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In-Depth Information
Peer Questioning
(Palincsar, & Brown, 1984;
Martin, & Blanc, 1984; King, 1990),
Three Step
Interview
(Kagan, 1994),
Paired Annotations
(Millis & Cottell, 1998),
Double entry journal
(Berthoff, 1981).
In this chapter, we investigate PCSPs' attempts
to integrate the aforementioned collaboration
methods within their approaches to 'learning-
design' performed in the context of a specific field
study aiming to: (a) address specific problems
they face and (b) exploit the results of this study
to provide solutions to these problems. These solu-
tions concern the design of appropriate computer
tools that can support teachers in their attempts
to design and implement online and blended col-
laborative learning settings. To this end, the design
and implementation of specific collaboration pat-
terns within the context of open source Learning
Management Systems is proposed.
This chapter is organized as follows: In the
next section, the rationale for both the previously-
mentioned field study and the design patterns
proposed is presented. Then the context of the said
field study is reported and, subsequently, its results
are depicted and lessons learned are drawn. Next,
the design of the proposed collaboration design
patterns using the tools provided by LAMS is
demonstrated. Such design patterns have not yet
been reported. Finally, the proposed solutions are
discussed while conclusions and future research
plans are also drawn.
requirements (Hakkinen, & Jarvela, 2006). In fact,
collaboration is appreciated as a lifelong skill.
In collaborative situations, the participants
are mutually involved in shared activities; they
must coordinate their efforts if they are to solve
problems together. Contrariwise, in cooperative
settings the task is split into subtasks and each
participant is responsible for solving a portion of
the problem at hand. In cooperating settings, learn-
ers usually produce separate solutions, whereas
in collaborative learning, constructing a shared
solution is essential (Liponen, 2002).
Recent studies have indicated that some amount
of structuring may help teams achieve effective
collaboration (Lehtinen, 2003; Lipponen, 2002).
One way to structure collaborative processes em-
ploys the so-called computer supported collabo-
ration scripts (Dillenbourg, 2002). Such scripts
are intended to facilitate collaborative learning
processes and guide learners' activities. A script
segments the task into phases, defines roles and
places various constraints on the interactions. In
scripted collaboration, the participants are sup-
posed to follow directions and undertake shared
learning tasks.
Another way of structuring collaboration is
through the use of collaborative patterns which
could be well-integrated within 'learning design'
based e-learning environments. In fact, a 'learn-
ing design' is defined as the description of the
teaching-learning process that takes place in a unit
of learning (e.g., a course, a lesson or any other
designed learning event such as a specific col-
laboration structure) (Koper & Tattersall, 2005).
An important part of this definition is that peda-
gogy is conceptually abstracted from context and
content, so that excellent pedagogical models can
be shared and reused across instructional contexts
and subject domains. Specifically, best pedagogi-
cal practices can be reflected in the formation of
'design patterns' which are context free and could
be shared and reused across instructional contexts
and essentially assist online learning. A pattern is
seen as something that will not be reused directly
2. THE RATIONALE
The idea that collaboration is a basic form of
human activity, essential for cultural develop-
ment, is intensively stressed by many researchers
throughout the history of psychology (Vygotsky,
1978; Engestrom, 1987; Bruner, 1996; Lipponen,
2002). Nowadays, in a rapidly changing society,
to prepare learners for participation in socially
organized activities is also one of the essential
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