Jermann & Dillenbourg, Jermann & Dillenbourg, TECFA Tecfa Virtual Campus Collective Activities in TECFA (Educational Technology Lab) School of Education & Psychology, University of Geneva TECFA (Educational Technology Lab) School of Education & Psychology, University of Geneva

Jermann & Dillenbourg, Jermann & Dillenbourg, TECFA 1 tecfa Master degree in Educational Technologies ~ 4 home

Jermann & Dillenbourg, Jermann & Dillenbourg, TECFA What's a virtual campus? A Web site for university teaching 1 A spatial metaphor 2 Broad curriculum 3 Integrated student managment 4 Distance + Presence 5 An opportunity to improve education 6

Jermann & Dillenbourg, Jermann & Dillenbourg, TECFA Would you take the plane if pilots wre trained on the Web ?

There is no pedagogical innovation in lecturing on the Web: putting notes or slides, videoconferencing, …. It is not a matter of pedagogical snobism. It has just been proved that lecturing is not effective. does not make students motivated, clever and available. Why should they communicate.

Jermann & Dillenbourg, Jermann & Dillenbourg, TECFA Campus Virtuel TECFA « Laboratoire d ’Ergonomie » Zone 12, Bâtiment 1

Jermann & Dillenbourg, Jermann & Dillenbourg, TECFA Campus Virtuel TECFA « Laboratoire d ’Ergonomie » Zone 12, Bâtiment 1

Jermann & Dillenbourg, Jermann & Dillenbourg, TECFA Looking for innovative activities (1) pseudo-task differences (2) debriefing individual collaborative collective

Jermann & Dillenbourg, Jermann & Dillenbourg, TECFA ¨Tecfa Virtual Campus, Village 16, Building1 : « Argue Graph » pseudo-task solo individual differences debriefing pseudo-task duo group differences

Jermann & Dillenbourg, Jermann & Dillenbourg, TECFA ¨Tecfa Virtual Campus, Village 16, Building1 : « Argue Graph » pseudo-task solo individual differences debriefing pseudo-task duo group differences

Jermann & Dillenbourg, Jermann & Dillenbourg, TECFA Individual differences ¨Tecfa Virtual Campus, Village 16, Building1 : « Argue Graph » pseudo-task solo debriefing pseudo-task duo group differences

Jermann & Dillenbourg, Jermann & Dillenbourg, TECFA ¨Tecfa Virtual Campus, Village 16, Building1 : « Argue Graph » pseudo-task solo individual differences debriefing pseudo-task duo group differences

Jermann & Dillenbourg, Jermann & Dillenbourg, TECFA Design choices Immediate FB Delayed FB Microworld FB Theories Behavioursime Constructivisn Metacognition pseudo-task solo individual differences debriefing pseudo-task duo group differences ¨Tecfa Virtual Campus, Village 16, Building1 : « Argue Graph »

Jermann & Dillenbourg, Jermann & Dillenbourg, TECFA ¨Tecfa Virtual Campus, Village 16, Building1 : « Argue Graph » 49% n=18 Does conflict have an effect on the arguments ?

Jermann & Dillenbourg, Jermann & Dillenbourg, TECFA ¨Tecfa Virtual Campus, Village 16, Building1 : « Argue Graph » New Union Victory Semantic content of arguments

Jermann & Dillenbourg, Jermann & Dillenbourg, TECFA ¨Tecfa Virtual Campus, Village 16, Building1 : « Argue Graph » Condition "We answer 2 if the learner is a child but we answer 3 for adult learners" "We answer 3 because motivation is important" Accept "We choose 3 because 2 does not work" Discard Type of arguments

Jermann & Dillenbourg, Jermann & Dillenbourg, TECFA Conclusions Less text, more activities Less text, more activities Structure groupwork Structure groupwork Don't expect, analyse. Don't expect, analyse. Build on databases. Build on databases. Design also for presence. Distance is not the question, the question is learning. Design also for presence. Distance is not the question, the question is learning. Less text, more activities Less text, more activities Structure groupwork Structure groupwork Don't expect, analyse. Don't expect, analyse. Build on databases. Build on databases. Design also for presence. Distance is not the question, the question is learning. Design also for presence. Distance is not the question, the question is learning. TECFA