计算机协作学习

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计算机协作学习（CSCL）

Computersupported Collaborative Learning

• 你知道CSCL吗？

• 你对CSCL有多熟悉？

• 你知道CSCL的历史吗？

• 如何探究CSCL？

Poll

你对CSCL有多了解

• 没听过

• 听过名字

• 看过有关CSCL的文章或书籍

• 参与过CSCL的项目

• 设计过CSCL的项目

计算机与教学

Computers & Education​

¨Computers in the classroom are often viewed with skepticism.

They are seen by critics as boring and anti-social, a haven for geeks and a mechanical, inhumane form of training.

人们常常对课堂中的计算机持怀疑态度。批评家认为它们无聊又反社会，是电脑发烧友的天堂，是机械的、不人道的培训方式。​

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CSCL is based on precisely the opposite vision: it proposes the development of new software and applications that bring learners together and that can offer creative activities of intellectual exploration and social interaction.

CSCL的愿景：提倡开发新软件和新应用程序，这些软件和应用程序能将学习者聚集到一起，并可以提供智力探索和社会交互的创造性活动。​

CSCL

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​Some text here about the topic of discussion.

CSCL arose in the 1990s in reaction to software that forced students to learn as isolated individuals. The exciting potential of the Internet to connect people in innovative ways provided a stimulus for CSCL research.

CSCL出现于20世纪90年代，当时一些教育技术使得学生产生了孤独感，CSCL在这样的背景下应运而生，互联网的兴起为CSCL研究提供了机遇。​

注意：新事物产生的时代背景

CSCL的背景

the collaboration focuses on the construction and exploration of the simulation or representation. Alternatively, a group of students might use a computer to browse through information on the Internet and to discuss, debate, gather and present what they found collaboratively.

face-to-face collaboration

CSCL stresses collaboration among the students, so that they are not simply reacting in isolation to posted materials. The learning takes place largely through interactions among students. Students learn by expressing their questions, pursuing lines of inquiry together, teaching each other and seeing how others are learning. Computer support for such collaboration is central to a CSCL approach to e-learning.

e-learning

online collaboration

Poll

案例1: Students of unequal ability work on different tasks. Each student has an individual goal. Student performance is individually graded. Interaction is asymmetrical (dominated by the most able student).

• 这是协作学习

• 这不是协作学习

Poll

案例2: Students (of equal ability) work on the same well-structured (disjunctive) task. Both students work on the same ‘individual’ goal. Student performance is individually evaluated. Interaction can be typified as reactive and ‘feedback oriented’ but need not be equal (students react on each other in successive stages).division..

• 这是协作学习

• 这不是协作学习

Poll

案例3：Students (of equal ability) work on a joint ill-structured task (conjunctive). Students work on a shared goal and create a shared artifact or knowledge base. Group performance, as well as, individual contribution is included in the evaluation. Interaction and participation are equal during work on the joint task and can be typified as reciprocal.

• 这是协作学习

• 这不是协作学习

Poll

案例4：Students are distributed across groups according to ability and they work (usually) on well-structured and additive (or disjunctive) group tasks. Students work individually on subtasks (content focused task division). Students receive a grade for their groups’ performance and individual contribution. Group performance is evaluated in terms of each individual’s improvement score on test. Interaction is mainly reactive and ‘feedback oriented’ due to task-type (well structured and/ additive) and rigid (content-based) task-division.

• 这是协作学习

• 这不是协作学习

Poll

案例5：Students are not distributed across groups on individual student characteristics. Mostly students compose the groups themselves and select their own ‘research’ topic. They work on ill-structured joint group tasks (analysis and synthesis). Students plan and divide student’s activities for group performance and group interaction (process focused task division). Students work on a shared goal and create a shared artifact or knowledge base. Group performance and each individual’s contribution is included in the evaluation. Interaction and participation are equal during work on the joint task and can be typified as networked due to extensive communication and co-ordination that is required.

• 这是协作学习

• 这不是协作学习

Poll

案例6：Students work in large groups on ill-structured joint tasks (conjunctive). Students work to create a shared knowledge base that reflects their understanding as a group (‘learning community’) on a specific topic. This type of group-based learning (mostly in CSCL) is named knowledge-building. It results in unstructured whole group interaction but each student must contribute to the knowledge-building process.

• 这是协作学习

• 这不是协作学习

Poll

案例7：Students work in large groups on ill-structured joint tasks (conjunctive). Students work to create a shared knowledge base that reflects their understanding as a group (‘learning community’) on a specific topic. This type of group-based learning is named knowledge-building. It results in unstructured whole group interaction but each student must contribute to the knowledge-building process.

• 这是协作学习

• 这不是协作学习

Poll

案例A: Students discuss face-to-face, while seated at the same computer, a simulation or they construct a shared representation of their knowledge

• Computer Based Collaboration (CBC).

• Computer Mediated Communication (CMC)