Pirkko Hyvönen Armin Weinberger Tarja-Riitta Hurme Essi Vuopala Universities of Saarland, Turku and Oulu Pirkko Hyvönen Armin Weinberger Tarja-Riitta Hurme Essi Vuopala Universities of Saarland, Turku and Oulu

LEARNING OBJECTIVES Computer-Supported Collaborative Learning (CSCL) is an emerging branch in the interdisciplinary field of the learning sciences (LS) that studies learning and teaching in technology-enhanced contexts. Aim of the course is to provide theoretical and practical understanding on how learning can be supported and enhanced in technological environments. Students will comprehend and review the theoretical background for collaborative learning and evaluation of CSCL. Students will also deepen their understanding of particular CSCL themes in various educational and work life contexts from both theoretical and practical perspectives. Students will  understand the state-of-the-art theoretical basis for CSCL and learning communities in various educational and work-life contexts  be capable of designing, evaluating, and assessing collaborative learning in technology-enhanced environments  improve their collaborative academic writing and argumentation skills

THE THREE TOPICS OF CSCL IN THIS COURSE 1)Motivation and emotions in CSCL: University of Oulu, Learning and Educational Technology Research Unit (LET), Finland Pirkko Hyvönen and Essi VuopalaPirkko Hyvönen Essi Vuopala 1)Scripting in CSCL: University of Saarland, Department of Educational Technology, Germany / Professor Armin WeinbergerProfessor Armin Weinberger 2)Problem-solving in CSCL: University of Turku, Department of Teacher Education, Finland / Tarja- Riitta Hurme Riitta Hurme

TECHNOLOGICAL TOOLS IN THIS COURSE HOME  Wiki: SOLO PHASE  Wiki (New page for each student) COLLABORATIVE PHASE:  Google docs for collaborative writing  Skype or Adobe connect for group discussions

STRUCTURE OF THE COURSE

OrientationF2F meeting at local university Introduction to the course overallThe slides Article: Dillenbourg, P., Järvelä, S. & Fisher (2009)The evolution of research on computer-supported collaborative learning: from design to orchestration. In N. Balacheff, S. Ludvigsen & De Jong, T. Lazonder, A & Barnes, S. (Eds.), Technology-Enhanced Learning: Principles and Products. Springer.The evolution of research on computer-supported collaborative learning: from design to orchestration. In N. Balacheff, S. Ludvigsen & De Jong, T. Lazonder, A & Barnes, S. (Eds.), Technology-Enhanced Learning: Principles and Products. Springer. Students read the article before the first meeting Opening talk Opening talk and Slides ”CSCL in a nutshell" by Professor Sanna Järvelä”CSCL in a nutshell" by Professor Sanna Järvelä Listen to it and discuss on the basis of the article, talk and slides in small groups (3) using following questions: 1.Compare the myths and emotion/motivation perspective to your experiences about collaborative learning. In what extend you aggree with them. 2.What particular knowledge you need in order to understand more deeply of collaborative learning or computer-supported collaborative learning. Wrap up together Challenges of the collaboration in international teams by Essi Vuopala Essi’s presentation will be available in the wiki Discussion in same small groups again: How can we as a group and as individual to promote learning in international computer-supported collaborative settings? Wrap up together Presentation of your group  wikiStudents in local groups design and create their presentation. They are free to use different kind of technologies and ideas. In Oulu students in same small groups create their presentation.

Solo phase Students construct their knowledge base about current state-of-art of the CSCL. Peer reviewing Please make sure Tutoring Outcomes Students study the learning material about the three themes of the CSCL, and write a manuscript of each of them (wiki) Manuscript is about one to two page long per theme, and includes reflection of chosen points. For instance following questions can be use. How is CSCL conceptualized and understood? How are C, S, C and L comprehended? What kind of learning theories lies behind? What kind of challenges and solutions are provided? How CSCL is studied? For what context each theme/orientation could be adapted? What are unsolved problems, which need further research and / or discussion? What are your insights? Students visit other wiki pages, and read and comment other manuscripts -- at least two. Prefer manuscripts which are not yet commented by any student; try to provide constructive comments. Comments can be written on "comments" section. You know other students and tutors; how to find information and how to use the learning environments. You are aware of what are you expected to do and learn during this course. Teachers provide tutoring for the local students during the solo working phase. Manuscript, about 1-2 pages / theme Comments of two manuscripts

Intermediate stopping point F2F meeting at local university Orientation to the collaboration phase

Collaboration phase Aim is to deepen the knowledge about one of the three CSCL themes, to choose a focus for the article and write an article according to the academic standards. Tutoring Before the collaboration phase read manuscripts dealing with your topic area. 1.Choose a topic you want to deepen your knowledge. There is a limited number of positions in each topic, and each group will be mixed from different universities. Inform Pirkko about your choise. 2.Once you know your group, one student from the Oulu will contact (by Doodle) to have a skype or AC meeting. The purpose of the meeting is to get to know each other and to discuss about content you are interested in and practices you are going to organise your collaboration. Open Google docs document. 3.Selecting and defining relevant problems and questions, aim and context for your article. Define tentative title as well. 4.Finding more information and deepen your understanding about the theoretical basis. 5.Finding solutions for your problems and questions. 6.Concluding and discussing ypur article 7.Writing and abstract and key words 8.Finalising your article Each university provides tutoring for their particular theme.

ElaborationF2F meeting at local university Aim is to wrap up the course by a group reflection

TASK 1: PRESENTATION OF THE STUDENTS Purpose is to create presentation of students: what is important for other students to know about you in order to settle basis for the joint course. Groups of three two to students Form: video, comics, prezi etc. Insert them to the wiki  Participants  Presentations Earlier examples: s s

TASK 2. OPENING LECTURE AND THE ARTICLE Article: Dillenbourg, P., Järvelä, S. & Fisher (2009)The evolution of research on computer-supported collaborative learning: from design to orchestration. In N. Balacheff, S. Ludvigsen & De Jong, T. Lazonder, A & Barnes, S. (Eds.), Technology-Enhanced Learning: Principles and Products. Springer.The evolution of research on computer-supported collaborative learning: from design to orchestration. In N. Balacheff, S. Ludvigsen & De Jong, T. Lazonder, A & Barnes, S. (Eds.), Technology-Enhanced Learning: Principles and Products. Springer. Opening talk Opening talk and Slides ”CSCL in a nutshell" by Professor Sanna Järvelä”CSCL in a nutshell" by Professor Sanna Järvelä Listen to it and discuss on the basis of the article, talk and slides in small groups (3) using following questions: 1.Compare the myths and emotion/motivation perspective to your experiences about collaborative learning. In what extend you aggree with them. 2.What particular knowledge you need in order to understand more deeply of collaborative learning or computer-supported collaborative learning. Summarize the main points into multimedia presentation (StoryRobe)

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