Chapter 11 Learning Together on the Web

1. Chapter 11Learning Together on theWeb

2. What is collaborative learning?何謂collaborative learning • Fist generation of CBT – limited for collaborative learning • Internet – provide chats, message boards, online conferencing –various channels for collaboration • Collaboration: structured （結構式的）exchange between two or more participants 為了達成學習目的與增進學習

3. 說明 e-Learning 經常用以合作學習的功能 (p200) • Chats • Two or more participants communicate …. • Use in e-Learning • Role play practice • Group Project • Pair collaborative • Message Board • Another of participants communicate …. • Use in e-Learning • Topic –specific exchange • Post-class exchange

4. 說明 e-Learning 經常用以合作學習的功能 (p200) • Threaded Discussion Boards 一連串的討論 • A message board in which related comments …. • Use in e-Learning • Comments on specific sub-topics 針對特定主題下之討論 • Online Conferencing • A number of participants online at once with a moderator …. • Use in e-Learning • Guest speaker • Group project work

5. 說明 e-Learning 經常用以合作學習的功能 (p200) • E-mail • Two or more . …. • Use in e-Learning • Group project work • Instructor-student exchange • Pair collaborative study • List-servs • Group e-mail …. • Use in e-Learning • Class announcements

6. Collaborative Learning vs. Knowledge Management • 這些合作的工具可用作為一種知識管理的途徑： • 經驗交換（舉例） Options for collaboration in Internet e-Learning • Synchronous 同步 • Asynchronous 非同步 Guideline for use of Collaborative tools in e-Learning: (p202) • Use of collaborative methodology • Assign structured discussion such as problem-based learning and peer-tutoring

7. What is concurrency? • Concurrency 為在同一個時段之下，進行某一個單元內容的同步程度 • 說明e-learning 課程之 Concurrency 有哪些差異性之區分 (詳見p203-204)

8. E-learning 合作與獨立學習之型式有那些？ P 206 • Collaborative structured group 結構性合作小組: • Students study in pairs for specific (特定) task • Pair members study together • Collaborative unstructured group非結構性合作小組 • Students work in pairs for a broad assignment to discuss topics, and prepare for the test • Individual structured 結構性個別學習– work alone generating … • Individual unstructured 非結構性個別學習– work alone….

9. Guidelines for Collaborative Learning (p207-209) • Make assignments that require collaboration among learners. • Get acquainted • Spokesman 發言人 – summarize experience… • Develop assignment that requires group interaction • Assign learners to groups in ways that optimize interaction • 人太多無法 fully interact • Heterogeneous group – better – mixed with different background

10. Guidelines for Collaborative Learning (p207-209) • Structure group assignments around products or processes 以作品或過程架構要求完成作業 • Product oriented: report or design, problem solving (conceptual learning), maximize interaction, e.g. report, market plan, …… provide sufficient guidance • Process oriented: focus on what can be gained from structured group exchange, e.g. PBL (discussion meeting, conduct study, reconvene to discuss problem solutions), peer-tutoring（同儕互教）, preparing test (question-asking)

11. Model for productive group collaborations • Jigsaw 拼圖（七巧板）-比喻為分工的組合 • 5-7 /team • Project or assignment: multiple sources of knowledge • Home teams divide and meet on with different home teams to form sub-team – focus on a specific aspect • Sub-teams work together to master their parts • Each member teaches a piece

12. Adapting Jigsaw to e-learning • Suitable for high, moderate, or low concurrency e-learning model • Assign project – home team assignment sub-team Team “Uric” Task A Task B Task C Team “Ruby” Task A Task B Task C Team “Cage” Task A Task B Task C Sub-team A Sub-team B Sub-team B

13. Adapting Jigsaw to e-learning • Members of each sub-team go to a message board for sub-topics Review previous discussions and searching available resources • The discussions are taken back to home team • The home team uses e-mail, chat, … to integrating (整合) findings

14. Structured Controversy 結構性的爭議 • Given an assignment to write pro (贊成) and con (反對) argument • Deeper processing stimulated by synthesizing opposing aspect of and issue • Use of heterogeneous teams • Teams divide into pairs • After a period of time, the team of four reconvenes and one pair resent their argument • The pairs reverse roles

15. Structured Controversy 結構性的爭議 • Successful constructive controversy: • Ensure a cooperative context • Goal: understanding the opposing view • Synthesis of perspectives • Structure groups  mixed background knowledge and ability among members • Provide access to rich and relevant info • Ensure adequate social skill to manage conflict • Focus group interactions on rational (理性的)arguments

16. Adapting Structured Controversy to e-Leaning • Small groups of four • Problem case lends to alternative perspectives • Provide links to relevant resources • Pair work through email or chat to research their position • Post argument to the message board • Review opposing arguments • Verify understanding Provide opportunity to research a position, post argument, synthesize one’s position

17. Seven-Jump Method PBL approach • Clarify unknown term and concepts • Define the problem in the case • Analyze the problem by brainstorming (腦力激盪) different plausible explanation • Critique the different explanations • Define the learning issues • Engage in self-directed study • Meet with group, share learning, and develop final description