Facilitators:

Jerry Andriessen, Gijsbert Erkens, Wouter van Diggelen & Maarten Overdijk

Educational Sciences Utrecht University

J.Andriessen@fss.uu.nl

Collaborative Learning Workshops at CSCL 2003

Workshop Summary

Participants will participate in three different ways of collaboratively discussing text in a classroom setting, and will experience the differences this makes for learners.

Workshop Description

This workshop will be offered for each of the five 2-hour slots. The facilitators will explain the goal of the workshop and the procedures to be followed. About half an hour will be spent experiencing each of the three models of discussing a text. Group discussion will wrap-up the workshop by comparing the three experiences. The workshop will be conducted without computer support. The following questions will be raised for each discussion model: What do the students learn? How does that show in a dialogue? To what extent does learning depend on what the teacher (moderator, each participant) does? What would be the long-term effect of such sessions for practice? How to design support? What would be the role of an educational artefact in supporting the pedagogical goals?

Learning goals under transmission-type scenarios

In transmission, focus is on understanding the conceptual information. The goal is that each student understands the information to an extent sufficient to meet the teachers’ goals . Learning goals under sharing-type scenarios

The goal of sharing scenarios is to become aware of learning processes during complex and open tasks, such as writing, solving open problems, or project-based learning. Learning goals under negotiation-type scenarios

Argumentation is a form of discourse with a capacity to carry out relationships between participants in a session, and between concepts in a knowledge domain. The focus here is on the practice of meaning-making in the context of joint activity, and the role of controversies and conflicts in knowledge creation (Bereiter, 2002).

References:

Bereiter, C. (2002) Education and Mind in the Knowledge Age, Lawrence Erlbaum Associates, Hillsdale, NJ.