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Participation at the CSCL conference, ISLS annual meeting

Participation at the CSCL conference, ISLS annual meeting

08.06.2022

 

TIDE has participated this week at the 15th International Conference on Computer-Supported Collaborative Learning. 

Proceedings are openly available online:

Weinberger, A., Chen, W., Hernández-Leo, D., Chen, B., (Eds). International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices, Proccedings of the 15th International Conference on Computer-Supported Collaborative Learning, https://2022.isls.org/proceedings/ 

TIDE contributions are:

Amarasinghe, I., Hernández-Leo, D., Manathunga, K., Chacón Pérez, J., & Dimitriadis, Y. (2022). Teacher-Led Debriefing in Computer-Supported Collaborative Learning Pyramid Scripts. Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning (pp. 171-178).

Abstract: Debriefing is an integral part of orchestration and provides a space for teachers to review the learning experience. Although this concept is not new, little is known about how debriefing is conducted in scripted computer-supported collaborative learning situations, and its effects on students’ learning gains. Moreover, there is a lack of studies providing evidence of how learning analytics can be effectively utilised to support teacher-led debriefing. The objective of this study is twofold: Firstly, it studies how debriefing impacts students’ learning gains in Pyramid pattern-based learning situations. Secondly, it explores the types of learning analytics indicators that can support debriefing. Results indicated that debriefing can contribute to improve students’ learning gains, however, it does not always lead to the optimal outcomes and the type of task can have a major influence. Mechanisms such as semantic similarity score, knowledge graph visualisations and flag features are scrutinized as options to support debriefing.

 

Velamazán, M., Santos, P., Hernández-Leo, D.Amarasinghe, I. (2022) Student preferences and behaviour in anonymous collaborative learning. Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning. (pp. 419-422)

Abstract: Anonymity has been researched from different perspectives in Computer Supported Collaborative Learning (CSCL), e.g., peer assessment, writing, debating, etc. Although some negative implications have been found, positive findings are more abundant; for example, many students prefer anonymity because it facilitates more equal participation. However, little is known about what students prefer compared with what students do: Is their behaviour consistent with their reported preferences? In this preliminary paper, we compare students’ opinions and their actual technology-mediated conversations when collaborating in anonymous vs. identified mode. The results indicate a more unproductive atmosphere in anonymous mode. In future research, we propose new iterations  of the modes of online collaboration to optimise the potential benefits of anonymity. 

 

Santos, P., ElAadmi-Laamech, K., Gutierrez,N. & Mebrahtu, S. (2022) ILDE+ D-TIPS: an Integrated Learning Design Environment to support Design Thinking in Primary Schools. Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning (pp. 553-554).

Abstract: Equipping teachers with appropriate tools and methods to impart innovative teaching practice and support their competence profile development is of high priority according to European educational policies. Previous studies have shown the benefits of integrating design thinking in educational settings as a teaching practice, but also it has been shown the need to support teachers in this process. This paper presents the D-TIPS platform aimed to build a transnational community of teachers and schools with interest in collaboration, (co)creation and exchange of knowledge about design thinking.

Link poster: bit.ly/DTIPSposter  

Beardsley, M., Albó, L., Teacher Motivation Toward Professional Development Following Emergency Remote Teaching Experiences, 17th International Conference on Computer-Supported Collaborative Learning, 561-562.  
 

Hanni Muukkonen, Crina Damşa, Anouschka van Leeuwen, Jeroen Janssen, Mladen Raković, Danijela Gašević, Dragan Gašević, Rachelle Esterhazy, Monika Nerland, Andres Araos, Davinia Hernández-Leo, Contrasting analytical approaches to trace collaborative learning with knowledge objects, Symposia, 17th International Conference on Computer-Supported Collaborative Learning, 509-516.  

Abstract: Social, discursive and regulatory aspects of collaborative learning have been examined extensively. Yet, there is less research and systematic analysis on how the collaboratively constructed knowledge objects introduce and structure the conditions for collaborative processes and learning. In this symposium, we share and contrast methods and approaches to analyzing collaboration activities that involve digital knowledge objects being developed jointly (i.e., essays, posts in online discussions, versions of a product) in four different educational contexts in tertiary education. The four contributions, from Netherlands, Australia, Norway and Finland present a range of analytical approaches, collaboration analytics and qualitative interpretations of collaborative learning with knowledge objects. The contributions are part of an overarching effort to develop analytics-based approaches, frameworks and instruments that allow to systematically capture the complexities of the collaborative process, for further use in research and for supporting educational practice.

Link to slides

 
 

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