| SIG CSCL - Agenda |
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| 11:40 |
Social Navigation through Learning Spaces
David Benyon
Napier University, Scotland
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Social navigation of information space encompasses a whole collection of techniques and designs that make people aware of others and of what others have done (Benyon, Turner and Turner, 2005). Some designs such as on-line communities exist solely for the purpose of enabling people to maintain and build links with other people. Other systems are more concerned with making people aware of what others are doing and others with making aggregate knowledge of others available.
The techniques of social navigation have been used across a wide range of information spaces such as on-line film directories, book stores, grocery shops and e-mail systems. The techniques are derived from navigation in real spaces, from architectural theory applied to the design of information spaces, from film and from psychological theories. Höök Benyon and Munro (2003) provides a collection of seventeen practical and theoretical perspectives. The question that this paper addresses is how can these approaches be applied in the context of CSCL seen as a ‘learning space’.
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| 12:30 |
Lunch break
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| 14:00 |
How could learning be more effective in a large group than a small group?
Jeremy Roschelle
SRI Int., USA
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CSCL researchers often focus their efforts on improving small group collaboration within and across classrooms. In part, we implicitly believe that any learning environment with more than a few students and a teacher in it reflects some sort of financial or logistic compromise. We have lost sight of the potential for large groups to be even better learning environments than small groups. Yet large groups have some features that can be beneficial: for example, large groups can generate more diverse ideas, can gather more complete perspectives, can support more social niches, and can provide the cover of anonymity. Are there ways to use technology to build upon the unique advantages of large groups?
Recent research with wireless and handheld devices suggests new ways to transform classrooms to be even more powerful amplifiers of human learning potential than small groups. Additional ideas from coordination theory and distributed system technology support new ways of thinking about the possible structure of classroom activities. This talk will extrapolate from improvements happening today with inexpensive handheld devices to a future in which more sophisticated technologies allow a fuller realization of the potential of these ideas.
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| 14:50 |
Discourse and cognition in scripted peer discussions
Frank Fischer
University of Tübingen, Germany
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Online peer discussions are frequently used in CSCL scenarios both in formal
and informal educational settings. By formulating and exchanging arguments
in a controversial discussion, concepts and strategies can be elaborated
both on a social level and on an individual cognitive level. Moreover,
social competencies (like e.g., argumentation) and media literacy (e.g.,
understanding and contributing to a discussion online) can develop. Although
there is scientific knowledge on collaborative activities during peer
discussion, much less is known on how discourse and collaborative activities
depend on individual prerequisites, and what and how individuals learn and
transfer from discourse in computer-supported discussions. In a series of
lab and field studies, we therefore analyzed in detail, how differently
scripted discussions change cognitive processes and individual transfer in
students with different learning prerequisites. This talk gives an overview
of these studies focusing on major findings on the complex relationship of
discourse and cognition in scripted peer discussions as well as on
innovative methodology to examine it (e.g. knowledge convergence analyses or
think-aloud protocols during online collaboration).
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| 15:40 |
Short Coffeebreak
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| 15:50 |
Selected talks from the CSCL 2005, Taipeh
Computer-Supported Collaboration in a Scripted 3D Game
Haemaelainen/Haekkinen/Jaervelae/Manninen
Finland
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Local and Distributed Interaction in a Collaborative Knowledge
Building Scenario
Rysjedal/Wasson
University of Bergen, Norway
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Designing for Constructionist Web-based Knowledge Building
Mor/Tholander/Holmberg
UK/Sweden
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Building Bridges within Learning Communities through
Ontologies and 'Thematic Objects'
Hoppe/Pinkwart/Oelinger/Zeini/Verdejo/Barros/Mayorga
Germany/Spain
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