Shared goals • Non-competitive environment • Collaborative skills need to be taught

  9. Project Enhancing Collaboration Among Students In Large Lecture Settings

  10. Large Lectures: Challenges • Students often have questions, but hesitate to ask • Don’t want to interrupt lecture • Shy / self-conscious • Lecturer’s attention is limited • Difficult to gauge level of student understanding, interest • Difficult to remember discourse, reasoning, opinions

  11. Large Lectures: Opportunities • Peers represent large body of knowledge and opinions • Improve deliberation process • TAs available to answer questions • As long as not intrusive to the lecture • Clickers work well, but would be nice to: • Add justification • Persist answers (in context) for later review • Student want to ask questions • Gain confidence to know they’re not alone

  12. Proposed Solution: SLE

  13. Notes and Question Markers

  14. As the Question Marks Increase the Class Confusion Histogram gives the students, TAs, and the professor a class status

  15. Students have the ability to ask questions that get sent out to all students and TAs that they can discuss and look at the answer provided by each other or the TA. They also have the ability of increase the questions need to be answered

  16. We also have “clicker” capability, but require justifications for every answer.

  17. We also have “clicker” capability, but require justifications for every answer. Random Justifications are displayed. The students are able to discuss the questions with each other by simply clicking the discuss button

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