Learning Sciences

This is a short video about the key points of CSCL.

Wordal of CSCL

Figüre summarizing CSCL

Computer-mediated world-wide networks have enabled a shift from contiguous learning groups to asynchronous distributed learning groups utilizing computer-supported collaborative learning environments. Although these environments can support communication and collaboration, both research and field observations are not always positive about their working.

This is a collaborative mindmap originally started during the LearnTrends live online event on November 16th 2008. In that web event, over 100 people led by Robin Good collaboratively created this large map identifying as many as possible of all the available online collaboration tools, giving initial preference to those providing a free access plan versus the high-price corporate solutions.

This video includes a case study from Biology department of Bristol University. Re-development of a compulsory second year unit "Science and Success: Writing, Speaking and Communicating Science" switched from a paper-based to an online system. All aspects including submissions, peer collaboration, feedback, and marking happen online, using Blackboard. Feedback data is downloaded from Blackboard into Excel, where it is manipulated and turned into feedback packages for students. The results yeals a great positive impact of online collaboration on students.

Thank you Özlem. This video is a good example of integration of CSCL to a course.

A sample of CSCL environment using a typewith.me

Thank you Murat hoca. This is a good example of CSCL environment.

Assessment of CSCL One of the messy part of CSCL is its assessment. It involves multiple processes and outcomes at multiple levels by multiple agents. This paper provides a roadmap for the role and application of intelligent tools for monitoring and assessment of (CS)CL.

A nice illustrative video on cooperative learning. It says there are five elements of true cooperative learning: 1. Face to face interaction 2. Positive interdependence 3. Individual accountability 4. Collaborative skills 5. Group processing. Face-to-face interaction does not necessary occur in physical environment. Phones or video-conferencing tools can be used in that process which leads to CSCL.

In this wiki page, you can find a variety of different CSCL technologies. Since the page is a "wiki" one, you can also edit and add some technologies to the list.

There are lots of technologies in that website to use in CSCL environments.

Fostering an effective discussion can be a challenging activity for an instructor in a face-to-face situation and can be even more challenging in an online setting. Here are some planning and facilitation strategies to help you to successfully implement collaborative online discussions into your own course.

The paper discusses how learners in online platforms can be frustrated and aims to to characterize the feelings of frustration among online learners engaged in online computer-supported collaborative learning (CSCL) experiences and to identify the sources to which the learners attribute their frustration.

The article is about specifying the sources of student frustration in the online CSCL context.

An interview with Dr. Reeves about how things have changed in the field of DBR lately. Dr. Reeves suggests one of the most interesting developments in the recent period was an article published in January,2012 in which the author basically reviewed the last 10 years of DBR reported in various journals and found that basically the jury is still out on whether or not DBR is attaining its two major outcomes; the outcome of robust interventions that really improve practice and reusable design principles.

Dr. Susan McKenney discusses the balancing act that design-based researchers have as they take on multiple roles as researchers, designers, and practitioners. She also discusses the collaborative environment created by conducting research with multiple people on the research team.

Dr. Tom Reeves discusses issues of ethics surrounding data collection, theory generalization, and tool generation to help design-based researchers conduct socially responsible research

This video is about what DBR is about and how a good DBR occurs and so on.

Actually the topic is not totally about designed based research but clearly this talk criticizes the curriculum based on the experiences of the talker. This talk is one of the most popular talks, so I think it is worth watching.

The video explains the necessity of transition of traditional learning classroom into 21st century learning space and clarifies the concepts of flipped classroom and blended classroom. And the importance of application of design-based research on the creation of blended learning classroom is underlined as well.

As the issues and problems that define contemporary education become increasingly complex, our collective need for new knowledge and innovative solutions for practice in diverse educational contexts increases. Yet classroom teachers and school leaders often struggle to see any meaningful connection between educational research conducted in universities and their real-world, complex and contextually rich experiences of teaching, learning and leading in schools.

As the issues and problems that define contemporary education become increasingly complex, our collective need for new knowledge and innovative solutions for practice in diverse educational contexts increases. Yet classroom teachers and school leaders often struggle to see any meaningful connection between educational research conducted in universities and their real-world, complex and contextually rich experiences of teaching, learning and leading in schools.