1 / 14

A cross-case comparison of BSCW in different educational settings

A cross-case comparison of BSCW in different educational settings. Klaas Sikkel, Lisa Gommer & Jan van der Veen University of Twente. Contents. [KLAAS] Introduction, BSCW [LISA] Research set-up, sample cases Results [KLAAS] Conclusions. Basic Support for Cooperative Work.

lew
Download Presentation

A cross-case comparison of BSCW in different educational settings

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. A cross-case comparison of BSCW in different educational settings Klaas Sikkel, Lisa Gommer & Jan van der Veen University of Twente

  2. Contents [KLAAS] • Introduction, BSCW [LISA] • Research set-up, sample cases • Results [KLAAS] • Conclusions

  3. Basic Support for Cooperative Work Virtual space in which members can store files, messages, … Technical features include: • Basic version management • Locking • Awareness information

  4. Archiving Collaborative authoring Discussion Reviewing Monitoring Communication Using ICT Logistics Course info Access control Functions used in education

  5. Evaluation framework • Reasons for success / failure of BSCW in education • 7 case studies covering a wide range of educational activities • Data from BSCW evaluation and external cases • Analysis and cross-case comparison

  6. Case 1. Didactic training • Teacher training course for new staff members • Course sessions every two weeks + group work in between • Experience ICT in education • BSCW as support for groupwork and personal portfolio

  7. Case 6. Pupil Counselling • Course: Pupil counselling and remedial teaching (25 students) • Students work on assignments in groups of 3 • Presentation of deliverables to students and teachers via BSCW • Commenting on other groups

  8. Results

  9. Criteria for acceptance 4E model (Collis) • Effectiveness • Ease of use efficiency, learnability,user-friendliness • Engagement personal feelings about use of ICT • Environment organisational, social-cultural, technological

  10. Effectiveness / Efficiency Effectiveness traps 1 The tool is not effective for the task 2 Using the tool is not effective for the aims of the course(from the students’ perspective) Efficiency trap 3 There is a more efficient way to perform the same task

  11. Conclusions 1 Shared workspaces are most effective and efficient when used for their ‘core’ functionality: an online repository for objects of collaborative work (Generally, most tools are most efficient for the purpose for which they were created)

  12. Conclusions (contd.) 2 Use ICT when it serves a purpose, not simply because it’s there The leading question ought to be “what is the right medium for ...” rather than “can we use ICT for ...”

  13. More details in a technical report K. Sikkel, E.M. Gommer, J.T. van de Veen (2000) Using Shared Workspaces in Higher Education. DOC 00-30, DINKEL Institute, University of Twente, Enschede, The Netherlands retrievable from www.cs.utwente.nl/~sikkel/papers

More Related