Using Social Software for Teamwork and Collaborative Project Management in Higher Education

Na Li, Carsten Ullrich, Sandy El Helou, Denis Gillet

Swiss Federal Institute of Technology in Lausanne (EPFL)

Shanghai Jiao Tong University

ICWL, 8th – 10th December, Shanghai, China

Outline

Introduction1

Using Social Software for Collaborative Learning

2

Scenarios of Collaborative Learning

3

Bottom-up Learning Paradigm4

Conclusion5

Introduction

Link

Blog

Tag

Rate

Wiki

Social software Digital native

Introduction

New learner – Intuitively tech-competent New learning mode – Self-directed,

purpose-drivenMotivate

Using social software to support learning Enhance collaborative learning activities Create learning incentives

Using social software for collaborative learning

Graaasp and 3A Model

Using social software for collaborative learning

Graaasp and 3A Model (graaasp.epfl.ch)

Using social software for collaborative learning

Graaasp features Collaboration: space Roles: user-defined User generated content: tag, rate,

comment, wiki, bookmark Gadgets: learning tools hCard & hCalendar: tracking learning

process

Using social software for collaborative learning

Google Wave

Using social software for collaborative learning

Google Wave features Collaboration: google groups Structuring Waves: tag-based structuring User generated content: text, pictures,

videos, etc Gadgets and robots

Scenarios of collaborative learning

Scenario in Graaasp

Scenarios of collaborative learning

Scenario in Google Wave

Bottom-up Learning Paradigm

Evaluation through user study Interview with 10 students User questionnaire

Evaluation results 9/10 students like bottom-up learning paradigm

Useful to organize group projects Easy to share and collaborate

Bottom-up Learning Paradigm

Encourage students to control learning process

Take advantage of students’ Web 2.0 skills

Facilitate sharing resources

Information overflow Recommendation of

useful learning resources

Trust & privacy in open environment

Benefits Challenges

Conclusion

Potential role of social software in supporting collaborative learning

Graaasp and Google Wave scenarios Preliminary evaluation through user

study Benefits and challenges of bottom-up

learning paradigm More evaluation of usability and

acceptability in the future

Q&A

Thanks for your attention!

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