work and learning across boundaries: artifacts, discourses, and processes in a university course
DESCRIPTION
Conference presentation of a paper: Mikhail Fominykh, Ekaterina Prasolova-Førland, Sobah Abbas Petersen, and Monica Divitini: "Work and Learning across Boundaries: Artifacts, Discourses, and Processes in a University Course," in 19th International Conference on Collaboration and Technology (CRIWG), Wellington, New Zeeland, October 30–November 01, 2013, Springer, Online ISBN: 978-3-642-41347-6, pp. 159–174. doi>10.1007/978-3-642-41347-6_12TRANSCRIPT
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Work and Learning across Boundaries:
Artifacts, Discourses, and Processes in a University Course
19th International Conference on Collaboration and Technology (CRIWG)
October 30–November 01, 2013 Wellington, New Zealand
Mikhail Fominykh, Ekaterina Prasolova-Førland, Sobah Abbas Petersen, and Monica Divitini
Norwegian University of Science and Technology, Norway
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Trondheim, Norway
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Norwegian University of Science and Technology NTNU
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Motivation and challenges: Learning and Cooperation
o Project group work – significant part in university education – often required in a workplace
o Students – Small groups • large communities – Collocated • distributed – Homogeneous • diverse
o Cooperation – Facilitation of the creative process – Frustrations and disruptions
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Goals: Improving collaboration and learning with boundary objects
o Explorative study – using boundary objects in a new context – university
course (collaborative activities) – observing student cooperation across boundaries – observing the use of cooperation technology tools
o Implications – cooperation support across boundaries in a social
learning system, e.g. why boundary objects are important, how to facilitate their creation and what technologies to choose
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Background: Boundary objects and social learning systems
o Boundary objects: – serve groups or communities in situations where each
participant has only partial knowledge and partial control over the interpretation of an object
– perform a brokering role involving “translation, coordination, and alignment among the perspectives of different Communities of Practice” (Fischer, 2001)
– Artifacts, discourses, processes (Wenger, 2000) – Organizations, communities of practice, communities of
interest
o Rarely used in pure educational settings
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Study: Cooperation Technology course
o Elective course o Credits: ETCS 7.5 o Grade: 70% groups project + 30%
essay o Duration: 13 weeks o Participants: 31 fourth year master
students (seven groups 3–5)
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Task 1 Task 2 Task 3
Course activities
Collaborative writing + presentation in 3D virtual world
Creating a language dictionary + a glossary
Collaborative writing + f2f presentation / web-conferencing
Types of collaboration
Local group Local group + local community
Local group + international
Types of boundaries
Between individuals Between local groups Between international groups
Assigned technologies
vAcademia LingoBee Adobe Connect, Purot Wiki, Prezi
Main outcomes
Handbook of cooperation tools + 3D recordings
Language dictionary + glossary of terms
Online media handbook on ed. tech.
Study: Course Activities
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Task 1 Task 2 Task 3
Course activities
Collaborative writing + presentation in 3D virtual world
Creating a language dictionary + a glossary
Collaborative writing + f2f presentation / web-conferencing
Types of collaboration
Local group Local group + local community
Local group + international
Types of boundaries
Between individuals Between local groups Between international groups
Assigned technologies
vAcademia LingoBee Adobe Connect, Purot Wiki, Prezi
Main outcomes
Handbook of cooperation tools + 3D recordings
Language dictionary + glossary of terms
Online media handbook on ed. tech.
Study: Types of collaboration
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Task 1 Task 2 Task 3
Course activities
Collaborative writing + presentation in 3D virtual world
Creating a language dictionary + a glossary
Collaborative writing + f2f presentation / web-conferencing
Types of collaboration
Local group Local group + local community
Local group + international
Types of boundaries
Between individuals Between local groups Between international groups
Assigned technologies
vAcademia LingoBee Adobe Connect, Purot Wiki, Prezi
Main outcomes
Handbook of cooperation tools + 3D recordings
Language dictionary + glossary of terms
Online media handbook on ed. tech.
Study: Types of boundaries
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Task 1 Task 2 Task 3
Course activities
Collaborative writing + presentation in 3D virtual world
Creating a language dictionary + a glossary
Collaborative writing + f2f presentation / web-conferencing
Types of collaboration
Local group Local group + local community
Local group + international
Types of boundaries
Between individuals Between local groups Between international groups
Assigned technologies
vAcademia LingoBee Adobe Connect, Purot Wiki, Prezi
Main outcomes
Handbook of cooperation tools + 3D recordings
Language dictionary + glossary of terms
Online media handbook on ed. tech.
Study: Assigned technologies
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Task 1 Task 2 Task 3
Course activities
Collaborative writing + presentation in 3D virtual world
Creating a language dictionary + a glossary
Collaborative writing + f2f presentation / web-conferencing
Types of collaboration
Local group Local group + local community
Local group + international
Types of boundaries
Between individuals Between local groups Between international groups
Assigned technologies
vAcademia LingoBee Adobe Connect, Purot Wiki, Prezi
Main outcomes
Handbook of cooperation tools + 3D recordings
Language dictionary + glossary of terms
Online media handbook on ed. tech.
Study: Main outcomes
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Study: Data Sources and Analysis
Data sources – direct observation of students’ activities online and
their recordings – the virtual artifacts the students created – user feedback: questionnaires, group reflection
notes, semi-structured interviews, and individual essays
Data analysis – Constant comparative method: coding with nVivo
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Examples of student projects
Task 1 Task 2 Task 3
Main outcomes
Handbook of cooperation tools + 3D recordings
Language dictionary + glossary of terms
Online media handbook on ed. tech.
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e.g., http://www.vacademia.com/record/detailed/2100
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http://simola.org/lingobee/index.php?gid=28 http://simola.org/lingobee/index.php?gid=29
19 http://cocreat.purot.net/
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Results: Boundary objects
Seeding
Facilitating creation
Boundary objects Shared
artifacts
Shared discourses
Shared processes
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Boundary objects as artifacts
Seeded artifacts – task description – template for the expected outcome – assigned tools and their repositories
Created artifacts – additional tools used for construction – major outcomes
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Boundary objects as discourses
Seeded discourses – shared descriptions of local courses – knowing each other beforehand (local groups) – assigned LMS (only Task 1) – introductory meetings (only Task 3)
Created discourses – additional tools used for supporting the process – good atmosphere – similar motivation levels – gradual adoption of joint communication norms
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Boundary objects as processes
Seeded processes – scaffolding and tutoring – expert reviews and peer-reviews
Created processes – planning and coordination – group cohesiveness – extensive use of tools for supporting the process – procedures of giving and receiving feedback between
the groups
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Implications: Trends and challenges (1/7)
Successful collaboration in a diverse group requires more complex boundary
objects.
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Implications: Trends and challenges (2/7)
The lack of clear leadership in such a group may lead to breakdowns in collaboration and limited use of
boundary objects.
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Implications: Trends and challenges (3/7)
Initial creation of boundary objects as artifacts will normally benefit from a template or a pre-defined structure.
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Implications: Trends and challenges (4/7)
Boundary objects as discourses are crucial in international, large, and
distributed groups, but challenging to establish.
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Implications: Trends and challenges (5/7)
Creation of boundary objects as processes requires direct external
support on both the intergroup and international levels.
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Implications: Trends and challenges (6/7)
Cooperation technology tools may play the role of boundary objects as artifacts, discourses, and processes.
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Implications: Trends and challenges (7/7)
Allowing a certain degree of freedom in constructing boundary objects
benefits both learning and group work.
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Implications: Boundary objects
Seeding
Facilitating creation
Boundary objects Shared
artifacts
Shared discourses
Shared processes
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Observations Implications and recommendations
Difficulties in starting collaboration in tasks 2 and 3 (using different tools was a common reason)
Creating initial shared artifacts to establish a common understanding between sub-groups or individuals
A single main course environment (LMS) was not used too much
Establishing shared group spaces / tools / artifacts to mediate activities with one major and several accompanying technological platforms with appropriate means
Seeding boundary objects as shared artifacts
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Observations Implications and recommendations
Use of different tools for working on the same documents and discussing them on other platforms
Linking and annotating versions of boundary objects across different media
Use of familiar tools even if the new tool was more effective
Providing instructions to make full use of its potentials and a list of alternatives
Facilitating creation of boundary objects as shared artifacts
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Observations Implications and recommendations
Materials about the foreign groups were useful, but not sufficient
Introducing boundary objects in advance, including shared curriculum, study materials, and goal descriptions
The joint meetings were useful, but the students struggled organizing them.
Conducting scheduled joint activities, especially in the beginning
Problems with understanding collaborators and explaining own point of view across different disciplines
Establishing designated shared information spaces for reference materials
Seeding boundary objects as shared discourses
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Observations Implications and recommendations
Problems reaching a common understanding of the tasks and roles Students appreciated the presence of tutors at the meetings.
Providing moderator assistance during meetings/negotiations
Problems starting collaboration without knowing all the peers and their communication habits.
Conducting scheduled “ice-breaking” activities, especially in the beginning
Communication improved after introducing familiar tools
Providing mechanisms for mapping workspaces and social networks
Facilitating creation of boundary objects as shared discourses
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Observations Implications and recommendations
Problems understanding the task, especially when international sub-groups were involved
Providing task descriptions with clear instructions on the process, including possible roles
Problems in finding time when all members can meet
Securing time slots when all participants can be available for joint activities
Missing feeling of team spirit, especially in international teams
Conducting regular activities in the designated group spaces
Problems finding a suitable tool for supporting collaboration in larger groups
Providing assistance with complex boundary objects (e.g., groupware tools)
Seeding boundary objects as shared processes
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Observations Implications and recommendations
Use familiar tools for organizing the collaborative process (those who chose learning new tools did not regret)
Providing designated tools that are familiar to majority of the students to increase efficiency, and exposing students to unknown tools to allow them learn
Individuals (or sub-groups) had different level of motivation, and this caused problems with participation and commitment.
Motivating students in identifying roles and developing a set of rules/“working contract”
Problems identifying a leader Providing assistance (e.g., assigning roles) when no clear leaders available
Facilitating creation of boundary objects as shared processes
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o Exploring how boundary objects facilitate group work and learning in educational context – Identifying learning opportunities provided by the
boundaries – Suggesting how to facilitate cooperative processes by
seeding appropriate boundary objects and supporting their creation during group work
o Continuing exploring boundary objects in educational settings
Conclusions and future work
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Thank you!
Mikhail Fominykh [email protected]
Ekaterina Prasolova-Førland [email protected]
Sobah Abbas Petersen [email protected]
Monica Divitini [email protected]
http://www.idi.ntnu.no/~fominykh/
http://www.linkedin.com/in/fominykh
http://slideshare.net/mfominykh/