Pedagogical patterns, learning design and classroom

orchestration for Computer Supported Collaborative

Learning (CSCL)Prof. Yannis Dimitriadis

GSIC/EMIC research groupUniversity of Valladolid

July 18, 2012

University of Queensland Centre for Innovation in Professional

Learning Lunchtime seminar & workshop

Seminar-workshop overview

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Part 1: Seminar (12pm – 1pm) … Practitioner-oriented presentation and

discussion Introduction to concepts and challenges of

patterns, learning designs, orchestration in CSCL

Part 2: Workshop (1pm – 2pm) … Group activity through sharing, discussing

and creating designs for CSCL Discussion on how to move towards

effective and efficient innovation in real-life CSCL classrooms

Teaching practitioners – IStruggling to overcome problems

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Plan and carry out lessons (learning designs)

Assess and be aware of classroom activities Handle emergencies and adapt designs Align to curriculum and personal student

needs Respect time, space and budget, …, and

other constraints

Teaching practitioners (II)Orchestration problems

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In settings: Physical f2f and/or virtual and/or informal

Using new and old technologies Aiming to innovate using

Collaborative, problem, inquiry … based learning

Orchestrate their TEL “ubiquitous” classrooms in real world conditions

Are these problems recurrent? Are there any recurrent solutions to

them?

A note on orchestration

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From problems to solutions

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Orchestration of TEL environments poses many problems for practitioners (teachers, e-learning

designers, tool and learning environment providers)

… in all phases of the lifecycle

Architecture practitionersPioneers in design

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If you want to save energy: Do not use windows on the “northern”

(Oops! … “southern”) side of the house But take also into account

Type of wall materials Need for sun light

And The problem/solution of energy for the

roof!

Software Eng. practitionersModel-View-Controller

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How can we produce (Web) user-oriented application that can survive changes?

The interface type of a form should not depend on the data model or the mechanism to handle the data

But such an independence is costly in terms of initial development or less efficient in terms of execution time

Name, literature, examples ? http://en.wikibooks.org/wiki/Computer_Science_Design_Patterns#M

odel-View-Controller_Pattern

Teaching practitionersCollaborative learning problem

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Global – cohort-based threads are shallow Shy, slow, non-confident students do not

participate When we have discussions to find a solution

to an open-ended problem Have some time to think about a problem Explain “non-perfect” opinion in small

group (and) Compare and listen to other views

And THEN enter the “classroom” battle field

Collaborative LearningIdeas and problems Collaboration puts emphasis on

– group member interactions (process is important) Collaborative learning (CL) is typically associated to

projects, problems, inquiry And many conditions apply for effective CL

Positive interdependence clearly perceived Personal responsibility (assessment) for group objectives Considerable need for facilitation and regulation Strong use of interpersonal and group skills

Can Computer Support (CS) help to enhance chances for effective CL with CSCL?

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CS Collaborative LearningSome opportunities Tools to support

– Communication (chat), shared spaces (Cmap, Dabbleboard), artifact creation (Gdocs)

– For synchronous or asynchronous work in small groups, classrooms or communities

But most importantly for – Knowledge creation (OISE Knowledge Forum, Argunaut

argumentation tool)– Analysis of learning products/processes (Social Network

Analysis, e-portfolios, Learning Analytics)– Scaffolding/scripting of processes …

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Any common point in all cases?

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Recurrent solutions to recurrent problems Placed in context Taking into account tensions Illustrated through an example Connected to other problems

Based on existing practice-oriented knowledge Extracted from studies with “expert”

practitioners And complemented/informed by theory

And aimed to Help practitioners

Patterns

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Patterns for “grand” designs in Architecture Software Engineering

Pedagogical patterns for Teaching and Learning (Learning Design) “Classroom” Orchestration

A pedagogical pattern for Collaborative Learning Flow (CLFP)

Think-Pair-Share pattern – It structures collaboration and promotes

participation in large classes

They comment or take a classroom “vote”

They pair and discuss their ideas about the question

Each participant has time to think about the question

Another CLFP: Jigsaw (I)

… SCRIPTED Collaborative Learning…

This pattern gives the collaborative learning flow for a context in which several small groups are facing the study of a lot of information for the resolution of the same problem.

***

The collaborative learning flow must enable the resolution of a complex problem/task that can be easily divided into sections or independent sub-problems

Jigsaw CLFP (1)

(related “larger” patterns)

CONTEXT

PROBLEM

Another CLFP: Jigsaw (II)

Jigsaw CLFP (2)

(E.g.) To promote the feeling that team members need each other to succeed (positive interdependence)

High-risk: more appropriate for collaborative learning experienced individuals

Each participant in a group (“Jigsaw Group”) studies a particular sub-problem. The participants of different groups that study the same problem meet in an “Expert Group” for exchanging ideas. These temporary groups become experts in the section of the problem given to them. At last, participants of each “Jigsaw group” meet to contribute with their “expertise” in order to solve the whole problem.

(educational objectives)

(complexity)

SOLUTION

Another CLFP: Jigsaw (III)

Jigsaw CLFP (3)

(diagram

representingthe solution)

Individual or initial group

Teacher Introductory

individual (or initial group)

activity

Collaborative activity around

the sub-problem

Collaborative activity around

the problem and solution proposal

Pedagogical patterns:When are they useful?

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Pattern formalism is only a means Patterns reflect an approach for practice-

oriented problems They become even more useful

when innovation (collaboration, projects, problems, inquiry) is involved

and in complex CSCL/TEL environments with multiple tools, activities, social groupings

for less-experienced practitioners

Pedagogical patterns:What can we do with them?

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Include in repositories for documentation and sharing in communities “of practice”

Embed in ICT-based design processes and tools to represent, reflect, deploy and enact in TEL Virtual or Personal Learning Environments

Inspire designers/developers of TEL systems Enable learning designers to create and

support effective and sustainable scenarios Use in Professional Development (PD)

workshops

Support practitioners (especially teachers)

Pedagogical patterns:Types and relations

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Are all Pedagogical Patterns of the same type and granularity? independent (how are they related)?

At GSIC/EMIC we have focused on scripted CSCL General design patterns

Learning Flow, Assessment (and Resources, Roles, Adaptation, …)

Atomic patterns For design, deployment and enactment

And a pattern languagehttp://titan.tel.uva.es/wikis/yannis/images/e/e1/Appendix-chapter3-patternsbook.pdf

CLFPsJigsaw

Collaborative Learning

Scripted Collaboration (11 of E-LEN report)

Structured discussion

Facilitator

Roles and common CL mechanism

s level

Collaborative

Learning flow level

Resource level

Activity level

Asynchronous

Pedagogical approaches

Didacticsof subjectmatters

CSCL scripting patterns Debate PL (Goodyear, 2005)

Learning flow and assessment patterns

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Aligning both sets of patterns

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A learning design in actionin a Primary Education classroom

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And some atomic patterns

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Learning Design and patterns

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Learning Design (or Design for Learning) as a field considers teachers (and other actors) as

designers of … … “learning designs”, “scripts”, “units of

learning” or “learning environments” in a sound pedagogical way

Looks for methodologies, representations, tools to support a better design cycle

Problems that could be solved by Learning Design

Learning Design Practitioner Guide (draft version)

Learning Design and patterns

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Learning Design is related to other concepts as: Instructional design Student scaffolding Activity or scenario scripting Lesson planning

Pedagogical patterns can be considered as representations, conceptual tools,

mediating artifacts that support better the learning design

process

Learning Design tools

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Articulate/exploit the knowledge of patterns and support the learning design process

Create a model or representation of a learning design (unit of learning, script, scenario, etc.) That allows understanding and reflecting

on the pedagogy, making the learning design explicit, sharing it with others

Through the Web Collage tool Or other Learning tools by the Stellar

Learning Design Grid Theme Team (LDG) http://www.ld-grid.org/home

And a set of ICT tools

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Part I: Seminar (wrap-up)Some lessons learnt

We need to establish the conditions for successful Collaborative Learning (CL)

Patterns may convey sound pedagogical knowledge for CL and support practitioners

Patterns can be embedded in tools and support the process of creating effective learning designs (scripts) for CSCL

“Classroom” orchestration pays attention to “real-time management” and requires careful design

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Part I: Workshop preview

But we still need to – Work on examples of real CSCL cases– Understand problems to be solved– Access and use some of the patterns– Get an idea of how the GSIC/EMIC tools are used

to support practitioners And …

– Take away challenges and issues– Eventually try out these approaches in our own

real projects! 31

Links to patterns

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A list of collaborative learning flow patterns http://www.gsic.uva.es/wikis/yannis/images

/c/cc/Collaborative_learning_flow_patterns.pdf

A list of assessment patterns http://www.gsic.uva.es/wikis/yannis/images

/6/60/Assessment_patterns_list.pdf Some lists of atomic patterns (in english)

http://www.gsic.uva.es/wikis/yannis/images/b/ba/Atomic_patterns_enactment_partial_list.pdf

http://www.gsic.uva.es/wikis/yannis/images/4/4d/Atomic_pattern_catalogue.pdf

Some general links

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Publications http://www.gsic.uva.es/public.php?lang=en&list_public=all

GSIC/EMIC channel at YouTube: http://www.youtube.com/user/gsicemic?feature=watch

A video tour through the process https://www.dropbox.com/s/2e3blzg7xfy2dhu/

Ingles_v116.wmv (6m) http://www.youtube.com/watch?

v=0C_AVMQ51Q8&list=UUUsMkoyBmKmlO3Yo1gdzi-g&index=8&feature=plcp (3m)

The documents of this workshop http://www.gsic.uva.es/wikis/yannis/index.php/

Wollongong_documents#Patterns_and_slides_for_workshop_and_seminar_at_Brisbane_-_July_18_and_19.2C_2012

Part II: Workshop overview

Read a scenario and choose a Collaborative Learning Flow Pattern (5m)

Analyze a sample learning design proposed by UVA teachers (5m)

Enrich the sample design with assessment and enactment patterns (10m)

Suggest problems - and look for solutions – (10m + 10m)

And if time allows …– Make a tour through solutions provided by the GSIC/EMIC

technological tools (10m)– Take a look on even more problematic situations and

conflicts during enactment (10m)

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The proposed scenario

The proposed scenario:– 24 registered students– 4 in-class hrs (2 2hr sessions) + 4 off-class hrs– First week classes

Learning objective: – Look for and cite properly reliable information– Include them in well-structured reports

Use of Moodle and other ICT tools:– GoogleDocs, GoogleForms, MediaWiki, IWB, ...

Use of non-trivial collaborative activities35

First design phase (5m)

Read the Scenario and think of a Collaborative Learning Flow Pattern to be used as a basis for the learning design (5 min)

A learning design should include:– Sequence of activities (learners/teachers)– Social groupings– ICT and non-ICT resources to use in each activitiy– Taking into account “in-class vs. off-class”

nature and “timing” of activities

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A learning designProduced by UVA teachers (Feb 2012)

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Design “enrichment” (15m)

Review the Sample Learning Design Select an Assessment Pattern and

an Enactment Atomic Pattern that might complement/enrich the design

Annotate the sample design with the assessment and enactment patterns

Think of and write down two additional problems envisaged (expected or unexpected)?

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Putting things together (15m)

Form a super-group with your neighbors Discuss and agree on assessment-

enactment patterns Reach a consensus on three problems

that may occur in the sample learning design enacted in a UQ TEL environment (Moodle-based?), especially in order to – Implement (deploy) the design – Manage it during enactment– Modify it in case of emergent conflicts

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A set of additional problems

In designs proposed by UVA teachers …– ICT tools are scarcely used (except

assignment delivery through Moodle) and even less to support collaboration

– Many teachers say “that looks nice but I cannot afford to use these

designs in my classes with 70 students” “I cannot use collaborative techniques when

assessment is individual and there is a huge pressure to deliver more contents”

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Issues to be discussed

Could we really design and carry out these designs?

Is there any solution to the previous issues?

Have we used any patterns in this workshop?

Can we think of any other problematic situations?

Can we count with conceptual and technological tools to support this process?

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Back to the GSIC/EMIC tools

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The GSIC/EMIC tools in action

A short video on using ICT tools to support the creation of CSCL-based learning environments

And demo using the real tools– http://pandora.tel.uva.es/wic2/ (Web Collage)– Username: alumnobuendia25– Password: xxx (to be announced)

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Part II: Workshop wrap-up I

Work on a CSCL sample scenario (collaboration and ICT learning tools)

Use of patterns (collaborative learning flow, assessment, atomic) to generate learning designs

Use of GSIC/EMIC tools to support the learning design lifecycle (special focus on orchestration)

Discussion of problems (and solutions?) in real-life situations

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Part II: Workshop wrap-up II

It is possible to implement innovative pedagogies in real-life TEL environments– Collaboration, projects, problems, inquiry

There are several tools (conceptual and technological) to support practitioners– Patterns, GSIC (or non-GSIC) …

Need to address many problems– Teacher beliefs, deployment gap, orchestration

issues for real-time management, context, etc But there is also some hope … 45

Problematic situation – I(designs proposed by UVA teachers)

Theme: – What is the most important element in literature?

Design:– Individual remote work– Produce remotely a document in groups of 4

using GoogleDocs– Generate conclusions using GoogleDocs in

super-groups of 8 persons in a f2f session

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Problematic situation – IConflicts and solutions?

People are missing (but latecomers appear after a certain time)

A student interpreted erroneously the task

A group did not deliver its document Not enough time to complete the task GoogleDocs is not working any more

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Problematic situation – II

Theme: – The Global Financial Crisis

Design:– Respond to initial questionnaire (individual, remote)– Generate 3 ideas for an “aspect” (individual, remote) – Reach a consensus on 3 ideas among experts (in

groups of 3, f2f)– Debate and generate concept map as experts in

different “aspects” (group of 4, f2f)– Revise map of another group (groups of 4, remote) – Answer to critiques by reviewer (individual, remote)

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Problematic situation – IIConflicts and solutions?

Is it possible/easy to provide an implementation in Moodle?

A group does not provide its pair review

Only one member of a group generates the peer review

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Problematic situation – III

Theme:– Issues regarding news with some social impact

Design:– Brainstorm and search for information (groups of 3,

f2f)– Document issues (groups of 3, remote)– Sharing documentation (groups of 6, f2f)– Generate common documentation and report

(groups of 6, remote)– Sharing and generation of a common sshort report

(whole class, f2f)

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Problematic situation – III Conflicts and solutions?

There are doubts whether all people participated in the generation of the common report

During the process, it is found out that one concept has not been understood properly

There are serious errors in the common reports

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Design of the UVA PD workshop(textual description)

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Design of UVA PD workshop(based on patterns)

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