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This presentation was made at the annual AECT conference 2010.
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How Do Theories Prescribe Collaborative Learning? Foundations for a Design Theory on Collaborative Project-Based Learning
Dabae Lee
Indiana University
+Purpose
To generate the groundwork for an instructional design theory
on collaborative project-based learning
Reviewed descriptive theories on collaborative learning
Social constructivism
Social interdependence theory
Game theory
+Cooperative vs. Collaborative Learning
Cooperative learning
Students have separate roles in
a structured task and pool their
works to a specific end
Collaborative learning
Students must plan and
accomplish something together
(whole together)
+Conceptual Framework:
Instructional Design Theory
ID Theory
Methods Situations
Conditions Outcomes
Reference: Reigeluth (1999)
+Overview
Learning
Informed by Social Constructivism
Collaboration
Informed by Social Interdependence Theory
Interaction
Informed by Game Theory
+Social Constructivism
Social Cognitive Perspective
• Piaget’s theory of social cognitive conflict
• Children can benefit from interaction among peers whose abilities are similar to their own
Social Cultural Perspective
• Vygotsky’s Zone of Proximal Development
• “Asymmetrical” interaction between collaborators who differ in their levels of ability
+Social Constructivism
Methods Conditions Outcomes
Heterogeneity in each
group (Difference in
perspective,
intellectual
development, and
domain expertise
should exist)
Tasks that involve
perspective-taking,
planning, and problem
solving, and are ill-
structured.
Learners that are
capable of those
activities, and
demonstrate similar
level of negotiating
skills.
Academic
achievement, cognitive
development
+Social Interdependence Theory (Lewin
1935, Johnson & Johnson, 2009)
CollaborationPositive
Inter-dependence
PromotiveInteraction
Individual Accountability
Group Processing
Social Skills
+Social Interdependence Theory
Methods Conditions Outcomes
- Positive
interdependence
- Individual
accountability
-Group processing
- Promotive interaction
- Small group size
preferred
- Learners’ social skills
(Interpersonal,
communication,
teamwork skills, and
open-mindedness)
Academic
achievement,
retention,
transfer of learning,
critical thinking,
creative thinking,
positive attitudes
toward the tasks
+Game Theory (Von Neuman & Morgenstern, 1944)
“Game theory is about what happens when people interact” and it “…can be used to predict, and also to explain and prescribe” (Carmerer, 2003)
The normal form of game is a competitive game in which each of two players has their own strategies and takes actions with complete information about the actions of the other player. e.g) Chess
Watch an example
Various types of games
Competitive vs. Cooperative
Two-players vs. Multiple players
One time vs. Multiple times
+Collaboration Game
A cooperative game in which two or more players are aware of
the level of the other players’ participation
“Perception of fairness”, Rewards/Effort = Fair
Members choose whether to actively contribute to the group
work or not depending on their perception of fairness among
group members. i.e. Reduce their effort when there is a free
rider.
Full participation can be accomplished by having “cooperative
enforcer”, a member who punishes free-riders and achieve the
level of “fairness” among group members.
+Collaboration Game Example
Moving chairs together to another place
Can’t leave until all the chairs are moved
A free-rider detected
Other members would do:
To achieve fairness
Reward
Effort
+Game Theory
Methods Conditions Outcomes
Transparency of each
member’s effort and
rewards.
A group coordinator.
Learners should be
capable of making
legitimate perceptions
of contribution &
rewards
Active participation in
the group’s work
+Future Research Directions
Prove efficacy of game theory in collaborative learning
Interpret empirical results of collaborative learning using the
theoretical framework of game theory,
Relate empirical findings of game theory in different disciplines to
collaborative learning
Test the theory in collaborative learning contexts.
+Questions & Comments
Email: dablee@indiana.edu
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