scripting strategies in computer supported collaborative learning

25
Scripting strategies Scripting strategies in computer supported in computer supported collaborative learning collaborative learning

Post on 19-Dec-2015

229 views

Category:

Documents


5 download

TRANSCRIPT

Page 1: Scripting strategies in computer supported collaborative learning

Scripting strategies in Scripting strategies in computer supported computer supported

collaborative learningcollaborative learning

Page 2: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 22

MenuMenu

• IntroductionIntroduction

• Goals of the thesisGoals of the thesis

• Rich, action based learningRich, action based learning

• What is scripting ? What is scripting ?

• Choice of the toolChoice of the tool

• MethodMethod

• Specific resultsSpecific results

• ConclusionsConclusions

Page 3: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 33

Goal of the thesisGoal of the thesis

• Apply rich, action based units in ‚real Apply rich, action based units in ‚real learning environments‘learning environments‘

• Test rich learning environments Test rich learning environments under different circumstances:under different circumstances:- Focalised paramters: scripting and - Focalised paramters: scripting and tooltool

Page 4: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 44

Rich action based learning Rich action based learning environment?environment?

Learning pairsLearning pairs

3d models3d models

literatureliterature

Discussions Discussions interaction with partnerinteraction with partner

Creation of Creation of collaborative hypertext• interaction with the interaction with the

learning communitylearning community

Page 5: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 55

What is ‚scripting‘?What is ‚scripting‘?

• Scripts enable integration of actions that Scripts enable integration of actions that were often separated: individual, were often separated: individual, cooperative, collaborative and collective cooperative, collaborative and collective acactionstions..

• Scripts enable integration of co-present Scripts enable integration of co-present actiactionsons and computer-mediated acti and computer-mediated actionsons

• Scripts often include an important role for Scripts often include an important role for the tutorthe tutor

A script is a story or scenario that the students and A script is a story or scenario that the students and tutors have to play as actors play a movie scripttutors have to play as actors play a movie script..

Page 6: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 66

Scripting exampleScripting example

Page 7: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 77

The toolThe tool

• Concept of a Wiki:Concept of a Wiki:

• Every user can create edit and Every user can create edit and change pageschange pages

• Reconstruction of older versionsReconstruction of older versions

• involve visitor in ongoning process -> involve visitor in ongoning process -> incites to improve and change incites to improve and change existing sitesexisting sites

Swiki -> unstructured collaboration toolSwiki -> unstructured collaboration tool

Page 8: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 88

Principal question 1Principal question 1

• The use of a Swiki as collaborative The use of a Swiki as collaborative editing tool causes no technical editing tool causes no technical and comprehensive problems for and comprehensive problems for high school studentshigh school students without without experience in collaborative editing experience in collaborative editing but with some knowledge of the but with some knowledge of the use of a common text-editing use of a common text-editing software and the research of software and the research of information in the Web.information in the Web.

Page 9: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 99

Principal question 2Principal question 2

• Scripting which induces students to Scripting which induces students to compare and comment on the work of the compare and comment on the work of the whole learning community (using a whole learning community (using a collaborative editing tool) leads to better collaborative editing tool) leads to better learning performance than a script leading learning performance than a script leading students to work without such a tool and students to work without such a tool and with little advice or / and opportunity to with little advice or / and opportunity to make comments and compare their work make comments and compare their work with the learning community.with the learning community.

Page 10: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 1010

Principal question 3Principal question 3

• The quality of the product of the The quality of the product of the working groups is better (longer and working groups is better (longer and more detailed) when students are more detailed) when students are induced to compare and comment on induced to compare and comment on their work (with a collaborative their work (with a collaborative editing tool) during the learning unitediting tool) during the learning unit..

Page 11: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 1111

MethodMethod

• Work with high school students in Work with high school students in normal learning environments.normal learning environments.

• Testing 3 learning unitsTesting 3 learning units..

Human anatomy

EvolutionHuman embryology

Page 12: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 1212

What did we analyse? What did we analyse? (part 1)(part 1)

• Human anatomy: unstructured script Human anatomy: unstructured script <-> <->

evolutionevolution andand human embryologyhuman embryology: : structured script.structured script.

• Is there a difference in students Is there a difference in students satisfaction? satisfaction?

Human anatomy

Evolution

Human embryology

Page 13: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 1313

0,00

10,00

20,00

30,00

40,00

50,00

60,00

perc

en

tag

e

do not know agree totally agreepartially

do not agree

It was fun to work with the computer

structured evolution (n = 23)

strutured embryology (n = 17)

unstructured anatomy (n = 9)

Subjective perceptionSubjective perception

No statistical differences could be found within the unitsNo statistical differences could be found within the units

Human anatomyEmbryologyEvolution

Page 14: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 1414

comparison of three scenarios: difficulties to edit input with the comparison of three scenarios: difficulties to edit input with the Swiki Swiki

0,00

10,00

20,00

30,00

40,00

50,00

60,00

70,00

80,00

90,00

perc

en

tag

e

do notknow

agreetotally

agreepartially

do notagree

Editing was too complicated and obstructed work

structured evolution

structured embryology

unstructured anatomy

SStatistical difference between anatomy and evolution (U = 40; p = 0.0065) but no tatistical difference between anatomy and evolution (U = 40; p = 0.0065) but no difference between the other settings (anatomy <-> embryology: U = 45; p = 0.09; difference between the other settings (anatomy <-> embryology: U = 45; p = 0.09;

and evolution <-> embryology: U = 393; p = 0.2).and evolution <-> embryology: U = 393; p = 0.2).

Page 15: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 1515

0,00

20,00

40,00

60,00

80,00

100,00

do notknow

agreetotally

agreepartially

do notagree

It is easy to get lost within a text with many links

structured evolution

structured embryology

unstructured anatomy

comparison of three scenarios: It is easy to get lost within a text with many links’comparison of three scenarios: It is easy to get lost within a text with many links’

Almost Almost significant difference (anatomy <-> evolution: U = 60; p = 0.09; significant difference (anatomy <-> evolution: U = 60; p = 0.09; anatomy embryology: U = 46; p = 0.07anatomy embryology: U = 46; p = 0.07)) BUTBUT ((evolution <->embryology: U = evolution <->embryology: U = 189; p = 0.81) 189; p = 0.81)

Page 16: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 1616

ConclusionConclusionSubjective Subjective perceptionperception

• SStructuring the work has a positive influence on the sense of tructuring the work has a positive influence on the sense of satisfaction that the students gained from the tool and the satisfaction that the students gained from the tool and the work in generalwork in general (no statistical significance)(no statistical significance)

• SStudents tudents in unstructured unit in unstructured unit thought they were getting lost thought they were getting lost often within the few links, while the students that were guided often within the few links, while the students that were guided had a different sensationhad a different sensation

• Discussion is an important element of building a concept and Discussion is an important element of building a concept and learning in a constructivist way especially when different learning in a constructivist way especially when different opinions merge and have to be compared opinions merge and have to be compared (result not shown)(result not shown)

Page 17: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 1717

What did we analyse? What did we analyse? (part 2)(part 2)

Scripting differences for two classes: Scripting differences for two classes:

• 1. Normal high school class working in 1. Normal high school class working in conventional set up (without tool)conventional set up (without tool)

• 2. Vocational high school class working with 2. Vocational high school class working with the tool -> the tool -> vocational high schoolvocational high school normally normally show inferior pedagogical performances show inferior pedagogical performances compared to normal high schoolcompared to normal high school

Human Human embryologyembryology

Pre testPre test Post testPost test Final testFinal test6 6 weeksLearning unit

Page 18: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 1818

Increase of factual Increase of factual konwledgekonwledge

Increase of factual knowledge

0

2

4

6

8

10

12

Pretest Posttest Finaltestamo

un

t o

f co

rrec

t an

swer

s

Class with Swiki

Conventional

n = 17

ANOVA: ANOVA: F(5, 101) = 14.841 F(5, 101) = 14.841

Pre test conventional <->post test conventionalPre test conventional <->post test conventional p< 0.001p< 0.001

Pre test Swiki <-> post test SwikiPre test Swiki <-> post test Swiki p< 0.001p< 0.001

Human Human embryologyembryology

Page 19: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 1919

Student‘s confidence in Student‘s confidence in their answerstheir answers

increase of secrity of anwers

0,00

5,00

10,00

15,00

20,00

25,00

Pretest Posttest FinaltestSec

uri

ty o

f co

rrec

t an

swer

s

Class with Swiki

Conventional class

ANOVAANOVA : : F(5, 101) = 11.05F(5, 101) = 11.05

Pre test conventional <->post test conventionalPre test conventional <->post test conventional p< 0.001p< 0.001

Pre test Swiki <-> post test SwikiPre test Swiki <-> post test Swiki P< 0.01P< 0.01

Human Human embryologyembryology

Page 20: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 2020

Comparison of the produced Comparison of the produced workwork• Length of the summaries Length of the summaries

1100 pagespages for the conventional class, for the conventional class, 3636 pages pages for the Swiki classfor the Swiki class

• Number of topics treatedNumber of topics treated9 topics9 topics for the conventional classfor the conventional class14 topics for the Swiki class14 topics for the Swiki class

• Quality of the content of the summariesQuality of the content of the summariesComparable quality within the Comparable quality within the summariessummaries

Human Human embryologyembryology

Page 21: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 2121

ConclusionsConclusions

• Equal increase of knowledge and Equal increase of knowledge and self evaluation capacities for self evaluation capacities for different backgrounds (normal high different backgrounds (normal high school <-> vocational high school)school <-> vocational high school)

• Better quality of Product for Swiki Better quality of Product for Swiki scriptingscripting

Human Human embryologyembryology

Page 22: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 2222

Scripting Scripting leads toleads to

Create a critical Create a critical mass of inputmass of input

Compare and Compare and coment inputscoment inputs

Link inputsLink inputs

Regroup Regroup conceptsconcepts

Page 23: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 2323

‚‚Our‘ scripting leads to anOur‘ scripting leads to an: :

Action based, hypertext - Action based, hypertext - constructive, computer constructive, computer

supported, collaborative supported, collaborative learning learning environmentenvironment (ABAHCOCOSUCOL)(ABAHCOCOSUCOL)

Page 24: Scripting strategies in computer supported collaborative learning

Michele NotariMichele Notari 2424

ABAHCOCOSUCOLABAHCOCOSUCOL is adequate is adequate for tasks where it is improtand for tasks where it is improtand to have:to have:

• Long-term knowledge retentionLong-term knowledge retention

• Mastering a certain problem-Mastering a certain problem-solving strategysolving strategy

• High quality of produced workHigh quality of produced work

• Have a good use of some specific Have a good use of some specific handlinghandling

• Increased metacognitive skillsIncreased metacognitive skills