 GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister NLT99 1 Evaluating Distributed Computer- Supported Cooperative Learning (D- CSCL): A Framework and Some Data.

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Presentation transcript:

 GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister NLT99 1 Evaluating Distributed Computer- Supported Cooperative Learning (D- CSCL): A Framework and Some Data Hans-Rüdiger Pfister, Martin Wessner, Torsten Holmer, Ralf Steinmetz {pfister, wessner, holmer, GMD - Forschungszentrum Informationstechnik GmbH (German National Research Center for Information Technology) Darmstadt, Germany

 GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister NLT99 2 An Evaluation Framework for D-CSCL VITAL - a D-CSCL Prototype Preliminary Evaluation Results Summary Overview

 GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister NLT99 3 D-CSCL Distributed Computer-Supported Cooperative Learning co-located - distributed synchronous - asynchronous guided - self-organized spontaneous - planned material (texts, slides, animations) communication (chat, audio, video) cooperation —shared workspace(s) —cooperative tools and methods

 GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister NLT99 4 What is the Unit of Evaluation? cooperative learning as a pedagogical approach specific cooperation method specific D-CSCL implementation Who is the User? one individual person all cooperating persons individually the group as a unit What is evaluated?

 GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister NLT99 5 What are the goals and criteria? What is the goal (evaluation question)? Should system X be used in context Y? Is system A better than system B? Which aspects (of system X) need improvement? What are the proper evaluation criteria? evaluate current system along preliminary criteria evaluate current criteria along preliminary system define level of evaluation

 GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister NLT99 6 Levels of evaluation

 GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister NLT99 7 VITAL - a cooperative learning environment Virtual Teaching And Learning: cooperative hypermedia documents virtual room metaphor - different room types synchronous and asynchronous learning co-located and distributed learning learners have different roles (student, trainer)

 GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister NLT99 8 A chat-tool supports text based communication Different types of rooms are distinguished by color (private, group, auditorium) A telepointer supports synchronous communication by focussing attention By introducing links a hypermedia document of arbitrary complexity can be created A world-browser informs about available rooms and current inhabitants of rooms Group-awareness is supported by images of the currently present learners in a room A shared whiteboard is the cooperative working space Specific roles (trainer, learner) are distinguished Various multimedia objects can be integrated VITAL - features

 GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister NLT99 9 specific implementation all cooperating persons individually which aspects need improvement PP- and TF-level Preliminary Evaluation

 GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister NLT99 10 Procedure seminar setting six students, one trainer 2 hour seminar session distributed and co-located group audio via multipoint telephone conference 1 hour VITAL-introduction one week earlier phases: 1. presentation 2. cooperative brainstorming 3. Two groups in virtual rooms 4. plenary discussion questionnaire silent observation Trainer Students Observer

 GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister NLT99 11 Technical setup

 GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister NLT99 12 Results (questionnaire)... is useful... like more than previous... enjoyed presentation... participated more active... questions facilitated... enjoyed group work... facilitates cooperation... contribute to discussions... move between rooms... understood functions

 GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister NLT99 13 Results (silent observation) acceptance comparable to traditional seminars presentation phase too inactive group work enjoyed active contribution was not supported virtual rooms not immediately understood (double-structure of rooms and documents) group-awareness (beyond telepointer) problematic (group size > 3) importance of high audio quality

 GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister NLT99 14 An extended architecture

 GMD-IPSI 1999 Dr. Hans-Rüdiger Pfister NLT99 15 Summary Evaluation of D-CSCL environments needs a comprehensive evaluation framework VITAL - a general cooperative learning environment Evaluation of VITAL: + satisfactory acceptance and usability of functions and group learning - active contribution, group awareness high quality audio, group size impact Extended architecture including learning nets and learning protocols