Hands-on Learning of Cooperation Technology: Combining Knowledge Construction and Reflection

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Hands-on Learning of Cooperation Technology

Combining Knowledge Construction and Reflection

International Conference on Teaching, Assessment and Learning for Engineering (TALE)

August 26–29, 2013 Bali, Indonesia

Mikhail Fominykh, Monica Divitini, Ekaterina Prasolova-Førland, and Sobah Abbas Petersen

Norwegian University of Science and Technology, Norway

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Trondheim, Norway

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Norwegian University of Science and Technology NTNU

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Motivation and challenges: Learning Cooperation

o Project group work – significant part in university education – often required in a workplace

o Cooperation Technology – Tools dedicated to cooperation • social media – Large organization tools • flexible lightweight tools

o Users – Small groups • large communities – Collocated • distributed – Homogeneous • diverse

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Background: Social Constructivism

Social constructivist approach proposes that learners co-construct their environment and understanding together with their peers [1]. [1] L. S. Vygotsky, Mind in society: the development of higher psychological processes. Cambridge, MA, USA: Harvard University Press, 1978.

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Background: Reflective learning

Reflective learning approach implies that students learn by reflecting on relevant experiences [2].

[2] D. Boud, R. Keogh, and D. Walker, "Reflection: Turning Experience into Learning," London: Kogan Page, 1985.

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Study: Cooperation Technology course

o Elective course o Credits: ETCS 7.5 o Grade: 70% groups project + 30%

essay o Duration: 13 weeks o Participants: 31 fourth year master

students (seven groups 3–5)

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Task 1 Task 2 Task 3

Course activities

Collaborative writing + presentation in 3D virtual world

Creating a language dictionary + a glossary

Collaborative writing + f2f presentation / web-conferencing

Types of collaboration

Local group Local group + local community

Local group + international

Assigned technologies

vAcademia LingoBee Adobe Connect, Purot Wiki, Prezi

Main outcomes

Handbook of cooperation tools + 3D recordings

Language dictionary + glossary of terms

Online media handbook on ed. tech.

Study: Course Activities

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Course activities









Main outcomes




Study: Types of Collaboration

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Course activities









Main outcomes




Study: Assigned Technologies

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Course activities









Main outcomes




Study: Main outcomes

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Study: Data Sources and Analysis

Data sources – direct observation of students’ activities online and

their recordings – the virtual artifacts the students created – user feedback: questionnaires, group reflection

notes, semi-structured interviews, and individual essays

Data analysis – Constant comparative method: coding with nVivo

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Study: Target Group

0%

20%

40%

60%

80%

100%

I am good atcooperation

I use manycooperation tools

strongly agreeagreeneutraldisagreestrongly disagree

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Examples of student projects


Main outcomes




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e.g., http://www.vacademia.com/record/detailed/2100

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http://simola.org/lingobee/index.php?gid=28 http://simola.org/lingobee/index.php?gid=29

19 http://cocreat.purot.net/

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Study Results: Collaboration

Group level collaboration flow – Satisfied because of planning (3 groups) – Satisfied because of good atmosphere (3 groups)

Group level collaboration challenges – Coordination – different schedules (4 groups) – Different motivation levels (2 groups)

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Study Results: Collaboration

Community level collaboration flow – Background diversity is beneficial (4 groups) – Creativity and level of achievement

Community level collaboration challenges – International coordination Task 3 (6 groups: challenges

mentioned 135% more often than benefits) – Inter-group coordination Task 2 (3 groups: challenges

mentioned 14% more often than benefits)

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Study Results: Technology

Task 1: vAcademia Attitude towards the tool

– New tool (7 groups) – Easy to learn how to use it (1 group)

Addressing challenges – Complexity of the tool is perceived (2 groups) – Technical challenges remain (4 groups)

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Task 2: LingoBee Attitude towards the tool

– New tool (7 groups) – Difficult to learn how to use it (4 groups) – Tool not fully suited for the task (7 groups)

Addressing challenges – Creative solutions (2 groups) – Replacing missing functionality (3 groups) – Simplifying the task to suit the tool (2 groups)

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Task 3: Purot Wiki, Adobe Connect, Prezi Attitude towards the tool

– Purot wiki active use (3 groups) – Adobe Connect active use (5 groups) – Prezi was found useful and worth learning (5 groups)

Addressing challenges – Incorporating additional tools (7 groups)

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Additional tools

0

5

10

15

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Task3Task2Task1

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Challenges

o Breakdowns limit knowledge construction process – Too easy breakdowns only disrupt the process

without leading to reflection

o Less motivated students tended to use Breakdowns as a barrier – Too difficult breakdowns stop the process and lead to

complains

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Addressing Challenges

o Scaffolding mechanism used – Structured reflection notes

o Result – Successful for the most motivated groups

o Proposal for improvement – Scaffold both reflection and collaborative process

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Implications

o Initial proposal – Combining social constructivist and reflective

learning approaches improves the overall outcome

o Social constructivism – Providing best suited tools => focus on assignment =>

learning from construction

o Reflective learning – Designed breakdowns (new or not most suited tools)

=> critical thinking, creative solutions, reflection => learning from experience

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Future Work

o Game Design-based learning – Collaborative process – Course topics into game design – Sharing experience: evaluating and playing

o Multiple supportive technologies o Reflection

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Thank you!

Mikhail Fominykh [email protected]

Monica Divitini [email protected]

Ekaterina Prasolova-Førland [email protected]

Sobah Abbas Petersen [email protected]

http://www.idi.ntnu.no/~fominykh/

http://www.linkedin.com/in/fominykh

http://slideshare.net/mfominykh/

Hands-on Learning of Cooperation Technology: Combining Knowledge Construction and Reflection

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