Design,development, and implementation of electronic learning environments for collaborative learning

Developments in society and business, and related changes in higher education and lifelong learning, require educators and educational designers or technologists to rethink education. Examples of such changes are the growing importance of achieving complex learning, the integration of learning and work in education, and the need for improved flexibility with regard to time, place, and individual needs. These changes cannot simply be responded to by adding technological solutions implemented according to existing educational approaches. Instead, an integrated view of e-learning is necessary, characterized by the combination of pedagogical, technical, social, and organizational factors. This two-part special issue elaborates on the different characteristics of integrated e-learning, from design through future topics for research. He would like to give special thanks to Jan Elen and Brent Wilson, who took on the task of reviewing and discussing all of the contributions, both at AECT 2003 in Anaheim and for this issue, and J. Michael Spector, Development Editor of this journal, for his faith in all of us.     

Understanding collaborative learning processes in new learning environments

Trying to understand the complexity of computer-mediated problem-based learning environments is not easy. Sociocultural theory provides a theoretical framework for understanding such environments because it emphasizes the socially situated nature of learning and the critical role of tools in mediating learning. To examine how different aspects of discourse relate to each other, as well as to the tools being used in the collaborative learning process, it is important to understand how collaborative knowledge building unfolds and how these processes are mediated. This requires going beyond coding individual speech acts. The use of Chronologically-Ordered Representations of Discourse and Tool-Related Activity (CORDTRA) diagrams is one way of achieving this understanding. We use this to study contrasting cases of more and less successful groups using the STELLAR learning environment. STELLAR is an integrated online PBL environment for preservice teachers, containing a learning sciences hypermedia, a library of videocases, and online personal and collaborative spaces. Our analyses suggest that an important locus of differences is how students use resources and engage in different kinds of metacognitive talk and knowledge transforming activities, sometimes to the group’s detriment. Frequency analyses provided an easily interpreted snapshot of each group’s activity. The CORDTRA analyses provide a more dynamic view that helps researchers and teachers better understand how collaborative learning unfolds. Such analyses have implications for understanding new learning environments as well as helping identify where interventions might be needed.     

Desktop multimedia environments to support collaborative distance learning

Desktop multimedia conferencing, when two or more persons can communicate among themselves via personal computers with the opportunity to see and hear one another as well as communicate via text messages while working with commonly available stored resources, appears to have important applications to the support of collaborative learning. In this paper we explore this potential in three ways: (a) through an analysis of particular learner needs when learning and working collaboratively with others outside of face-to-face situations; (b) through an analysis of different forms of conferencing environments, including desktop multimedia environments, relative to their effectiveness in terms of meeting learner needs for distributed collaboration; and (c) through reporting the results of a formative evaluation of a prototype desktop multimedia conferencing system developed especially for the support of collaborative learning. Via these analyses, suggestions are offered relating to the functionalities of desktop multimedia conferencing systems for the support of collaborative learning, reflecting new developments in both the technologies available for such systems and in our awareness of learner needs when working collaboratively with one other outside of face-to-face situations.     

Improving learning environments through whole-school collaborative action research

Learning Environments Research - The focus of professional learning on activities has changed to internal growth or change among teachers. Our 3-year whole-school collaborative action research was...     

Co-regulation of learning in computer-supported collaborative learning environments: a discussion

This discussion paper for this special issue examines co-regulation of learning in computer-supported collaborative learning (CSCL) environments extending research on self-regulated learning in computerbased environments. The discussion employs a socio-cognitive perspective focusing on social and collective views of learning to examine how students co-regulate and collaborate in computer-supported inquiry. Following the review of the articles, theoretical, methodological and instructional implications are discussed: Future research directions include examining the theoretical nature of collective regulation and social metacognition in building models of co-regulated learning; expanding methodological approaches using trace data and multiple measures for convergence and construct validity; and conducting instructional experiments to test and to foster the development of co-regulated learning in computer-supported collaborative inquiry.     

Designing learning environments to teach interactive Quantum Physics

This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and self-study in unit blocks, carried out with small groups. Individual formative feedback was introduced as a rapid assessment tool to provide an overview on progress and identify gaps by means of questioning students at three levels: conceptual; prior knowledge; homework exercises. The setup of Quantum Physics has been developed as a result of several loops of adjustments and improvements from a traditional-like type of teaching to an interactive classroom. Results of this particular instructional arrangement indicate significant gains in students’ achievements in comparison with the traditional structure of this course, after recent optimisation steps such as the implementation of an individual feedback system.     

Supporting students to develop collaborative learning skills in technology-based environments

The paper focuses on the question of how to advance collaboration through the Web and support lifelong learning. First, the theoretical framework and architecture of a new web‐based tool, the ‘IQ Team’, is introduced. IQ Team is an interactive online assessment and support system to learn social skills needed in cooperative work, and belongs in an interactive online assessing and tutoring system, ‘IQ Form’, developed for the Finnish Virtual University. IQ Team has three main elements: (1) interactive self‐evaluation test banks, (2) online tutoring sets and (3) learning diaries. In the creation of IQ Team, the validation process was conducted with two samples (n = 259 and n = 275). The online students’ social skills in different groups were explored, and the feedback data from different user groups were analysed. The online students scored high values for social skills, and no differences were discerned between university, Open University and technical students. The qualitative data (n = 35) were collected in order to get users’ feedback of the tool. The qualitative data consisted of interviews, open‐ended questions and online discussions. The users of IQ Team reflected that the tool benefited them to become aware of their group work skills and developed their collaborative learning skills. IQ Team provides a powerful tool for online instruction and communication in higher education and in the Open University to promote joint‐regulated learning.     

Building computer supported collaborative learning environments in early childhood classrooms

Educational technology research and development - A Multi-touch table functions as a tablet, but allows multiple children to move around and manipulate the screen simultaneously. Using social...     

Designing and implementing peer formative feedback within online learning environments

With increasing need to achieve appropriate balance between learning support and self-regulation within the context of online learning, formative feedback has been identified as a viable means to achieve meaningful engagement. Specifically, this study sought to establish how peer–peer formative feedback was facilitated in an online course and to what extent this engaged students in meaningful learning experiences. This case study entailed an in-depth investigation into the design and implementation of an online course in a New Zealand university. The studied course was part of a postgraduate programme in continuing (in-service) teacher education. The study adopted a case study methodology with a bias on qualitative techniques. Online observations, analysis of the archived course discourse and interviews were utilised as sources of data. The data from multiple sources were subsequently triangulated to corroborate the evidence. The findings indicate that peer formative feedback promoted active learners’ participation and meaningful engagement. The findings further showed that opportunities for dialogic peer formative feedback promoted learning support and self-regulation.     

Designing learning environments to promote competent lay engagement with science

An important goal of science education is promoting scientific literacy—the competence to interact with science as laypeople to solve problems and make decisions in their personal and community lives. This is made more challenging in an age of increasing science denialism. In this article, we discuss how to design learning environments for science education that can help students attain scientific literacy. We argue that science curricula should encompass lessons with two distinguishable foci. One focus engages students in understanding the reliability of science. The second focus engages students as laypeople interacting with science in the public sphere. We discuss these two curricular foci, presenting examples from our own work on designing and implementing instruction with the first focus.     

Designing science laboratories: learning environments,school architecture and teaching and learning models

This article on secondary schools science laboratories in Portugal focuses on how school space functions as a pedagogical and political instrument by contributing to shape the conditions for teaching and learning dynamics. The article places the impact of changes to school layouts within the larger context of a public school renovation programme, discussing how school space functions as a pedagogical and political instrument. The focus is on science laboratories as a particular learning environment for science education. The study, conducted between 2010 and 2011 in 13 renovated schools within the framework of the Portuguese Secondary School Modernisation Programme, drew on document analysis, interviews, pupil and teacher surveys and site-specific focus groups. One of the main findings is that teachers found that science laboratories were the most controversial and debated of all the renovated learning spaces. Considering that the science laboratory layout was intended to be universal across all schools, there was little intervention by the architects responsible for the renovation of the schools. Focusing on the analysis of the decision to change the science laboratory design within the aims of the education policy, this article discusses how teachers’ criticisms were a response to some of the educational policy goals underlying the renovation of school buildings and the potential impact on science education, namely, the relationship between flexibility of space organisation and pedagogical approaches.     

Designing experiential modes: A key focus for immersive learning environments

Summary Learning Environments (LEs) are ways of applying epistemology, pedagogy, methodology and instructional strategy at a macro level that lead naturally to their own development (Hannafin & Hill, 2005). Experiential Modes (EMs) are components of a learning environment that focus on the learner’s perception while experiencing any experiential mode, and through a micro analysis bridges the gap between instructional development and learner cognition. Although Instructional Design has already turned toward a more learnercentered approach, the entire development process must also embrace the learner’s experience as it focuses on providing rich EMs that are created through an emergent and dynamic development process. The design strategy of focusing on EMs for development resonates with new virtual technologies since their experiential components are so high. The engaging video game industry has captured the imagination and social focus of young adults and children around the world, and this has impacted their expectations and also the learning potential for simulations and games with more serious purposes than entertainment. Using learner experience as the touch-stone for design is the common ground for both traditional educators and those designers attempting to incorporate complex gaming and simulation environments into educational contexts (Crawford, 1984; Prensky, 2001; Gee, 2003; Salen & Zimmerman, 2004).     

Designing for problem-based learning in a collaborative STEM lab: A case study

Higher education institutions are using virtual telepresence systems to engage in collaborative course redesign and research projects. These systems hold promise and challenge for inter-institutional work in STEM areas. This paper describes a case study involving two universities in the 4-VA consortium, and the redesign of a shared STEM lab. The purpose of this study was to investigate pedagogical needs across related content areas, and to use findings to make informed lab design recommendations that support beliefs and best practices involving knowledge acquisition. The researchers used several data collection points involving human subjects, site visits and technology testing and evaluation. Results emphasize the need for remote presence in the student-centered and distributed space. Design recommendations are organized into the following categories: general lab space, projection and display, storage, cable management and outlets, videoconferencing, use and management of the lab, computing and mobile devices, software, and training. Further research is proposed.     

Designing collaborative multiplayer serious games

The idea of Computer Supported Collaborative Learning (CSCL) is being investigated for more than twenty years. Since a few years, game-based approaches like video games for learning (Serious Games) offer new fields of application. The combination of game-based learning concepts and collaborative learning may enable new, game-based application areas of CSCL, like collaborative multiplayer Serious Games. Designing such games, however, is very challenging as it requires to take into account traditional single player game design concepts, concepts for multiplayer game design, and concepts for Serious Game design simultaneously. Only very few examples of such games exist today. In this paper we describe an approach for the design of game-based collaborative learning scenarios using multiplayer Serious Games. Our approach aims at combining design concepts from the fields of collaborative learning and (multiplayer) game design. Our approach takes into account the requirements of traditional single player games (fun, narration, immersion, graphics, sound), challenges of multiplayer games (concurrent gaming, interaction) and Serious Game design (seamless inclusion of learning content, adaptation and personalization). Furthermore, requirements of collaborative learning are considered, like group goals, positive interdependence, and individual accountability. Our design concept was used to create a collaborative 3D multiplayer game fostering collaborative behavior as a foundation for game-based collaborative learning in small teams. We performed a user study with eight gaming sessions and a total of 23 participants. Results showed that the game enables a collaborative gameplay and fosters collaborative behavior. This may allow us to use a game-based CSCL approach to combine the advantages of game-based learning with those of collaborative learning in future.     

Designing distributed learning environments in support of professional development in the field of psychology

This paper argues that the key to enhancing professional excellence in psychology education lies with ensuring strong alignments between curricular, pedagogical and media/technology mix concerns, delivered within an inter‐linked suite of distributed learning environments designed for the professional preparation of students. An overarching design is necessary because there are recognizable developmental stages of professional competence in psychology, with each stage characterized by specific curricular and pedagogical concerns, which in turn must be supported by different types of distributed learning environments. To equip students for the demands of the profession, deliberate design of distributed learning environments that support all stages of students' professional development in an integrated and purposeful way is essential.

Création d'environnements de formation décentralisée comme support du développement professionnel dans le domaine de la psychologie

Cet exposé démontre que la chose principale qui sert à augmenter le mérite professionnel de l'éducation de psychologie est de créer des rapports importants entre le but du programme des études, l'intérêt pédagogique et le mixe médias‐technologique. Ceci est transmit dans une suite connexe d'environnements de formation décentralisée importants pour la préparation professionnelle des étudiants. Un concept détaillé est nécessaire, parce qu'il existe de différents stages de développement de connaissance professionnelle dans le domaine de la psychologie, et chaque stage est caractérisé par des intérêts specifiques pédagogiques ainsi que par le programme des études, qui doivent être soutenus par de différents types d'environnements de formation décentralisée. Un concept réfléchi d'environnements de formation décentralisée qui soutient tous les stages de développement professionnel d'étudiants d'une manière integrée et orientée sur un but est essentiel.

Bildung dezentralisierter Lernumfelder als unterstützende Maßnahme der beruflichen Entwicklung im Bereich der Psychologie

Dieser Bericht zeigt auf, dass der Schlüssel für die Steigerung einer beruflich hervorragenden Leistung im Bereich der Schulpsychologie darin liegt, starke Verbindungen zwischen dem Lehrplans, den pädagogischen Anliegen und dem medien‐technologischen Mix zu schaffen, die innerhalb einer verknüpften Folge dezentralisierter Lernumfelder gefördert werden, die für die berufliche Qualifizierung von Studenten bestimmt sind. Eine umfassende Konzeption ist erforderlich, weil beim Erwerb beruflichen Fachwissens im Bereich der Psychologie erkennbare Entwicklungsphasen existieren, wobei jede Phase durch spezifische Lehrplan‐ und pädagogische Gesichtspunkte gekennzeichnet ist, die wiederum durch verschiedene Arten dezentralisierter Lernumfelder unterstützt werden müssen. Um Studenten auf die Anforderungen des Berufslebens vorzubereiten, ist es notwendig, dezentralisierte Lernumfelder zu bilden, die alle Phasen der beruflichen Entwicklung von Studenten auf eine integrierte und zielorientierte Art unterstützen.