COLLAGE, a Collaborative Learning Design Editor Based on Patterns

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COLLAGE, a Collaborative Learning Design Editor
Based on Patterns
Davinia Hernández-Leo GSIC / EMIC
Group University of Valladolid, Spain
UNFOLD CoP meeting Next generation
activity-based eLearning Berlin, November 2005
http//gsic.tel.uva.es
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Contents

• Introduction
• Collaborative Learning Flow Patterns (CLFP)
• Collage (COLaborative LeArning desiGn Editor)
• Preliminary evaluation
• Conclusions

COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (2)
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Introduction (I)

• Design of CSCL (Computer-Supported
  Collaborative Learning) situations
• Productive interactions among participants
• Structuring CL, collaboration scripts
• Computational representations of collaborations
  scripts (CSCL scripts) interpretable by LMSs
• - practitioners can influence in the behavior and
  functionality of a CSCL system (participatory
  design)

COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (3)
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Introduction (II)

• How can teachers develop
• effective collaborative learning designs/
  collaboration scripts
• according to the necessities of a particular
  learning situation?

COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (4)
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Introduction (III)

• Capturing the essence of broadly accepted
  scripts (best practices)
• - so that they can be easily reused in different
  situations (particularized according to their
  concrete necessities)
• Patterns for the design of (potentially
  effective) CSCL scripts

COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (5)
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Introduction (IV)

• How can patterns for the design of CSCL scripts
  be made available?

Computer-interpretable notations
Templates integrated in authoring tools (so that
patterns can particularized and combined)

• Formalisms (XML) are not familiar to educators
  Representations and abstractions easy to
  understand
• CL complexity
• Selection of the patterns/templates

COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (6)
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Introduction (V)

• Diverse approaches of LD editors
• RELOAD, CopperAuthor, COSMOS general purpose
  editors close to the specification (for LD
  experts)
• MOT Editor, ASK-LDT graphical representations
  facilitates the authoring, but still LD knowledge
  is needed
• Our approach
• A high-level (distant from the specification,
  user-friendly) collaborative-learning specialized
  editor that allows teachers to create their own
  collaborative LD by starting from existing
  patterns
• COLLAGE (COLaborative LeArning desiGn Editor)

COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (7)
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CL Flow Patterns (I)

• Collection and formulation of
• Broadly accepted techniques repetitively used by
  CL practitioners (best practices) when
  structuring the flow of types of (collaborative)
  learning activities
• as
• patterns Collaborative Learning Flow Patterns
  (CLFPs)
• Solution to a recurrent problem what flow of
  activities for promoting desired educational
  objectives
• Way of communicating CL expertise

COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (8)
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CL Flow Patterns (II)

• Jigsaw CLFP (1)

(related larger patterns)

• SCRIPTED Collaborative Learning
• This pattern gives the collaborative learning
  flow for a context in which several small groups
  are facing the study of a lot of information for
  the resolution of the same problem.
• The collaborative learning flow must enable the
  resolution of a complex problem/task that can be
  easily divided into sections or independent
  sub-problems

CONTEXT
PROBLEM
COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (9)
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CL Flow Patterns (III)

• Jigsaw CLFP (2)

(educational objectives)
(E.g.) To promote the feeling team members need
each other to succeed (positive
interdependence) High-risk more appropriate for
collaborative learning experienced
individuals Each participant in a group (Jigsaw
Group) studies a particular sub-problem. The
participants of different groups that study the
same problem meet in an Expert Group for
exchanging ideas. These temporary groups become
experts in the section of the problem given to
them. At last, participants of each Jigsaw
group meet to contribute with its expertise in
order to solve the whole problem.
(complexity)
SOLUTION
COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (10)
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CL Flow Patterns (IV)

• Jigsaw CLFP (3)

(diagramrepresentingthe solution)
Introductory individual (or initial group)
activity
Collaborative activity around the sub-problem
Collaborative activity around the problem and
solution proposal
COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (11)
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CL Flow Patterns (V)

• Jigsaw CLFP (4)

(E.g.) The expert-group phase can be
structured according to Pyramid CLFP or
Brainstorming CLFP Particularization into a
script (E.g.) Provide experts with a tool so
that they can take notes during the expert group
that provide support when the original group
re-assembles Instantiation of the Jigsaw
CLFP-based script (E.g.) Being the only expert
in a sub-problem in the Jigsaw Group can be a
demanding experience. This can be mitigated if
two group members share the same section of the
problem.
(related patterns)
(recommendations for particularization /
customization, instantiation and execution)
COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (12)
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CL Flow Patterns (VI)

• Jigsaw CLFP (5)

Collaborative understanding of a paper where each
subsection is assigned to each member of every
Jigsaw Group Aronson, E., Thibodeau, R.
(1992). The Jigsaw classroom a cooperative
strategy for an educational psychology course. In
Lynch, J., Modgil, C. Modgil, S. (Eds.),
Cultural diversity and the schools, Washington
Palmer, 231-256. Clarke, J. (1994). "Pieces of
the puzzle The jigsaw method" In Sharan, S.
(Ed.), Handbook of cooperative learning methods,
Greenwood Press. Johnson, D.W., Johnson, R.T.
(1999). Learning together and alone cooperative,
competitive and individualistic learning. (5th
ed.) Needham Heights, MA Allyn and Bacon.
(example)
(references)
COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (13)
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CL Flow Patterns (VII)

• Pyramid CLFP (1)

(related larger patterns)

• SCRIPTED Collaborative Learning
• This pattern gives the collaborative learning
  flow for a context in which several participants
  face the collaborative resolution of the same
  problem
• The collaborative learning flow must enable the
  resolution of a complex problem/task, usually
  without a concrete solution, whose resolution
  implies the achievement of gradual consensus
  among all the participants

CONTEXT
PROBLEM
COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (14)
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CL Flow Patterns (VIII)

• Pyramid CLFP (2)

(educational objectives)
(E.g.) To promote the feeling team members need
each other to succeed (positive
interdependence) Medium-risk some experience in
collaborative learning is required Each
participant studies the problem and proposes a
solution. Groups (usually pairs) compare and
discuss their proposals and, finally propose a
new shared solution. These groups join in larger
groups in order to generate new agreed proposals.
At the end, all the participants must propose a
final and agreed solution.
(complexity)
SOLUTION
COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (15)
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CL Flow Patterns (IX)

• Pyramid CLFP (3)

(diagramrepresentingthe solution)
PHASE N Propose a final and agreed solution
PHASE i Compare, discuss and propose a shared
solution
PHASE 1 Individual (or initial group) study of
the problem. Proposes a solution
Individual or initial group
Teacher
COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (16)
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CL Flow Patterns (X)

• Pyramid CLFP (4)

(E.g.) Each level of the Pyramid (except
level N) can be structured according to Jigsaw
CLFP Particularization into a script (E.g.)
During particularization the number of the
Pyramid levels should be determined
(related patterns)
(recommendations for particularization /
customization, instantiation and execution)
COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (17)
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CL Flow Patterns (XI)

• Pyramid CLFP (5)

• Agree on common conclusions about a paper
• Davis, W. A. (2002). A comparison of pyramids
  versus brainstorming in a problem based learning
  environment. In Focusing on the Student.
  Proceedings of the 11th Annual Teaching Learning
  Forum. Perth Edith Cowan University.
• Gibbs, G. (1995) Teaching more students 3
  Discussion with more students. The Oxford Centre
  for Staff Development, Headington, Oxford.
• Johnson, D.W., Johnson, R.T. (1999). Learning
  together and alone cooperative, competitive and
  individualistic learning. (5th ed.) Needham
  Heights, MA Allyn and Bacon.

(example)
(references)
COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (18)
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CL Flow Patterns (XII)

• CLFPs can be collectively used forming CLFPs
  hierarchies in order to define more complex
  collaborative learning flows
• CLFPs can be combined
• (a phase of a CLFP is structured using another
  CLFP)
• Or concatenated
• (separated consecutive phases of a design are
  structured using different CLFPs)

COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (19)
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Collage (I)
(COLlaborative LeArning desiGn
Editor) http//gsic.tel.uva.es/collage
(Graphic-based high-level specialized authoring
tool for collaborative learning. Integrated in
Reload. IMS-LD level A compliant)
COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (20)
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Collage (II)
Design process (1)
IMS-LD formalized CLFPs
a. Choose a CLFP depending on the objectives
promoted, the type of problem or task the CLFP is
more suited and the complexity
Selecting a CLFP
b. Read the help about the chosen CLFP
Understand the learning flow structure on which
the LD will be based
Authoring a CLFP-based LD
COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (21)
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Collage (II)
Selecting a CLFP (1)
Learning objectives
Type of problems / tasks
Complexity (CL experience)
COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (22)
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Collage (III)
Selecting a CLFP (2)
Overview
Example
COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (23)
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Collage (IV)
Design process (2)
IMS-LD formalized CLFPs
c. Determine the title, objectives and
prerequisites of the LD
Selecting a CLFP
d. Specify the collaborative learning flow The
learning flow of the selected CLFP can be
enriched replacing one or several of its phases
with another CLFP. Depending on the CLFP some
aspects should be decided.
e. Define the description activities, activity
completion, the information about roles
(including groups), group-size limits.
Authoring a CLFP-based LD
g. Determine and configure the resources needed
to support the activities
h. Associate resources to activities
i. Package the LD into a Unit of Learning
f. Create or select resources (content and tools)
COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (24)
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Collage (V)
Authoring a CLFP-based LD (1)
COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (25)
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Collage (VI)

• Trade off between generality and unrestricted
  design options vs. good reuse and
  particularization of CLFPs (and hierarchies) and
  an easy edition of collaborative LDs
• Intuitive graphical representation of CLFPs
• User do not need to know the existence and
  function of some (difficult to understand) IMS-LD
  elements
• Interoperability but it is not a viewer of any
  LD
• Selection of CLFPs (considering users not
  familiar with the jargon) supporting the
  analysis phase
• Reuse learning flow vs. reuse activity (LAMS)
  complementary

COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (26)
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Preliminary evaluation (I)

• Design a real CL experience
• Faculty of Education, University of Valladolid,
  Spain
• Course The use of ICT in Education
• Objective deeper understanding of three topics
• Blended scenario (F2F and distance activities,
  with and without computer-support)
• 40 students
• Tools (Synergeia) BSCL and MapTool
• Method Combination of Jigsaw and Pyramid CLFPs

COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (27)
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Preliminary evaluation (II)

• Conditions of the evaluation study
• The three teachers (familiar with CLFPs but not
  with LD, first time using Collage), 90 minutes,
  worksheet
• Qualitative and quantitative approaches
• Direct observations, questionnaires, analysis of
  the generated UoLs
• Categories of analysis user profile, general use
  of the editor, example creation and suggestions

COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (28)
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Preliminary evaluation (III)

• Some results
• Use of the editor
• Intuitive adequate representations of CLFPs
  Arguments that support the user-friendliness
• Example creation
• Successful (with minor problems)
• CopperCore correctly validates the three UoLs
• UoLs largely describes the example (but some
  description of activities not completed)

COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (29)
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Preliminary evaluation (IV)

• Opinions
• It helps to think in terms of CL and its
  previous arrangements
• It helps to structure a complex learning design
  and promotes time and resources planning
• It enables the generation of contextualized
  learning processes according to the needs of each
  situation

COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (30)
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Preliminary evaluation (V)

• Further evaluation
• Two other teachers (minor LD knowledge, familiar
  with CLFPs, first time using Collage)
• Design experiences already performed
• Administration of communication networks
• Jigsaw CLFP combined with Brainstorming CLFP
  (expert phase of Jigsaw) and Pyramid CLFP (last
  phase of Jigsaw)
• Advanced Telematic Systems
• Jigsaw CLFP
• Analogous evaluation method
• Minor usability problems (without worksheet)
• More flexibility needed

COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (31)
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• Collage and further information about our
  authoring tool is available in http//gsic.tel.uva
  .es/collage
• User manual, worksheet and questionnaire
• Example
• brief description of the example
• UoL
• some snapshots of CopperCore running it

COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (32)
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Conclusions (I)

• CLFPs not only stored in a pattern repository
  but implemented in an authoring tool
• Communicating CL expertise, common conceptual
  ground, etc Facilitating its reuse!
• Collage Easy edition of potentially effective
  LDs by reusing and customizing best practices in
  CL structuring (6 CLFPs at the moment but no
  limit on combinations)
• More CLFPs
• Preliminary evaluations have been made but
  further evaluation is needed (users not familiar
  with CLFPs, running UoLs in real settings)

COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (33)
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Conclusions (II)

• Exploring solutions to the lack of support of LD
  level B and C in Collage
• Exploring alternative for creating LDs including
  CLFPs and other structures
• Printed scripts or lessons plans (for
  checking, F2F)
• Management tool for the creation of groups and
  binding of individuals to groups according to the
  CLFP hierarchy structure of an LD

COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (34)
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Conclusions (III)

• e-Learning project TELL (Towards Effective
  network supported coLLaborative learning
  activities)(http//cosy.ted.unipi.gr/tell/)
• Identifying patterns using real case studies as
  a starting point
• Other types of patterns. Patterns that involves
  activities (e.g. discussion) or general aspects
  (e.g. awareness)
• How to incorporate these other types of patterns
  into authoring tools?
• Structure of a pattern language for the design
  of CSCL scripts connecting rules that relates
  the patterns

COLLAGE, a Collaborative Learning Design Editor
Based on Patterns (35)
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COLLAGE, a Collaborative Learning Design Editor
Based on Patterns
Davinia Hernández-Leo GSIC / EMIC
Group University of Valladolid, Spain
Thank you for your attention!
UNFOLD CoP Meeting Berlin, November 2005
http//gsic.tel.uva.es
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Summary of the example
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Jigsaw, phase 1
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Pyramid
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Jigsaw, phase 3
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Teacher