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POLARIS Building Block for Support of Problem Based Collaborative Learning. Learning Lab. BB Users Conference Amsterdam 20-10-03. Educational approach Universiteit Maastricht Student-centred Collaborative learning in small groups Self directed learning (learning to learn)
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POLARIS Building Block for Support of Problem Based Collaborative Learning Learning Lab BB Users Conference Amsterdam 20-10-03
Educational approach Universiteit Maastricht • Student-centred • Collaborative learning in small groups • Self directed learning (learning to learn) • Problem orientation
This session: • Why POLARIS? • Demonstration
How people learn: Chapter 9 “Technology to support learning” • Bringing exciting curricula based on real-world • problems into the classroom • Providing scaffolds and tools to enhance learning • Giving students and teachers more opportunities • for feedback, reflection, and revision • Building local and global communities that include • teachers, administrators, students, parents, practicing • scientists, and other interested people
Conclusion: What has not yet been fully understood is that computer-based technologies can be powerful pedagogical tools--not just rich sources of information, but also extensions of human capabilities and contexts for social interactions supporting learning. The process of using technology to improve learning is never solely a technical matter, concerned only with properties of educational hardware and software. Like a textbook or any other cultural object, technology resources for education function in a social environment, mediated by learning conversations with peers and teachers.
Conclusion: What has not yet been fully understood is that computer-based technologies can be powerful pedagogical tools--not just rich sources of information, but also extensions of human capabilities and contexts for social interactions supporting learning. The process of using technology to improve learning is never solely a technical matter, concerned only with properties of educational hardware and software. Like a textbook or any other cultural object, technology resources for education function in a social environment, mediated by learning conversations with peers and teachers.
Active learning: • Information Knowledge • Knowledge is developed, not transmitted • Social interaction in knowledge development
Learning in groups (general effects): • Students who learn in small groups generally demonstrate: • greater academic achievement, • express more favorable attitudes toward learning, • and persist through courses or programs to a greater • extent than students in more traditional settings. Conclusion: Our analysis of small-group learning procedures suggests that greater time spent working in groups leads to more favorable attitudes among students in general and that even minimal group work can have positive effects on student achievement http://www.wcer.wisc.edu/nise/CL1/CL/resource/scismet.htm
Learning in groups (using technology): • Small group learning had significantly more positive • effects than individual learning on: • student individual achievement, • group task performance • process and affective outcomes Y.Lou, P. Abrami & S. D’Apollonia: Small Group Learning and Individual Learning with Technology: A Meta-Analysis, Review of Educational Research, 2001, 449-521
Communication Brainstorming • Many interactions • All together • Exploration • New perspectives Knowledge building • Creative work • Idea improvement • Comparing • Integration • Coherence • Organizing • Restructure
Asynchronous communication: • Research • Reflection • Writing (externalisation)
Difficulties in asynchronous communication: • Communication hardly organized, sometimes • unpredictable or even chaotic • No visual contact • Much information, complex • System structure (threads) dominates • communication • Content is not visible • Limited actions (send / reply)
Features POLARIS: • Navigation / Orientation • Decision oriented • Social awareness • Learning process visible • Reuse content • Reorganization content • Knowledge management • Coherence
The Learning Pyramid Average Retention Rate Lecture 5% Reading 10% Audiovisual 20% Demonstration 30% Discussion group 50% Practice by doing 75% Teach others 80% National Training Laboratories, Bethel, USA
Principles for Good Practice in Education: • GP encourages contact between students and • faculty • GP develops cooperation among students • GP uses active learning techniques • GP gives prompt feedback • GP emphasizes time on task • GP communicates high expectations • GP respects diverse talents and ways • of learning American Association for Higher Education (AAHE)
Principles for Good Practice in Education: • GP encourages contact between students and • faculty • GP develops cooperation among students • GP uses active learning techniques • GP gives prompt feedback • GP emphasizes time on task • GP communicates high expectations • GP respects diverse talents and ways • of learning American Association for Higher Education (AAHE)
