1. Essi Vuopala / LET
University of Oulu
essi.vuopala@oulu.fi
https://wiki.oulu.fi/display/CSCL/Home
Armin
Weinberger
Tarja-Riitta
Hurme
Essi Vuopala
Venla Vuorjoki
Universities of
Saarland, Turku
and Oulu
CSCL2015
2. Essi Vuopala / LET
University of Oulu
essi.vuopala@oulu.fi
Programme for today
• Introduction to the CSCL2015 course
• Pre-test + questionnaire
• Activating prior knowledge
• Opening talk by prof. Sanna Järvelä: ’CSCL in
nutshell’ (individually or in classroom)
3. Essi Vuopala / LET
University of Oulu
essi.vuopala@oulu.fi
Teachers
Armin Weinberger
Professor
University of
Saarland
Thomas Puhl
Assistant
University of
Saarland
Venla Vuorjoki
University Teacher
University of Oulu
Essi Vuopala
Post-Doctoral
Researcher
University of Oulu
Tarja-Riitta Hurme
Senior Researcher
University of Turku
4. Essi Vuopala / LET
University of Oulu
essi.vuopala@oulu.fi
LEARNING OBJECTIVES
Computer-Supported Collaborative Learning (CSCL) is an emerging branch in the
interdisciplinary field of the learning sciences (LS) that studies learning and
teaching in technology-enhanced contexts.
Aim of the course is to provide theoretical and practical understanding on how
learning can be supported and enhanced in technological environments.
Students will comprehend and review the theoretical background for collaborative
learning and evaluation of CSCL. Students will also deepen their understanding of
particular CSCL themes in various educational and work life contexts from both
theoretical and practical perspectives.
Students will
• understand the state-of-the-art theoretical basis for CSCL and learning
communities in various educational and work-life contexts
• be capable of designing, evaluating, and assessing collaborative learning
in technology-enhanced environments
• improve their collaborative academic writing and argumentation skills
5. Essi Vuopala / LET
University of Oulu
essi.vuopala@oulu.fi
THE THREE TOPICS OF CSCL IN THIS COURSE
1) Scripting in CSCL: University of Saarland, Department
of Educational Technology, Germany / Armin
Weinberger and Thomas Puhl
2) Motivation and emotions in CSCL: University of Oulu,
Learning and Educational Technology Research Unit
(LET), Finland Essi Vuopala and Venla Vuorjoki
1) Metacognition in CSCL: University of Turku,
Department of Teacher Education, Finland / Tarja-
Riitta Hurme
6. Essi Vuopala / LET
University of Oulu
essi.vuopala@oulu.fi
COURSE ENVIRONMENT
Joint FB-group ”CSCL 2015” for
- topical issues,
- learning materials
- tasks and instructions, and
- general and practical
questions.
Own FB-groups for small
groups’ discussions
7. Essi Vuopala / LET
University of Oulu
essi.vuopala@oulu.fi
Course design
WEEK 44 45 46 47 48 49 50 51
SCRIPTING MOTIVATION
AND EMOTIONS
METACOGNITION
Orientation Article +
video
Article +
video
Article +
video
Team discussion and
argumentation
Team discussion and
argumentation
Team discussion and
argumentation
Joint
conclusion
Joint
conclusion
Joint
conclusion
Exam and
evaluation
discussion
8. Essi Vuopala / LET
University of Oulu
essi.vuopala@oulu.fi
Role of argumentation in the CSCL
• Argument = statement/claim evidence
limitation
”My claim is…”, ”Building on the reason…”, ”The
limitation of my claim is…”
• Counter-argument =
”Here is a different claim I think needs to be taken
into account …”, “Here is my reasoning against
your claim…”, “A counter argument for your claim
is ..., because ...”
9. Essi Vuopala / LET
University of Oulu
essi.vuopala@oulu.fi
About roles in CSCL-course
• Contributor. Identifies as many pro-arguments
as possible and elaborate these arguments.
• Critic. Identifies as many counter-arguments as
possible and elaborate these counter-
arguments.
• Composer. Construct syntheses of the pro- and
counter-arguments.
• Captain. Motivates and guides the group.
10. Essi Vuopala / LET
University of Oulu
essi.vuopala@oulu.fi
TASK 1: ACTIVATION OF
PRIOR KNOWLEDGE
Purpose is to activate and
transfer prior knowledge of CL
and CSCL and create presentation
of: how do we together
understand CL and CSCL?
Groups of three two to students
Concept maps with paper and
pen
11. Essi Vuopala / LET
University of Oulu
essi.vuopala@oulu.fi
TASK 2. OPENING LECTURE
Listen to it and discuss on the basis of the talk and
slides in small groups and complete your
mindmaps.
12. Essi Vuopala / LET
University of Oulu
essi.vuopala@oulu.fi
We wish you rich
experiences in your
learning path
Don’t hesitate to ask, if you
have any questions.
essi.vuopala@oulu.fi
venla.vuorjoki@oulu.fi
Notas do Editor
In Oulu
10.15 – 10.45 Introduction to the CSCL2015 course
10.30-11.00 Pre-test + questionnaire
11.15- 11.45 Activating prior knowledge
12.30-14.00 Opening talk by prof. Sanna Järvelä: ’CSCL in nutshell’ (individually or in classroom)
Argumentative skills are not only a
prerequisite of collaborative knowledge construction but also a learning goal during
collaboration.
- Contributor. Your role is to identify as many pro-arguments as possible and elaborate these arguments on Facebook either in one or multiple messages. That means, you should respond positively to the question and argue for the importance of the approach that is currently being discussed. Be constructive in terms of identifying and elaborating on ways the discussed approach is useful. Anticipate and weaken potential counter-arguments.
- Critic. Your role is to identify as many counter-arguments as possible and elaborate these counter-arguments on Facebook either in one or multiple messages. That means, you should put the approach to the test and argue for barriers and limitations of the approach that is currently being discussed. Most importantly, relate and react to the pro-arguments that are being put forward and point out how these pro-arguments need to be qualified.
- Composer. Your role is to construct syntheses of the pro- and counter-arguments. Is the critique fundamental or could it be dealt with? How can the problems, barriers and limitations of the approach in question be addressed? Aim is to evaluate pro- and counter-arguments with respect to their substance and importance. Compose conclusions that compromise and that both sides could agree with.
- Captain. Your job is to motivate and guide the group, if necessary give timeslots or deadlines in which the contributions should be finished. You need to keep participation high and ask open questions to single participants or the group as a whole. Monitor to what extent both sides of a story have been told and whether the conclusions completely cover the approach in question. You are free to support any of the group members in their specific role and also contribute pro- or counter-arguments as well as syntheses.