CSCL:

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CSCL

• Computer-Supported Collaborative Learning

Tyson Asdel
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What is CSCL?

• CSCL is computer-supported collaborative
  learning.
• CSCL is the use of computers to facilitate
  knowledge building in groups.
• This computer support helps us transcend the
  limits of individual cognition by allowing the
  formation of groups, multiple interpretive
  perspectives, and the negotiation of group
  knowledge.

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CSCL Goes Beyond Collaborative Learning
Collaborative Learning
Computer Supported Collaborative Learning CSCL
CSCL is collaborative learning with the aid of
computer programs that allow the creation of
knowledge-building communities.
General collaborative learning is focused on the
fact that the groups themselves learn without
the help of computer programs.
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Computer Support in CSCL

• What It DOES NOT mean
• The automated structured delivery of facts,
  figures,
• and information, followed by quizzes and tests on
  the material.

• What it DOES mean
• The creation of collaboration and a
  knowledge-building community that takes place
  only within networked communication media and
  software tools.

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Collaborative Learning in CSCL
Negotiation
Artifacts
Perspective
Knowledge

• Knowledge becomes the product of the
  collaboration process through the interaction of
  different perspectives, negotiation, and building
  of artifacts.

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What does computer support allow us to do?

• Form many-to-many discussions.
• Allows multiple perspectives to interact.
• Overcomes the limitations of human memories and
  paper-based aids.
• Enables more powerful group cognition by allowing
  complex interactions of ideas at different levels
  of collaboration.

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Four Themes Underlying CSCL

• Collaborative knowledge building
• Group and personal perspectives
• Mediation by artifacts
• Interaction analysis

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First ThemeCollaborative Knowledge Building

• The term knowledge building comes from Marlene
  Scardamalia and Carl Bereiter, who advocate the
  restructuring of classrooms into
  knowledge-building communities.
• Knowledge building emphasizes the development of
  a knowledge object (artifact) as a group instead
  of having students memorize facts as individuals.
• Knowledge building in a classroom is modeled
  after forms of research in scientific communities
  (peer review and journal publication).
• Define a path of inquiry
• Successively elaborate theory
• Raise issues for future investigations

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Collaborative Knowledge BuildingStahls Model
(slightly modified)
Collaborative knowing
Cognitive artifacts
Cultural artifacts
Externalize
Internalize
Negotiate perspectives
Use in activity
Learn
Shared understanding
Clarify meanings
Mediate
Personal knowing
Situation of activity
Building collaborative knowing
Discourse and interaction
Integrate into back- ground
Building personal knowing
Discuss alternatives
Interpret
Other peoples utterances
Tacit pre- understanding
Focus of attention
Public utterance
Make problematic
Make explicit
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Second ThemeGroup and Personal Perspectives
Class
team
team
p
p
p
p
comparison
comparison

• The class perspective is created by the teacher
  in order to establish a framework for the
  knowledge building activity and collect all final
  products.
• The team perspective contains notes that have
  been accepted by the team and gradually collects
  the products of the team effort.
• The personal perspective is the individual
  students workspace.
• The comparison perspective combines the personal
  perspectives of team members and the team
  perspective.

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Third ThemeMediation by Artifacts
Problem What beach should we go to?
Team 2Sun-bathers Swimmers
Team 1 Surfers
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Fourth ThemeInteraction Analysis

• Interaction analysis is a method used for the
  empirical investigation of the interaction of
  humans with each other and with objects in their
  environment.
• Interaction analysis of CSCL programs is used to
  clarify their educational effects.
• Three stages
• Collect protocol data (messages exchanged between
  individuals)
• Pull out essences from protocol data (tag)
• Estimate educational effects (look for evidence
  of metacognitive skills and new knowledge)

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Bringing it together

• Two of the theories that CSCL is based on have
  previously been discussed in this course.
• Vygotskys sociocultural theory
• In CSCL, interactions between perspectives are
  mediated by artifacts.
• CSCL also allows each individual to work within
  their own ZPD.
• Distributed cognition (Luria and Engstrom)

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Bringing it together

• Why CSCL is important
• Teaches students how to function outside of the
  school environment.
• Encourages participation by all students.
• Implications for teachers and learners
• Learners and teachers are interdependent.
• Increase success by building a shared interest in
  class material.
• Learners and teachers need not be situated in
  close proximity.