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Scripting strategies in Scripting strategies in computer supported computer supported
collaborative learningcollaborative learning
Michele NotariMichele Notari 22
MenuMenu
• IntroductionIntroduction
• Goals of the thesisGoals of the thesis
• Rich, action based learningRich, action based learning
• What is scripting ? What is scripting ?
• Choice of the toolChoice of the tool
• MethodMethod
• Specific resultsSpecific results
• ConclusionsConclusions
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Goal of the thesisGoal of the thesis
• Apply rich, action based units in ‚real Apply rich, action based units in ‚real learning environments‘learning environments‘
• Test rich learning environments Test rich learning environments under different circumstances:under different circumstances:- Focalised paramters: scripting and - Focalised paramters: scripting and tooltool
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Rich action based learning Rich action based learning environment?environment?
Learning pairsLearning pairs
3d models3d models
literatureliterature
Discussions Discussions interaction with partnerinteraction with partner
Creation of Creation of collaborative hypertext• interaction with the interaction with the
learning communitylearning community
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What is ‚scripting‘?What is ‚scripting‘?
• Scripts enable integration of actions that Scripts enable integration of actions that were often separated: individual, were often separated: individual, cooperative, collaborative and collective cooperative, collaborative and collective acactionstions..
• Scripts enable integration of co-present Scripts enable integration of co-present actiactionsons and computer-mediated acti and computer-mediated actionsons
• Scripts often include an important role for Scripts often include an important role for the tutorthe tutor
A script is a story or scenario that the students and A script is a story or scenario that the students and tutors have to play as actors play a movie scripttutors have to play as actors play a movie script..
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Scripting exampleScripting example
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The toolThe tool
• Concept of a Wiki:Concept of a Wiki:
• Every user can create edit and Every user can create edit and change pageschange pages
• Reconstruction of older versionsReconstruction of older versions
• involve visitor in ongoning process -> involve visitor in ongoning process -> incites to improve and change incites to improve and change existing sitesexisting sites
Swiki -> unstructured collaboration toolSwiki -> unstructured collaboration tool
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Principal question 1Principal question 1
• The use of a Swiki as collaborative The use of a Swiki as collaborative editing tool causes no technical editing tool causes no technical and comprehensive problems for and comprehensive problems for high school studentshigh school students without without experience in collaborative editing experience in collaborative editing but with some knowledge of the but with some knowledge of the use of a common text-editing use of a common text-editing software and the research of software and the research of information in the Web.information in the Web.
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Principal question 2Principal question 2
• Scripting which induces students to Scripting which induces students to compare and comment on the work of the compare and comment on the work of the whole learning community (using a whole learning community (using a collaborative editing tool) leads to better collaborative editing tool) leads to better learning performance than a script leading learning performance than a script leading students to work without such a tool and students to work without such a tool and with little advice or / and opportunity to with little advice or / and opportunity to make comments and compare their work make comments and compare their work with the learning community.with the learning community.
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Principal question 3Principal question 3
• The quality of the product of the The quality of the product of the working groups is better (longer and working groups is better (longer and more detailed) when students are more detailed) when students are induced to compare and comment on induced to compare and comment on their work (with a collaborative their work (with a collaborative editing tool) during the learning unitediting tool) during the learning unit..
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MethodMethod
• Work with high school students in Work with high school students in normal learning environments.normal learning environments.
• Testing 3 learning unitsTesting 3 learning units..
Human anatomy
EvolutionHuman embryology
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What did we analyse? What did we analyse? (part 1)(part 1)
• Human anatomy: unstructured script Human anatomy: unstructured script <-> <->
evolutionevolution andand human embryologyhuman embryology: : structured script.structured script.
• Is there a difference in students Is there a difference in students satisfaction? satisfaction?
Human anatomy
Evolution
Human embryology
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0,00
10,00
20,00
30,00
40,00
50,00
60,00
perc
en
tag
e
do not know agree totally agreepartially
do not agree
It was fun to work with the computer
structured evolution (n = 23)
strutured embryology (n = 17)
unstructured anatomy (n = 9)
Subjective perceptionSubjective perception
No statistical differences could be found within the unitsNo statistical differences could be found within the units
Human anatomyEmbryologyEvolution
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comparison of three scenarios: difficulties to edit input with the comparison of three scenarios: difficulties to edit input with the Swiki Swiki
0,00
10,00
20,00
30,00
40,00
50,00
60,00
70,00
80,00
90,00
perc
en
tag
e
do notknow
agreetotally
agreepartially
do notagree
Editing was too complicated and obstructed work
structured evolution
structured embryology
unstructured anatomy
SStatistical difference between anatomy and evolution (U = 40; p = 0.0065) but no tatistical difference between anatomy and evolution (U = 40; p = 0.0065) but no difference between the other settings (anatomy <-> embryology: U = 45; p = 0.09; difference between the other settings (anatomy <-> embryology: U = 45; p = 0.09;
and evolution <-> embryology: U = 393; p = 0.2).and evolution <-> embryology: U = 393; p = 0.2).
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0,00
20,00
40,00
60,00
80,00
100,00
do notknow
agreetotally
agreepartially
do notagree
It is easy to get lost within a text with many links
structured evolution
structured embryology
unstructured anatomy
comparison of three scenarios: It is easy to get lost within a text with many links’comparison of three scenarios: It is easy to get lost within a text with many links’
Almost Almost significant difference (anatomy <-> evolution: U = 60; p = 0.09; significant difference (anatomy <-> evolution: U = 60; p = 0.09; anatomy embryology: U = 46; p = 0.07anatomy embryology: U = 46; p = 0.07)) BUTBUT ((evolution <->embryology: U = evolution <->embryology: U = 189; p = 0.81) 189; p = 0.81)
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ConclusionConclusionSubjective Subjective perceptionperception
• SStructuring the work has a positive influence on the sense of tructuring the work has a positive influence on the sense of satisfaction that the students gained from the tool and the satisfaction that the students gained from the tool and the work in generalwork in general (no statistical significance)(no statistical significance)
• SStudents tudents in unstructured unit in unstructured unit thought they were getting lost thought they were getting lost often within the few links, while the students that were guided often within the few links, while the students that were guided had a different sensationhad a different sensation
• Discussion is an important element of building a concept and Discussion is an important element of building a concept and learning in a constructivist way especially when different learning in a constructivist way especially when different opinions merge and have to be compared opinions merge and have to be compared (result not shown)(result not shown)
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What did we analyse? What did we analyse? (part 2)(part 2)
Scripting differences for two classes: Scripting differences for two classes:
• 1. Normal high school class working in 1. Normal high school class working in conventional set up (without tool)conventional set up (without tool)
• 2. Vocational high school class working with 2. Vocational high school class working with the tool -> the tool -> vocational high schoolvocational high school normally normally show inferior pedagogical performances show inferior pedagogical performances compared to normal high schoolcompared to normal high school
Human Human embryologyembryology
Pre testPre test Post testPost test Final testFinal test6 6 weeksLearning unit
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Increase of factual Increase of factual konwledgekonwledge
Increase of factual knowledge
0
2
4
6
8
10
12
Pretest Posttest Finaltestamo
un
t o
f co
rrec
t an
swer
s
Class with Swiki
Conventional
n = 17
ANOVA: ANOVA: F(5, 101) = 14.841 F(5, 101) = 14.841
Pre test conventional <->post test conventionalPre test conventional <->post test conventional p< 0.001p< 0.001
Pre test Swiki <-> post test SwikiPre test Swiki <-> post test Swiki p< 0.001p< 0.001
Human Human embryologyembryology
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Student‘s confidence in Student‘s confidence in their answerstheir answers
increase of secrity of anwers
0,00
5,00
10,00
15,00
20,00
25,00
Pretest Posttest FinaltestSec
uri
ty o
f co
rrec
t an
swer
s
Class with Swiki
Conventional class
ANOVAANOVA : : F(5, 101) = 11.05F(5, 101) = 11.05
Pre test conventional <->post test conventionalPre test conventional <->post test conventional p< 0.001p< 0.001
Pre test Swiki <-> post test SwikiPre test Swiki <-> post test Swiki P< 0.01P< 0.01
Human Human embryologyembryology
Michele NotariMichele Notari 2020
Comparison of the produced Comparison of the produced workwork• Length of the summaries Length of the summaries
1100 pagespages for the conventional class, for the conventional class, 3636 pages pages for the Swiki classfor the Swiki class
• Number of topics treatedNumber of topics treated9 topics9 topics for the conventional classfor the conventional class14 topics for the Swiki class14 topics for the Swiki class
• Quality of the content of the summariesQuality of the content of the summariesComparable quality within the Comparable quality within the summariessummaries
Human Human embryologyembryology
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ConclusionsConclusions
• Equal increase of knowledge and Equal increase of knowledge and self evaluation capacities for self evaluation capacities for different backgrounds (normal high different backgrounds (normal high school <-> vocational high school)school <-> vocational high school)
• Better quality of Product for Swiki Better quality of Product for Swiki scriptingscripting
Human Human embryologyembryology
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Scripting Scripting leads toleads to
Create a critical Create a critical mass of inputmass of input
Compare and Compare and coment inputscoment inputs
Link inputsLink inputs
Regroup Regroup conceptsconcepts
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‚‚Our‘ scripting leads to anOur‘ scripting leads to an: :
Action based, hypertext - Action based, hypertext - constructive, computer constructive, computer
supported, collaborative supported, collaborative learning learning environmentenvironment (ABAHCOCOSUCOL)(ABAHCOCOSUCOL)
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ABAHCOCOSUCOLABAHCOCOSUCOL is adequate is adequate for tasks where it is improtand for tasks where it is improtand to have:to have:
• Long-term knowledge retentionLong-term knowledge retention
• Mastering a certain problem-Mastering a certain problem-solving strategysolving strategy
• High quality of produced workHigh quality of produced work
• Have a good use of some specific Have a good use of some specific handlinghandling
• Increased metacognitive skillsIncreased metacognitive skills
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Thanks for listeningThanks for listening
For more information consult the thesis:http://tecfa.unige.ch/perso/staf/notari/-> see link ‚info thesis‘