This document discusses collaborative learning with new media and open educational resources. It is divided into two parts. The first part discusses students as global citizens using open resources, the meaning of "open," languages and resources, open learning, and communities of participation. The second part discusses collaborative learning from micro to macro levels, including the pedagogical purpose of collaboration, ways to foster collaboration, lecture orchestration, shared knowledge bases, and course design connecting collaboration to curriculum.

1. Photo by Bill Gracey @ Flickr
Formen von studentischer Collaboration mit neuen
Medien und Open Educational Resources
Stian Håklev, CHILI Lab, EPFL
HSLU, Weggis, April 19, 2018

3. First part:
Students as participating world citizens, open and global
- Open Educational Resources
- Purposes and categories of OER
- The meaning of “Open”
- Languages, students, and open resources
- Open learning
- The open World Wide Web, and communities of participation
Second part:
Collaborative interactive learning - from micro to meso to macro
- The pedagogical purpose(s) of collaboration
- Ways of fostering collaboration (scripts, interfaces)
- Lecture orchestration
- Shared knowledge base, wiki
- Course design connecting collaborative learning to curriculum
- Tool enabling flexible collaborative learning
Program
Pause

4. OER?

5. mit ocw main
5

6. Purposes of OER

7. If we don’t know what the purpose of an
OER is, we won’t know what to consider
when designing, we can’t begin to evaluate
the quality, or measure the success
Purposes of OER

8. Three purposes/uses
Direct use
Reuse/remix
Transparency

9. Three purposes/uses
Direct use

10. OLI CMU mainpage

16. Three purposes/uses
Direct use
Reuse/remix

17. CNX mainpage

18. CNX Algebra

21. Three purposes/uses
Direct use
Reuse/remix
Transparency

22. ocwc members
17

23. saudi arabia textbook
18

24. 19

25. 20

26. Open Education Videos
around the world

27. Open Education Videos
around the world

28. Three purposes/uses
Direct use
Reuse/remix
Transparency

29. Three purposes/uses
Direct use
Reuse/remix
Transparency
Transformative production
Four

30. 23

31. Lanzhou City University
case study
Have already been evaluating best courses
internally since 2003. Developed system of
indicators of course quality
Issue announcement, meeting of heads of
departments
Teaching committee to identify basic and
advanced courses they could apply for
Brought teachers together with computer
department
School gave certain amount of funding
Clear philosophy:
Construction of CQOCW will improve quality of
all courses
Not just about putting old courses online, but
rethink content, teaching methodology, etc.
Internal committee to evaluate courses, then
invited 20 external experts - used online
material, also sat in on classes
In the end, 11 courses were selected for
provincial CQOCW

32. • Students as co-producers

36. intro open ed I
29

37. Intro Oed schedule

38. Intro Oed Participants
introducing themselves

39. RSTM week 1 top

40. RSTM week 1 small

41. RSTM Week 1 comments

42. s in speech/beer
35

43. free software
36

44. creative commons
37

45. flickr cc
38

46. wikipedia
39

47. Different meanings of open
40

48. 41
the story of a
seed

49. 42

50. 43

51. 44

52. 45
a story enabled by openness

53. 46

54. 47

55. 48

56. 49

57. 50

62. Pillar of openness
Open license

63. Pillar of openness
Open license
Open file formats
Semantic file formats
Open APIs
Open metadata
Ability to bulk-download
s

64. 56

65. “Are we allowed to do that?”

66. Perspectives on bilingualism

67. Perspectives on bilingualism
Bilingualism as ...

68. Perspectives on bilingualism
Bilingualism as ...

69. Perspectives on bilingualism
Bilingualism as ...
problem

70. Perspectives on bilingualism
Bilingualism as ...
problem

71. Perspectives on bilingualism
Bilingualism as ...
problem
right

72. Perspectives on bilingualism
Bilingualism as ...
problem
right

73. Perspectives on bilingualism
Bilingualism as ...
problem
right
resource

84. Student as...
user

85. 64

86. 65

87. 66

88. Student as...
user
producer

96. 72

97. 73

98. 73

99. Legitimate participation in
online communities
74

100. Legitimate participation in
online communities
74

101. Legitimate participation in
online communities
74

102. Legitimate participation in
online communities
74

103. Legitimate participation in
online communities
74

104. Legitimate participation in
online communities
74

111. http://reganmian.net/wiki/ref:mak2010blogs

112. 82

113. 83

114. Collaborative/social learning
Pedagogical purpose
Motivational purpose
Learning to collaborate vs.
learning through collaborating
Granularity of collaboration
Time scale for student
Time scale for course
Setting, course size

115. Computers enhancing human work with
ideas, and collaboration
http://focs.wordpress.com/2007/09/05/the-most-important-problem-in-computer-science/

116. • FROG: challenges with collaborative
learning

117. Deixis?

121. Suthers:
salience
constraints

137. Stimulus,
response,
stimulus,
response,
...,
end of the course

149. Cycle of divergence and
convergence +
final product -
representation that can
be shared with others

150. Ideas are not fixed in
one spot - affords emergent
understanding of categories,
connections

151. Ideas are not fixed in
one spot - affords emergent
understanding of categories,
connections
Always have a shared up-
to-date representation of
the “state of the knowledge
of the group” - enables
knowledge talks

154. • FROG: ideal interface for your discipline?

156. History of CSCL
Orchestration graphs

157. 1.collaborative learning is magic
History of CSCL
Orchestration graphs

158. 1.collaborative learning is magic
2.interactions have to be designed
History of CSCL
Orchestration graphs

159. 1.collaborative learning is magic
2.interactions have to be designed
3.productive interactions needs scripting
History of CSCL
Orchestration graphs

160. 1.collaborative learning is magic
2.interactions have to be designed
3.productive interactions needs scripting
4.collaboration requires orchestration
History of CSCL
Orchestration graphs

161. Class
Team
Individual
Write summary
Debriefing lecture
Argumentation
Discuss the map
a1
a2
a3
a4
a5
Questionnaire
Orchestration Graphs

162. Class
Team
Individual
Orchestration Graphs

163. Class
Team
Individual a1
Questionnaire
Orchestration Graphs

164. Class
Team
Individual a1
Questionnaire
Discuss the map
a2
Orchestration Graphs

165. Class
Team
Individual a1
Questionnaire
Discuss the map
Argumentation
a3
a2
Orchestration Graphs

166. Class
Team
Individual
Debriefing lecture
Argumentation
Discuss the map
a1
a2
a3
a4
Questionnaire
Orchestration Graphs

167. Class
Team
Individual
Write summary
Debriefing lecture
Argumentation
Discuss the map
a1
a2
a3
a4
a5
Questionnaire

168. artefact
discourse

173. • FROG: ideal interface for your domain?

174. What policies should cities adopt
towards Uber? A jigsaw collaborative
learning script
In this example scenario, nine students engage in
an exploratory discussion around the policy issues
faced by cities in the new economy. The goal is
for students to get exposed to a wide variety of
arguments and conflicting interests, and develop
critical thinking, argumentation, synthesis, and
creativity.
1. An operator (o1) takes the class list, and
generates groups of 3, distributing expert
roles among the students (taxi drivers,
policy experts, consumer advocates)
2. Experts (e.g. all taxi drivers) read an article
related to their expertise and discuss
relevant ideas (a1)
3. Mixed groups bring their expertise together
and brainstorm problems, ranking them (a2)
4. An operator (o2) aggregates the problems
from the different groups and sends it to a3
5. The whole class sees the top problems, and
collaboratively sort them into four different
categories (by clicking and dragging) (a3)
6. Mixed groups try to come up with solutions
to the problems in a3 (a4)
7. An operator (o3) creates a list of all the
suggested solutions, and creates a list of the
highest ranked ones
8. The list of solutions is displayed, and a class
discussion follows (a5)

177. • Configurable, collaborative (live-synced) activities
• Complex social structure generated at runtime
• Flow of data between different groupings, and types of activities
• Semantically meaningful dashboards for different activity types
• Live orchestration actions (changing activities, pausing)
What you just saw

178. Collaborative editing

179. Collaborative editing

180. Collaborative editing

181. Collaborative editing

182. Live collaborative editing statistics

183. Live collaborative editing statistics

184. Live collaborative editing statistics

185. Live collaborative editing statistics
Workshop on analysing collaborative writing data at ICLS 2018 (London)!

188. Dashboards

189. Dashboards

190. Social operator
generates or changes social structures (roles, groups)

191. Product operator
generates or changes activity data
Aggregation
Transformation
Distribution
External input
Redistribute Change formatFilter

192. Product operator
generates or changes activity data
Aggregation
Transformation
Distribution
External input
Combining operators
Redistribute Change formatFilter

193. Bridging research and practice
Ishari Amarasinghe, 2016

194. Algorithms for inference

195. Algorithms for inference
visualization/dashboard

196. Algorithms for inference
visualization/dashboard
redistributing student data

197. Algorithms for inference
visualization/dashboard
redistributing student data
regrouping students

198. Algorithms for inference
visualization/dashboard
redistributing student data
regrouping students
adapting activities per
student/group

199. Interoperability?

200. Open source
Pluggable content types
Easy to author
Easy to embed

201. Open source
Pluggable content types
Easy to author
Easy to embed
Streaming xAPI statements
to browser

210. Relationship
between
group size
and richness
of learning
activities
Fig: Dillenbourg, 2015 !156

211. How to incorporate collaborative learning in an entire course?
Knowledge Community approach
!157

212. Knowledge Community and Inquiry:
Principle-based model for curriculum design
!158
● Students in small groups are
responsible for populating some
portion of the knowledge base,
scaffolded by templates and scripts
that reinforce connections to the
learning domain
● Collaborative inquiry activities are
designed to address the targeted
domain learning goals, using the
knowledge base as a primary resource
and producing assessable outcomes
● The teacher plays an important role as
an orchestrator of the script

213. 2: MOOC for in-service teachers
Collaboration between University
of Toronto Schools (affiliated lab
high school) and Jim Slotta’s
Encore Lab
Design loosely based on pre-
service course
Ran on EdX platform summer
2015 with ~2.200 active users
Design Studies
1: Pre-service course for
teacher candidates
~25 person seminar based
on KCI principles, taught a
number of years
Scaling up to ~85, co-
design with researcher and
instructor
!159

214. Weekly scripts
First week: epistemic treatment, group formation,
beginning inquiry work
Typical weekly pattern
!160

215. Weekly themes as
!161

216. Showing
!162

217. Naming
!163

218. Design Study 2:
MOOC
!164
6 week course on
inquiry and
technology for in-
service teachers
Weekly themes:
• Inquiry and student-
centred pedagogy
• Designing inquiry
activities and
assessments
• Collaborative learning
• Handheld/mobile
devices
• Knowledge co-
construction and
student-contributed

219. Participation tracks
!165
Fig: The sense of MOOCs for 21st century skills, slide deck by Janine Kiers

220. Week Zero

221. Pre-course lounge
Epistemic treatment
Collecting data for student model
Supporting group formation of SIGs
Kickstarting resource generation script,
which will feed into week 1 inquiry
activities, and inspire Design Strand activity
!167

225. !171

226. Design of group hierarchy, and group formation
!172
From large to small groups

227. !173

228. Crowdsourcing
!174

229. Week 1

230. Written resources, personal reflections, SIG discussions…

233. Lesson Design project

235. Connecting course to previous and future generations
Course begins by reviewing previous lesson designs. Finished lesson
designs, as well as sorted, tagged and commented resources shared with
future generations, and public
!181

237. How to support coordination of
collaborative learning in teams?

238. Collaborative Workbench

239. Collaborative Workbench

240. Collaborative Workbench

241. Collaborative Workbench

242. Interdependence between Strands
Inquiry scripts in Foundation Strand provide inspiration to Design
Strand, cycle of reviews/constructive feedback based on weekly
themes, final Gallery Walk of projects
!185

245. How to end the course on a
bang, rather than a whimper?
Supporting an online meeting
with hundreds of students
!188

248. bit.ly/gallery-walk

249. Feeding into community knowledge base
!192

250. Putting it all together