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Special Topics: Computer Supported Collaborative Learning
Course Number: 05-899 E
Day/Time: Mon/Wed 9:00am-10:20am
Location: SCR 201
Units: 12
Instructors:
Dr. Carolyn P. Rosé (LTI-HCII)
GHC 5415
Dr. Oliver Ferschke (LTI)
GHC 5416
Course Textbook: Hmelo-Silver, C., Chinn, C., Chan, C., & O'Donnell, A. (2013). The
International Handbook of Collaborative Learning, Routledge.
You will be required to purchase your own copy of the text book, which you can order from
Aamzon.com. All other readings will be provided in pdf form in the course blackboard account.
Prerequisites: None. Some familiarity with educational technology, linguistics, or machine
learning would be beneficial, but not required.
Course Description
Collaborative technologies featured in the current day social web offer a snapshop vision of the
next generation of learning opportunities. Environments such as MOOCs, the Knowledge Forum,
Wikipedia, and the Virtual Math Teams environment offer a wide range of formal and informal
learning opportunities to individuals and groups worldwide. These social web technologies hold
the potential to greatly increase opportunities for fostering advancement of underserved
populations and leveraging the large amount of out-of-school time that school age kids have for
their intellectual and social development. The field of Computer Supported Collaborative
Learning has as one of its foundational goals to work towards understanding the pedagogical and
technological features that make on-line education in general, and collaborative learning in
particular, effective. The purpose of this class is to expose students to the foundational
theoretical, technological, and methodological issues underlying previous work in on-line
learning, to introduce students to the wide range of current on-line environments for formal and
informal interaction and learning on-line, and to explore current research in improving the
quality of experiences these environments have to offer. The course is oriented around a hands-
on group project of the student's own choosing and design that will offer the opportunity to gain
experience with available tool kits and work towards making their own contribution to what the
modern day web has to offer for on-line learning.
Assignments
I. This semester as an important part of reflecting on the readings as a group and forming a
consensus vision of the field of CSCL, we will work together on a CSCL mediawiki,
which you will find at http://moon.lti.cs.cmu.edu/wiki.
a. Create an account for yourself on the wiki. When you log into the wiki, you will find
a description of the main themes of the course described. In the current wiki, there is
a linked page set up for each of those themes. (If it asks you to authenticate before
getting to the wiki to open an account, use login name cmu and password cscl).
b. On the talk page for each theme, there is a reflection area set up for each lecture. You
are required to respond to a reflection prompt in preparation for each class period
starting with the second lecture. Sometimes these reflections will require making
connections with discussions posted earlier in the semester. The deadline for
submitting reflections is 8pm the night before the lecture. The prompt will be
posted at least 1 week prior to the lecture and will relate to the readings for that
lecture.
c. Starting with Week 3, each week two students will take responsibility for starting a
synthesis of the discussion from the reflection prompts as content on the content page
for the theme of the week. The instructors will take responsibility for weeks 1 and 2
to illustrate what is required. The synthesis should be posted no later than 10 days
after the first lecture in that student pair’s week (e.g., the synthesis of Week 2
should be posted by Wednesday of Week 3).
d. The students who take responsibility for a week of material are responsible for the
representation of that material in the wiki for the whole semester. Thus, they should
take an active role in discussions related to representation of that content on the wiki
and connections between it and the other topics on the wiki throughout the semester.
e. 20% of each student’s course grade will be based on active participation in the wiki
and idea leadership in that space.
II. Term Project: Work in groups of 3 or 4 to design and prototype a form of group learning
support. You may pick any issue relevant to the course to focus on with your prototype,
but the design challenge theme for the semester is supporting group project work in
MOOCs. Your project ideas are meant to be inspired in part by your own experiences
coordinating your work in the online environment that will be used to manage the course.
Below are individual assignments that are meant to cumulatively result in the completion
of the term project, which is cumulatively worth 70% of your grade. The purpose of the
project is to give students experience with each part of the process of designing and
prototyping affordances for online group learning, with the understanding that there is not
sufficient time to perfect each step along the way.
(a) In week 1, work through the Quick Guide to Creating a Learning Community, which
includes some brief activities you will need to complete. It will introduce you to our
CSCL Network and CSCL Wiki, which will provide the infrastructure in which the
course will be managed. Pay attention to which aspects of the course infrastructure
might annoy you. You should also get an account on some MOOC platform such as
NovoEd, Coursera, or edX and informally participate in a course or at least poke
around during weeks 1 and 2 of this course just to get a feel for what the experience is
like. You will write up a reflection of this experience as Assignment 1, which will
due by Monday of Week 3. Please see the write up of Assignment 1 in the
Assignments folder on the CSCL Wiki.
(b) Building on the discussion from class in Week 3 Lecture 2, identify a problem
regarding learning in online spaces like our own course management system. Create
a group in the CSCL Network with just you as a member (initially) and add a
descriptive paragraph to the group page describing the problem and ideas for a
potential solution. Describe what kinds of skills will need to be represented in a
project group that would attack that problem for the course project (due by Monday
of Week 4).
(c) Create a thread in the Idea Thread Mapper with your informal project proposal
paragraph. Then participate in at least two other students’ threads. Also post a
response to each post other students post to your idea thread (due by Monday of
Week 5).
(d) Form teams in the CSCL Network through the messaging functionality. You can
search through student profiles to identify people who would be good team members
give your goal, or you can search through group pages to identify potential projects
proposed by other students that you might want to get involved in. Each team must
have a proposal abstract (which will be based on the discussion in the idea thread
mapper) and 3 or 4 students. You either need to attract students to your idea, or you
need to join someone else’s group (in which case, you should mark your group page
as defunct). Teams must be finalized by Monday of Week 7.
(e) Write a more formal project proposal with your team. These will be presented in
class the week after Spring Break.
(f) In Week 13 each project team must set up a 15 minute progress check meeting with
the course instructors to discuss the project progress and get formative feedback for
the final stretch.
(g) Present your project in class during Week 15. Final paper due by Tuesday, May 12at
midnight.
Grading
There will be no exams. The term project and its components are 70% of the grade. Wiki
participation is 20% of the grade, and active classroom discussion is 10% of the grade.
Syllabus (Readings)
Overview of the Field of CSCL (Jan 12/Jan 14)
Week 1 Lecture 1: Course Intro & History of the Field
Stahl, G., Koschmann, T., Suthers, D. (2006). Computer-supported collaborative learning: An
historical perspective. Cambridge Handbook of the Learning Sciences. Cambridge, UK:
Cambridge University Press
Week 1 Lecture 2: Network Analysis of the Community
Tang, K., Tsai, C., & Lin, T. (2014). Contemporary intellectual structure of CSCL research
(2006-2013): A co-citation network analysis with an education focus. International Journal of
Computer Supported Collaborative Learning 9 (3), pp. 335-363
Research on Learning in MOOCs (Jan 21/Jan 26)
Week 2 Lecture 1: no class meeting
Week 2 Lecture 2: Brief Survey on MOOCs
Breslow, L., Pritchard, D., de Boer, J., Stump, G., Ho, A., & Seaton, D. (2013). Studying
Learning in the Worldwide Classroom Research into edX’s First MOOC, Research and Practice
in Assessment, volume 8
http://www.rpajournal.com/dev/wp-content/uploads/2013/05/SF2.pdf
Jordan, K. (2014). Initial trends in enrolment and completion of massive open online
courses.The International Review of Research in Open and Distance Learning, 15(1).
http://www.irrodl.org/index.php/irrodl/article/view/1651
Marilyne Rosselle, Pierre-André Caron, Jean Heutte. A typology and dimensions of a description
framework for MOOCs. Ulrike Cress, Carlos Delgado Kloos. European MOOCs
Stakeholders Summit 2014, eMOOCs 2014, Feb 2014, Lausanne, France.
Week 3 Lecture 1: Learning Analytics in MOOCs
Wen, M., Yang, D., Rosé, D. (2014). Linguistic Reflections of Student Engagement in Massive
Open Online Courses, in Proceedings of the International Conference on Weblogs and Social
Media
Wen, M. & Rosé, C. P. (2014). Identifying Latent Study Habits by Mining Learning Behavior
Patterns in Massive Open Online Courses, Proceedings of the 2014 ACM International
Conference on Information and Knowledge Management
Skrypnyk, O., Joksimovic, S., Kovanovic, V., Gasevic, D., & Dawson, S. (accepted). Roles of
course facilitators, learners, and technology in the flow of information of a cMOOC. British
Journal of Educational Technology.
Design, Ideation, and Learning (Jan 28/Feb 2)
Week 3 Lecture 2: Design Methods
Fischer, G. (2013). Meta-Design: Empowering all stakeholders as co-designers, in Luckin, R.,
Puntambekar, S., Goodyear, P., Grabowski, B., Underwood, J., & Winters, N. (Eds). Handbook
of Design in Educational Technology, Routledge.
Norman, D. (2002). Emotion and Design: Attractive things work better. Interactions Magazine,
ix (4), 36-42.
Design activity in class in sticky notes --- kickoff for project ideas, begin team formation
Week 4 Lecture 1: Idea Thread Mapper
Chen, B., Gonzalez, J., del Castillo, F., & Slotta, J. (2013). Promisingness Judgments as
Facilitators of Epistemic Growth and Conceptual Change. Proceedings of the 17th Annual
Knowledge Building Summer Institute
Zhang, J., Chen, M.-H., Chen, J., & Mico, T. F. (2013). Computer-Supported Metadiscourse to
Foster Collective Progress in Knowledge-Building Communities . Proceedings of the
International Conference of Computer-supported Collaborative Learning (CSCL). Madison,
Wisconsin.
Chen, M.-H., Zhang, J. & Lee, J. (2013). Making Collective Progress Visible for Sustained
Knowledge Building. Proceedings of the International Conference of Computer-supported
Collaborative Learning (CSCL). Madison, Wisconsin.
Theoretical and Methodological Foundations (Feb 4 - Feb 18)
Week 4 Lecture 2: Cognitivist Perspectives
Webb, N. (2013). Information Processing Approaches to Collaborative Learning, in Hmelo-
Silver, C., Chinn, C., Chan. C., & O’Donnell, A. (Eds) The International Handbook of
Collaborative Learning, Routledge.
Week 5 Lecture 1: Metacognitive and Motivational Perspectives
Rogat, T., Linnenbrink-Garcia, L., & DiDonato, N. (2013). Motivation in Collaborative Groups,
in Hmelo-Silver, C., Chinn, C., Chan. C., & O’Donnell, A. (Eds) The International Handbook of
Collaborative Learning, Routledge.
Week 5 Lecture 2: Agent Based support for ideation
Wang, H. C., Rose, C. P., Chang, C. Y. (2011). Agent-based Dynamic Support for Learning
from Collaborative Brainstorming in Scientific Inquiry, International Journal of Computer
Supported Collaborative Learning 6(3), pp 371-396.
Week 6 Lecture 1: Socio Cultural Approaches
Hakkarainen, K., Paavola, S., Kangas, K., & Seitamaa-Hakkarainen, P. (2013). Sociocultural
Perspectives on Collaborative Learning: Toward Collaborative Knowledge Creation, in Hmelo-
Silver, C., Chinn, C., Chan. C., & O’Donnell, A. (Eds) The International Handbook of
Collaborative Learning, Routledge.
Jeong, H., Hmelo-Silver, C. E., & Yu, Y. (2014) An examination of CSCL methodological
practices and the influence of theoretical frameworks 2005-2009. International Journal of
Computer Supported Collaborative Learning 9 (3), pp. 305-334
Week 6 Lecture 2: Intro to Collaborative Process Analysis
Howley, I., Mayfield, E. & Rosé, C. P. (2013). Linguistic Analysis Methods for Studying Small
Groups, in Cindy Hmelo-Silver, Angela O’Donnell, Carol Chan, & Clark Chin (Eds.)
International Handbook of Collaborative Learning, Taylor and Francis, Inc.
Howley, I., Mayfield, E., Rosé, C. P., & Strijbos, J. W. (2013). A Multivocal Process Analysis of
Social Positioning in Study Group Interactions, in Suthers, D., Lund, K., Rosé, C. P., Teplovs,
C., Law, N. (Eds.). Productive Multivocality in the Analysis of Group Interactions, edited
volume, Springer.
Argumentative Knowledge Construction and Cultural Differences (Feb 23/Feb 25)
Week 7 Lecture 1: Script Based Support for Argumentative Knowledge Construction
Weinberger A., & Fischer F. (2006). A framework to analyze argumentative knowledge
construction in computer supported collaborative learning. Computers & Education, 46: 71 – 95
Fischer, F., Kollar, I., Stegmann, K., Wecker, C., Zottman, J., & Weinberger, A. (2013).
Collaboration Scripts in Computer Supported Collaborative Learning, in Hmelo-Silver, C.,
Chinn, C., Chan. C., & O’Donnell, A. (Eds) The International Handbook of Collaborative
Learning, Routledge.
Week 7 Lecture 2 Supporting Knowledge Construction in the face of Cultural Differences
Weinberger, A., Marttunen, M., Laurinen, L., & Stegmann, K. (2013) Inducing socio-cognitive
conflict in Finnish and German groups of online learners by CSCL script. International Journal
of Computer Supported Collaborative Learning 8 (3), pp. 333-349
Conflict (Mar 2/Mar 4)
Week 8 Lecture 1
Pollack, S. & Kolikant, Y. B.-D. (2012) Collaboration amidst disagreement and moral judgment:
The dynamics of Jewish and Arab students’ collaborative inquiry of their joint past. .
International Journal of Computer-Supported Collaborative Learning 7 (1), pp. 109-128
Week 8 Lecture 2
Webb, N., Nemer, K., & Zuniga, S. (2002). Short Circuits or Superconductors? Effects of Group
Composition on High Achieving Students’ Science Assessment Performance, American
Educational Research Journal 39(4), pp943-989. [Oliver – Carolyn out of town]
Spring Break
Project Proposals (Mar 16/Mar 18)
Week 9 Lecture 1: in class presentations and feedback
Week 9 Lecture 2: in class presentations and feedback
Collaboration in Physical Spaces (Mar 23/Mar 25)
Week 10 Lecture 1
Dillenbourg, P. & Evans, M. (2011). Interactive tabletops in education, International Journal of
Computer-Supported Collaborative Learning, Volume 6, pp491-514.
Week 10 Lecture 2
Looi, C., Wong, L., & Song, Y. (2013). Mobile Computer-Supported Collaborative Learning, in
Hmelo-Silver, C., Chinn, C., Chan. C., & O’Donnell, A. (Eds) The International Handbook of
Collaborative Learning, Routledge.
Augmented Reality and Game Based Learning (Mar 30 – Apr 6)
Week 11 Lecture 1
Yoon, S. A., Elinich, K., Wang, J., Steinmeier, C., & Tucker, S. (2012) Using augmented reality
and knowledge-building scaffolds to improve learning in a science museum. International
Journal of Computer-Supported Collaborative Learning 7 (4), pp. 519-541
Week 11 Lecture 2
Enyedy, N., Danish, J. A., Delacruz, G., & Kumar, M. (2012) Learning physics through play in
an augmented reality environment. International Journal of Computer-Supported Collaborative
Learning 7 (3), pp. 347-378
Week 12 lecture 1 Collaboration in Game Based Learning
Bennerstedt, U., Ivarsson, J., & Linderoth, J. (2012) How gamers manage aggression: Situating
skills in collaborative computer games. International Journal of Computer-Supported
Collaborative Learning 7 (1), pp. 43-61
Dynamic Collaboration Support and Adaptive Scripting (Apr 8 – Apr 27)
Week 12 Lecture 2 Conceptual Foundation
Stegmann, K., Mu, J., Gehlen-Baum, V., Fischer, F. (2011). The Myth of Over-scripting: Can
Novices be Supported Too Much? in Proceedings of Computer Supported Collaborative
Learning, Hong Kong, July 2011.
Wang, X., Kollar, I., Stegmann, K., & Fischer, F. (2011). Adaptable Scripting in Computer-
Supported Collaborative Learning to Foster Knowledge and Skill Acquisition, in Proceedings of
CSCL 2011, Hong Kong, July 2011.
Week 13 Lecture 1: Facilitated Group Learning
Hmelo-Silver, C. & DeSimone, C (2013). Problem-Based Learning: An Instructional Model of
Collaborative Learning, in Hmelo-Silver, C., Chinn, C., Chan. C., & O’Donnell, A. (Eds) The
International Handbook of Collaborative Learning, Routledge.
Hmelo-Silver, C. & Barrows, H. (2006). Goals and Strategies of a Problem Based Learning
Facilitator, Interdisciplinary Journal of Problem-Based Learning 1(1), pp 21-39.
Week 13 Lecture 2 Teacher Support
Greiffenhagen, C. (2012) Making rounds: The routine work of the teacher during collaborative
learning with computers. International Journal of Computer-Supported Collaborative Learning
7 (1), pp. 11-42
Week 14 Lecture 1 Flexible Scripts
Sobreira, P. & Tchounikine, P. (2012) A model for flexibly editing CSCL scripts. International
Journal of Computer-Supported Collaborative Learning 7 (4), pp. 567-592
Week 14 Lecture2 Teacher Assistance and Macro-Scripts
Onrubia, J. & Engel, A. (2012) The role of teacher assistance on the effects of a macro-script in
collaborative writing tasks. International Journal of Computer-Supported Collaborative
Learning 7 (1), pp. 161-186
Week 15 Lecture 1 Facilitation Agents
Adamson, D., Dyke, G., Jang, H. J., Rosé, C. P. (2014). Towards an Agile Approach to Adapting
Dynamic Collaboration Support to Student Needs, International Journal of AI in Education
24(1), pp91-121.
Wrap Up (Apr 29)
Week 15 Lecture 2: Final Project Presentations (Poster Session)
Final paper due on Tuesday, May 12