1. 1 Milestones and future challenges for collaborative ICT-supported learning in education Prof. dr. Martin Valcke - Ghent University http://allserv.ugent.be/~mvalcke/CV/CVMVA.htm 14. Workshop der gmds-Arbeitsgruppe „Computergestützte Lehr- und Lernmethoden in der Medizin“ und des GMA-Ausschusses „Neue Medien“ 15.04. – 16.04.2010

2. Ghent features

3. Background Head Department of Educational Studies 11 years Dutch Open University International collaboration (Cambodia, China, Ecuador, Kenya, Mozambique, Peru, Tanzania, Uganda, Vietnam, Zimbabwe, …)

4. 4 Background Topics (among others): higher education, ICT, innovation management, evidence based approach Our own instructional aproach is object of study: elearning, peer tutoring, coaching, collaborative learning … Medical field: self learning stations, collaborative learning, skills labs, video use, 3D

5. Structure Advance organizer eLearning ~ CSCL CSCL design guidelines Examples of studies: group characteristics & task characteristics Towards an agenda for future CSCL research 5

6. Conclusions Potential of CSCL depends on sound pedagogy Consider collaborative learning design guidelines Look at evidence-based CSCL practices (group, task, individual) Consider knowledge domain adaptations 6

7. Advance organizer Solve the following problem together with your neighbour: ( a – b ) 2 Imagine that we put a ribbon around the world at 10 meter height. How long will this ribbon be? 7

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10. 10 Computer Supported Collaborative Learning (CSCL) Labeling is an example of scripting CSCL

11. 11 Nominal regression - Odds ratio: probability of observing specific activity due to experimental intervention

12. 12 Nominal regression - Odds ratio: probability of observing specific activity due to experimental intervention

13. E-learning Research literature not univocal: “the creation of sound pedagogic practice is often flawed or missing completely and activities constructed service the technology rather than student or learner progression or association.” O’Neill, Singh and O’Donoghue (2004) 13

14. E-learning ~collaborative learning Present contribution E-learning: –Focus on collaborative learning –Focus on “pedagogies” –Focus on evidence-based practices –Focus on cognitive benefits 14

15. Collaborative learning: CSCL On-line collaboration What is the theoretical base to ground assumptions about impact on cognitive processing? 15

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17. Collaborative learning with ICT: CSCL Computer Supported Collaborative Learning (CSCL) does not systematically produce positive learning outcomes (Dillenbourg, 2002) 17 Interactive Flat

18. 18 Does CSCL invoke relevant learning? Collaboration does not lead automatically to high quality learning. There is a need guidance and online support in CSCL settings that is comparable to the need of classroom support in face-to-face settings (Lazonder, Wilhelm, & Ootes, 2003).

19. 19 HOW to foster productive interactive collaboration?

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21. Collaborative learning without ICT 21 Slavin (1996) Johnson & Johnson (1996) Remember guidelines from research without ICT!

22. Collaborative learning with ICT: CSCL Critical variables and processes in CSCL setting: –Learner characteristics –Group characteristics –Task characteristics 22

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24. 24 Design guidelines ~ 3 sets of variables Task characteristics Learner characteristics & support Group Characteristics

25. CSCL: group characteristics 25

26. CSCL: group characteristics 26 small group (8 to 10 participants)

27. 27 CSCL: group characteristics

28. CSCL: task characteristics 28

29. CSCL: task characteristics Scripting ~ adding structure to the task: –adding specific goals for the learners, classifying task types, adding task prescriptions, or pre-structuring the task. Scripting effective to improve collaboration (Pfister & Mühlpfordt, 2002). 29

30. 30 CSCL Scripting: roles Pharmacy education 5th year students 5 months internship Lack of integrated pharmaceutical knowledge (see Timmers, Valcke, De Mil & Baeyens, 2008)

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32. 32 CSCL scripting: roles Content roles: –Pharmacyst –Pharmacyst assistant –Theorist –Researcher –Intern Communication roles: –Moderator –Question-asker –Summarizer –Source researcher

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34. 34 Exchange

35. 35 ICS Integrated Curriculum Score

36. 36 LKC Level knowledge Construction

37. CSCL: differential impact roles 37 see De Wever, Schellens, Van Keer & Valcke (2008)

38. 38 CSCL scripting: tagging

39. 39 CSCL scripting: tagging Aims of tagging: –obliges students to reflect on nature of contribution –taggs improve outline of discussion and indicate predominance or absence thinking type Example: De Bono’s (1991) thinking hats to develop critical thinking

40. 40 CSCL scripting: tagging Garrison (1992) identifies five stages of critical thinking: –Problem identification –Problem definition –Problem exploration –Problem evaluation/applicability –Problem integration

41. 41 De Bono’s (1991) thinking hats Critical ThinkingThinking hats Problem identificationWhite hat Problem definitionBlue hat Problem explorationGreen hat Problem applicabilityBlack hat Problem integrationYellow hat Red hat

42. 42 CSCL scripting: tagging 3th-year university students ‘Instructional Strategies’ (N=35) 6 groups of 6 team members Experimental condition Control condition 4 groups 23 students 2 groups 12 students Tag posts by a thinking hat No tags to posts required

43. 43 CSCL scripting: tagging Evidence for critical thinking in both conditions Significant deeper critical thinking in experimental condition (F(1, 416)=364.544; p<.001)

44. 44 Tagging Experimental condition –more focused discussions (F(1, 415)=1550.510; p<.001) –more new info and ideas (F(1, 352)=21.955; p<.001) –more linking facts ideas (F(1, 31)=3.024; p<.092)

45. 45 Impact of tagging Multinomial logistic regression: –experimental condition increases probability of engaging in discussions –experimental students post 2.73 as many new problem-related information to the discussion –experimental students 2.95 times more likely to add new ideas –linking ideas and critical assessment occur rarely. Only in experimental condition.

46. 46 Impact of tagging over time Experimental students constant level of critical thinking Control students decrease during problem identification and exploration

47. CSCL: learner characteristics 47

48. CSCL: learner characteristics Prior knowledge –Guarantee that individual knowledge base is up to the level of the group Cultural differences –(international students, different cultural setting, …) 48

49. 49 Chinese versus Flemish learners

50. Remaining issues Staff and teacher training Support –Tutoring (same age, cross age) Multi-disciplinary collaboration –Different programs (nursing, medical, dentists, …) –Between institutions … 50

51. Towards an agenda for future CSCL research Focus on task characteristics Scripting –Generic scripting (communication roles) –Domain specific scripting Research activities Procedures Protocols (legal, practical, …) Domain specific roles Domain specific theories 51

52. Towards an agenda for future CSCL research Research Based Learning –Inject research activities in foundation courses –Embed collaborative activities –Highly scripted activities 52

53. Conclusions Potential of CSCL depends on sound pedagogy Consider collaborative learning design guidelines Look at evidence-based CSCL practices (group, task, individual) Consider knowledge domain adaptations 53

54. 54 Publications Valcke, M., De Wever, B., Zhu, C., & Deed, C. (2009). Supporting active cognitive processing in collaborative groups: The potential of Bloom’s taxonomy as a labeling tool. Internet and Higher Education, 12(3-4), 165-172. De Smet, M., Van Keer, H., & Valcke, M. (2008). Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour. Computers and Education, 50(1), 207-223. De Smet, M., Van Keer, H., & Valcke, M. (2009). Cross-age peer tutors in asynchronous discussion groups: A study of the evolution in tutor support. Instructional Science. 37(1) 1573-1952. De Wever, B., Schellens, T.,Valcke, M & Van Keer, H. (2006). Content analysis schemes to analyze transcripts of online asynchronous discussion groups: a review. Computers & Education, 46(1), 6-28. De Wever, B., Van Keer, H., Schellens, T., & Valcke, M. (in press). Applying multilevel modelling on content analysis data: Methodological issues in the study of the impact of role assignment in asynchronous discussion groups. Accepted for publication in Learning and Instruction. De Wever, B., Van Winckel, M. & Valcke, M. (in press). Discussing patient management online: The impact of roles on knowledge construction for students interning at the paediatric ward. Accepted for publication in Advances in Health Sciences Education. Schellens, T. & Valcke, M. (2005). Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing? Computers in Human Behavior, 21(6), 957-975.

55. 55 Publications De Smet, M., Van Keer, H., De Wever, B., & Valcke, M., (2010). Cross-age peer tutors in asynchronous discussion groups: Exploring the impact of three types of tutor training on patterns in tutor support and on tutor characteristics. Computers & Education. 1167–1181. Schellens, T. & Valcke, M. (2006). Fostering knowledge construction in university students through asynchronous discussion groups. Computers & Education. 46(4), 349- 370. Schellens, T., Van Keer, H., & Valcke, M. (2007). Learning in asynchronous discussion groups: A multilevel approach to study the influence of student, group and task characteristics. Accepted for publication in Journal of Behavior and Information Technology. 26(1), 55-71. Schellens, T., Van Keer, H., De Wever, B., Valcke, M. (in press). Tagging Thinking Types in Asynchronous Discussion Groups: Effects on Critical Thinking. Accepted for publication in International Journal of Interactive Learning Environments. Timmers, S., Valcke, M., De Mil, K. & Baeyens, W.R.G. (in press). CSCLE and internships of pharmacy students - The Impact of Computer Supported Collaborative Learning on Internship Outcomes of Pharmacy Students. Accepted for publication in International Journal of Interactive Learning Environments. Valcke, M. & De Wever, B. (2006). Information and communication technologies in higher education: Evidence-based practices in medical education. Medical Teacher, 28, 40-48. Zhu, C., Valcke, M. & Schellens, T. (in press). A cross-cultural study of teacher perspectives on teacher roles and adoption of online collaborative learning in higher education. Accepted for publication in European Journal of Teacher Education. http://allserv.ugent.be/~mvalcke/CV/CVMVA.htm

56. 56 Milestones and future challenges for collaborative ICT-supported learning in education Prof. dr. Martin Valcke - Ghent University http://allserv.ugent.be/~mvalcke/CV/CVMVA.htm 14. Workshop der gmds-Arbeitsgruppe „Computergestützte Lehr- und Lernmethoden in der Medizin“ und des GMA-Ausschusses „Neue Medien“ 15.04. – 16.04.2010