Supporting Context-Aware Collaborative Learning Activities by CAFCLA - 2nd International Workshop on Evidence-Based Technology Enhanced Learning - page 60

The activities that can be deployed using CAFCLA is another important part of
the framework implementation. Different collaborative activities has been eva-
luated to be integrated by CAFCLA and three of them have been selected: "Trea-
sure Hunting", "Collaborative WebQuest" and "Jigsaw". Different criteria have
been taken into account to choose these activities. First of all, these activities can
be deployed anywhere and anytime. Secondly, collaboration is possible to be in-
cluded in all of them. Thirdly, the activities allow teachers to create a learning
process that can be monitored and modified at all times. Fourthly, the participants
of these activities can be divided into different groups. And finally, all of them can
include different routes or physical paths to be followed by the students. However,
CAFCLA is an open framework that is able to integrate any other activities that
teachers may consider in the future.
Depending on the chosen collaborative activity, the teacher can add the neces-
sary data to complete the learning process. More specifically, the requirements to
be considered for each of the activities that are included are described as follows.
First activity implemented is a Treasure Hunt. In this activity the teacher can
create working groups that are assigned to the corresponding students and deter-
mines which devices are used by each students' group. Students that form a group
are able to collaborate with each other at all times. Furthermore, the teacher can
define different routes that students must follow to uncover clues and collect in-
formation. After setting the scenario, the areas of interest and the objects of inter-
est, the teacher defines each route on the map, and indentifies which are the clues
given to each group. Routes do not have to be composed of one only path, but may
include branches that allow the division of tasks between the different students
that are part of the group. The teacher can assign a path or more to a particular
group and also may indicate which tracks are key, so that the students are required
to complete a milestone to continue receiving information. Finally, the teacher
defines a challenge or final question that must be completed or answered with the
information received on each track, such as a questionnaire, a document or a
presentation to be made.
Collaborative WebQuest is the second activity implemented. The process of de-
fining and describing the scenario, the areas and the objects of interest, the users
and the groups of students is common to all the activities. In this activity the
teacher is able to design a battery of questions to be answered in each area of
interest. Questions can be presented to be answered in a written way or as a test
which offers different response options. These questionnaires can be tailored to
each users' level and several can be defined for the same area or object of interest.
In addition, the teacher can create a final questionnaire to be performed at a par-
ticular location (e.g., the classroom) which summarizes all questions regarding the
questionnaires that have been made in the activity. Likewise, the teacher has the
capacity to define different working groups formed by the number of students it
may consider, assigning devices that each group or student uses. Likewise, the
teacher indicates the questionnaires that each group must respond. The onset of