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ÉC O L E P O L Y T E C H N I Q U EFÉ DÉR A L E D E L A U S A N N E

http://dualt.epfl.ch/http://dualt.epfl.ch/

Project 2 Project 2

Technologies for learning by writing in project-based scenarios

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Team members : Mireille Bétrancourt, Daniel K. Schneider

Monica Gavota, Urs Richle

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2 Research questions and learning issues

3 Studies and results

4 Planning and publications

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Context

Apprentices :Apprentices in the domain of health and social affairs

Schools involved :CEFOPS - Centre de Formation Professionnelle Santé-socialSchool of dentist assistants in Geneva

Profession :Dentist assistant

Context

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Computer equipement

Context

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ELGG Social software

Learning environment

ProfilPersonal/professional

experiences, activities, interests

…

Files / photos management

Blog system

Presentations

Friendscommunities

Blog / Community-forum

Messages

Export / Print

Web 2.0

E-Portfolio

Social network

MediaWikiVisualization

(other extensions…)

Export / Print

Context

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2 Research questions and learning issues

3 Studies and results

4 Planning and publications

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Learning Issues…

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issues

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Learning Issues

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issues

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Research questionsComputer-supported collaborative writing to learn procedures

Do collaborative writing activities promote the acquisition of procedures?

How to design the computer-supported writing activities to improveobjective and subjective learning outcomes?

Type of activities : peer-assisted writing, collaborative knowledge base

Design issues: Computer support features and scripting choices

Reasearch

issues

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Research plan

Reasearch

issues

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3 Studies and results

4 Planning and publications

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Study 1: Investigation of the population

•Objective: to know the population better educational and personal profile familiarity with computer technologies working place (functioning, technologies, working journal, etc.)

•Method: interview, equivalent questionnaire for all second year population

•Population: 2nd year dental assistants

•Results: descriptive and relational analyses

Studies

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Study 1- skill mastery

Branch course preference

How many dentists

How many dental assistants

Practice size

Skill mastery other

1.00

-.52

-.85

.50.97

-.47

.73

e1

Structural Equation Model

Studies

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Study 1- computer attitude

Internet access at home

Computer access at home

Computer utilisation time

e1

e2

e3

Computer attitude

.61

.79

.35

.78

.89

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d

Structural Equation Model

Studies

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Study 1- liking the training

Liking the training

Future plans

Liking branch course

Liking general culture

Liking English

Homework in time

.41

.21

.25

.16

.37

.64

.46

-.50

.40

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e2

e3

e4

e5Structural Equation Model

Studies

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Study 5 - Class activity in branch course

Hypotheses:

• Collaborative writing to learn activities support subject matter comprehension by the means of reflexive thinking, epistemic monitoring and planning, translation, revision.

• Collaborative knowledge-building activities are associated with good perceived satisfaction and learning from the students as well as good quality productions.

Design:

Co-drafting aboutprocedure and instruments

Oral presentationTeacher’s feedback

on the platform

Teacher’s feedback

Studies

Study 5 - Conjecture Map

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Act

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Too

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Theory Embodiment Processes Outcomes

Indices

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Study 6 - Home activity in branch course

Hypothesis: • Peer tutoring fosters the evolution of the written productions and

reflexivity on the subject topic, resulting in a greater perceived self efficacy.

Design:

procedure writing

- revise

procedure writing

read,

discuss

- revise

Distance Presence

-critical incident

-critical incident

-revise

-revisere

ad,

com

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Distance

A

B

Studies

Study 6 - Conjecture Map

Exp

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Con

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Act

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S

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Too

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Theory Embodiment Processes Outcomes

Indices

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Study 7 - Home long term « journal » activity

Hypothesis:

• Peer tutoring fosters the evolution of the written productions, a reflexive attitude, a greater perceived self efficacy and a developed professional identity.

Design:• Analyze text quality, text evolution, shared ideas, ideas that

disappeared..

critical incident

commentrevision of the first

entry

critical incident

revision of the first entry

self efficacy

and professional identity

A

B

4X

4X

self efficacy and

professional identity

Studies

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Hypothesis:– Writing activities can foster procedural knowledge/skills

acquisition because they support the “declarativisation” step

Design:

• 2 experimental groups

• 1 control group

Study 8 - Out of school experiment

Watch the video and write the procedure

Watch the video and do the procedure

Watch the procedure

Studies

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1 Context

2 Research questions and learning issues

3 Studies and results

4 Planning and publications

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Side issues of DBR

Managing the collaboration with the schools

Collaboration agreement

Project management

http://tecfax.unige.ch/egw/login.php

Hours of meetings and discussion

Shared collaborative platform

Project journal

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0 6 12 18 24 30 36

Interviews, contact with schools

School & wkplace observations

tool development

Study 1

Preliminary studies 2, 3, 4

Study 5

Study 6

Study 7

Study 8

Study to be defined

Publications & report

months

Planning

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Publications so far

Gavota, M., Schneider, D. K., Betrancourt, M., & Richle, U. (submitted). A technology-enhanced learning environment to support learning by sharing professional experience in writing, Paper submitted in December 2007 to EdMEdia 2008, World Conference on Educational Multimedia, Hypermedia and Telecommunications.

Richle, U., Schneider, D. K., Gavota, M., & Betrancourt, M. (submitted) Social software in the context of vocational training, poster submitted in December 2007 to EdMEdia 2008, World Conference on Educational Multimedia, Hypermedia and Telecommunications.

Gavota, M., Bétrancourt, M. Schneider, D. K., & Richle, U. (2007). Favoriser l’apprentissage en mutualisant l’expérience pré-professionnelle: étude et conception préliminaires. Communication à la treizième journée d'étude sur le traitement cognitif de systèmes d'informations complexes, JETCSIC 2007, Metz, 6 juillet 2007. (http://www.labpsylor-etic.univ-metz.fr/Images/JETCSIC/GAVOTA.pdf)

Gavota, M., Bétrancourt, M. Schneider, D.K., & Richle, U. (submitted). Computer supported collaborative writing (CSCWr) in vocational education, Paper submitted in November 2007 to the EARLI SIG Writing conference 2008.