Seminar and Workshop on patterns, learning design and orchestration in CSCL (University of Queensland, Brisbane, July 18, 2012

1. University of Queensland
Centre for Innovation in Professional
Learning
Lunchtime seminar & workshop
Pedagogical patterns, learning
design and classroom orchestration
for Computer Supported
Collaborative Learning (CSCL)
Prof. Yannis Dimitriadis
GSIC/EMIC research group
University of Valladolid
July 18, 2012

2. Seminar-workshop overview
s Part 1: Seminar (12pm – 1pm) …
s Practitioner-oriented presentation and discussion
s Introduction to concepts and challenges of
patterns, learning designs, orchestration in CSCL
s Part 2: Workshop (1pm – 2pm) …
s Group activity through sharing, discussing and
creating designs for CSCL
s Discussion on how to move towards effective
and efficient innovation in real-life CSCL
classrooms
2

3. Teaching practitioners – I
Struggling to overcome problems
s Plan and carry out lessons (learning designs)
s Assess and be aware of classroom activities
s Handle emergencies and adapt designs
s Align to curriculum and personal student needs
s Respect time, space and budget, …, and other
constraints
3

4. Teaching practitioners (II)
Orchestration problems
s In settings:
s Physical f2f and/or virtual and/or informal
s Using new and old technologies
s Aiming to innovate using
s Collaborative, problem, inquiry … based learning
Orchestrate their TEL “ubiquitous” classrooms
in real world conditions
 Are these problems recurrent?
 Are there any recurrent solutions to them? 4

5. A note on orchestration
5

6. From problems to solutions
s Orchestration of TEL environments poses many
problems for
s practitioners (teachers, e-learning designers,
tool and learning environment providers)
s … in all phases of the lifecycle
6

7. Architecture practitioners
Pioneers in design
s If you want to save energy:
s Do not use windows on the “northern” (Oops! …
“southern”) side of the house
s But take also into account
s Type of wall materials
s Need for sun light
s And
s The problem/solution of energy for the roof!
7

8. Software Eng. practitioners
Model-View-Controller
s How can we produce (Web) user-oriented
application that can survive changes?
s The interface type of a form should not depend
s on the data model
s or the mechanism to handle the data
s But such an independence is
s costly in terms of initial development or
s less efficient in terms of execution time
s Name, literature, examples ?
s http://en.wikibooks.org/wiki/Computer_Science_Design_Patterns#Model-View-C
8

9. Teaching practitioners
Collaborative learning problem
s Global – cohort-based threads are shallow
s Shy, slow, non-confident students do not
participate
s When we have discussions to find a solution to an
open-ended problem
s Have some time to think about a problem
s Explain “non-perfect” opinion in small group
s (and) Compare and listen to other views
s And THEN enter the “classroom” battle field
9

10. Collaborative Learning
Ideas and problems
s Collaboration puts emphasis on
– group member interactions (process is important)
s Collaborative learning (CL) is typically associated to
s projects, problems, inquiry
s And many conditions apply for effective CL
s Positive interdependence clearly perceived
s Personal responsibility (assessment) for group
objectives
s Considerable need for facilitation and regulation
s Strong use of interpersonal and group skills
s Can Computer Support (CS) help to enhance chances for
effective CL with CSCL?
10

11. CS Collaborative Learning
Some opportunities
s Tools to support
– Communication (chat), shared spaces (Cmap,
Dabbleboard), artifact creation (Gdocs)
– For synchronous or asynchronous work in small
groups, classrooms or communities
s But most importantly for
– Knowledge creation (OISE Knowledge Forum,
Argunaut argumentation tool)
– Analysis of learning products/processes (Social
Network Analysis, e-portfolios, Learning Analytics)
– Scaffolding/scripting of processes …
11

12. Any common point in all cases?
s Recurrent solutions to recurrent problems
s Placed in context
s Taking into account tensions
s Illustrated through an example
s Connected to other problems
s Based on existing practice-oriented knowledge
s Extracted from studies with “expert” practitioners
s And complemented/informed by theory
s And aimed to
s Help practitioners
12

13. Patterns
s Patterns for “grand” designs in
s Architecture
s Software Engineering
s Pedagogical patterns for
s Teaching and Learning (Learning Design)
s “Classroom” Orchestration
13

14. A pedagogical pattern for
Collaborative Learning Flow (CLFP)
s Think-Pair-Share pattern
– It structures collaboration and promotes
participation in large classes
They comment or take a
classroom “vote”
They pair and discuss
their ideas about the
question
Each participant has
time to think about the
question

15. Another CLFP:
Jigsaw (I)
Jigsaw CLFP (1)
(related “larger”
patterns) … SCRIPTED Collaborative Learning…
This pattern gives the collaborative learning flow for
CONTEXT a context in which several small groups are facing the
study of a lot of information for the resolution of the
same problem.
***
The collaborative learning flow must enable
PROBLEM the resolution of a complex problem/task that
can be easily divided into sections or
independent sub-problems

16. Another CLFP:
Jigsaw (II)
Jigsaw CLFP (2)
(educational (E.g.) To promote the feeling that team members need
objectives) each other to succeed (positive interdependence)
(complexity) High-risk: more appropriate for collaborative learning
experienced individuals
SOLUTION Each participant in a group (“Jigsaw Group”)
studies a particular sub-problem. The participants
of different groups that study the same problem
meet in an “Expert Group” for exchanging ideas.
These temporary groups become experts in the
section of the problem given to them. At last,
participants of each “Jigsaw group” meet to
contribute with their “expertise” in order to solve the
whole problem.

17. Another CLFP:
Jigsaw (III)
(diagram Jigsaw CLFP (3)
representing
the solution)
Individual or initial group
Teacher
Introductory
individual (or initial
group) activity
Collaborative activity
around the sub-
problem
Collaborative activity
around the problem
and solution
proposal

18. Pedagogical patterns:
When are they useful?
s Pattern formalism is only a means
s Patterns reflect an approach for practice-oriented
problems
s They become even more useful
s when innovation (collaboration, projects,
problems, inquiry) is involved
s and in complex CSCL/TEL environments with
multiple tools, activities, social groupings
s for less-experienced practitioners
18

19. Pedagogical patterns:
What can we do with them?
s Include in repositories for documentation and
sharing in communities “of practice”
s Embed in ICT-based design processes and tools
to represent, reflect, deploy and enact in TEL Virtual
or Personal Learning Environments
s Inspire designers/developers of TEL systems
s Enable learning designers to create and support
effective and sustainable scenarios
s Use in Professional Development (PD) workshops
Support practitioners (especially teachers) 19

20. Pedagogical patterns:
Types and relations
s Are all Pedagogical Patterns
s of the same type and granularity?
s independent (how are they related)?
s At GSIC/EMIC we have focused on scripted CSCL
s General design patterns
s Learning Flow, Assessment (and Resources,
Roles, Adaptation, …)
s Atomic patterns
s For design, deployment and enactment
20

21. And a pattern language
http://titan.tel.uva.es/wikis/yannis/images/e/e1/Appendix-chapter3-patternsbook.pdf
Collaborative Learning
Pedagogical
approaches Scripted Collaboration (11 of E-LEN report)
Roles and
common CL
mechanisms
Collaborative
level Jigsaw Learning
CLFPs flow level
Didactics
Structured discussion of subject
Activity level matters
Facilitator
Asynchronous
Resource
level
CSCL scripting patterns Debate PL (Goodyear, 2005)

22. Learning flow and assessment
patterns
22

23. Aligning both sets of patterns
23

24. A learning design in action
in a Primary Education classroom
24

25. And some atomic patterns
25

26. Learning Design and patterns
s Learning Design (or Design for Learning) as a field
s considers teachers (and other actors) as
designers of …
s … “learning designs”, “scripts”, “units of
learning” or “learning environments”
s in a sound pedagogical way
s Looks for methodologies, representations, tools to
support a better design cycle
s Problems that could be solved by Learning Design
Learning Design Practitioner Guide (draft version)26

27. Learning Design and patterns
s Learning Design is related to other concepts as:
s Instructional design
s Student scaffolding
s Activity or scenario scripting
s Lesson planning
s Pedagogical patterns can be considered as
s representations, conceptual tools, mediating
artifacts
s that support better the learning design process
27

28. Learning Design tools
s Articulate/exploit the knowledge of patterns and
support the learning design process
s Create a model or representation of a learning
design (unit of learning, script, scenario, etc.)
s That allows understanding and reflecting on the
pedagogy, making the learning design explicit,
sharing it with others
s Through the Web Collage tool
s Or other Learning tools by the Stellar Learning
Design Grid Theme Team (LDG)
http://www.ld-grid.org/home
28

29. And a set of ICT tools
29

30. Part I: Seminar (wrap-up)
Some lessons learnt
s We need to establish the conditions for
successful Collaborative Learning (CL)
s Patterns may convey sound pedagogical
knowledge for CL and support practitioners
s Patterns can be embedded in tools and
support the process of creating effective
learning designs (scripts) for CSCL
s “Classroom” orchestration pays attention
to “real-time management” and requires
careful design
30

31. Part I: Workshop preview
s But we still need to
– Work on examples of real CSCL cases
– Understand problems to be solved
– Access and use some of the patterns
– Get an idea of how the GSIC/EMIC tools are used
to support practitioners
s And …
– Take away challenges and issues
– Eventually try out these approaches in our own
real projects!
31

32. Links to patterns
s A list of collaborative learning flow patterns
s http://www.gsic.uva.es/wikis/yannis/images/c/cc/Co
s A list of assessment patterns
s http://www.gsic.uva.es/wikis/yannis/images/6/60/A
s Some lists of atomic patterns (in english)
s http://www.gsic.uva.es/wikis/yannis/images/b/ba/A
s http://www.gsic.uva.es/wikis/yannis/images/4/4d/A
32

33. Some general links
s Publications
s http://www.gsic.uva.es/public.php?lang=en&list_public=all
s GSIC/EMIC channel at YouTube:
s http://www.youtube.com/user/gsicemic?feature=watch
s A video tour through the process
s https://www.dropbox.com/s/2e3blzg7xfy2dhu/Ingles_v116.wmv (6m)
s http://www.youtube.com/watch?v=0C_AVMQ51Q8&list=UUUsMkoyBmK
(3m)
s The documents of this workshop
s http://www.gsic.uva.es/wikis/yannis/index.php/Wollongong_documents#
33

34. Part II: Workshop overview
s Read a scenario and choose a Collaborative Learning
Flow Pattern (5m)
s Analyze a sample learning design proposed by UVA
teachers (5m)
s Enrich the sample design with assessment and
enactment patterns (10m)
s Suggest problems - and look for solutions – (10m +
10m)
s And if time allows …
– Make a tour through solutions provided by the GSIC/EMIC
technological tools (10m)
– Take a look on even more problematic situations and
conflicts during enactment (10m)
34

35. The proposed scenario
s The proposed scenario:
– 24 registered students
– 4 in-class hrs (2 2hr sessions) + 4 off-class hrs
– First week classes
s Learning objective:
– Look for and cite properly reliable information
– Include them in well-structured reports
s Use of Moodle and other ICT tools:
– GoogleDocs, GoogleForms, MediaWiki, IWB, ...
s Use of non-trivial collaborative activities
35

36. First design phase (5m)
s Read the Scenario and think of a
Collaborative Learning Flow Pattern to be
used as a basis for the learning design (5 min)
s A learning design should include:
– Sequence of activities (learners/teachers)
– Social groupings
– ICT and non-ICT resources to use in each activitiy
– Taking into account “in-class vs. off-class”
nature and “timing” of activities
36

37. A learning design
Produced by UVA teachers (Feb 2012)
37

38. Design “enrichment” (15m)
s Review the Sample Learning Design
s Select an Assessment Pattern and an
Enactment Atomic Pattern that might
complement/enrich the design
s Annotate the sample design with the
assessment and enactment patterns
s Think of and write down two additional
problems envisaged (expected or
unexpected)?
38

39. Putting things together (15m)
s Form a super-group with your neighbors
s Discuss and agree on assessment-enactment
patterns
s Reach a consensus on three problems that
may occur in the sample learning design
enacted in a UQ TEL environment (Moodle-
based?), especially in order to
– Implement (deploy) the design
– Manage it during enactment
– Modify it in case of emergent conflicts 39

40. A set of additional problems
s In designs proposed by UVA teachers …
– ICT tools are scarcely used (except
assignment delivery through Moodle) and
even less to support collaboration
– Many teachers say
s “that looks nice but I cannot afford to use these
designs in my classes with 70 students”
s “I cannot use collaborative techniques when
assessment is individual and there is a huge
pressure to deliver more contents”
40

41. Issues to be discussed
s Could we really design and carry out these
designs?
s Is there any solution to the previous
issues?
s Have we used any patterns in this
workshop?
s Can we think of any other problematic
situations?
s Can we count with conceptual and
technological tools to support this process?
41

42. Back to the GSIC/EMIC tools
42

43. The GSIC/EMIC tools in action
s A short video on using ICT tools to support the
s And demo using the real tools
– http://pandora.tel.uva.es/wic2/ (Web Collage)
– Username: alumnobuendia25
– Password: xxx (to be announced)
43

44. Part II: Workshop wrap-up I
s Work on a CSCL sample scenario
(collaboration and ICT learning tools)
s Use of patterns (collaborative learning flow,
assessment, atomic) to generate learning
designs
s Use of GSIC/EMIC tools to support the
learning design lifecycle (special focus on
orchestration)
s Discussion of problems (and solutions?) in
real-life situations
44

45. Part II: Workshop wrap-up II
s It is possible to implement innovative
pedagogies in real-life TEL environments
– Collaboration, projects, problems, inquiry
s There are several tools (conceptual and
technological) to support practitioners
– Patterns, GSIC (or non-GSIC) …
s Need to address many problems
– Teacher beliefs, deployment gap, orchestration
issues for real-time management, context, etc
s But there is also some hope …
45

46. Problematic situation – I
(designs proposed by UVA teachers)
s Theme:
– What is the most important element in literature?
s Design:
– Individual remote work
– Produce remotely a document in groups of 4
using GoogleDocs
– Generate conclusions using GoogleDocs in
super-groups of 8 persons in a f2f session
46

47. Problematic situation – I
Conflicts and solutions?
s People are missing (but latecomers appear
after a certain time)
s A student interpreted erroneously the task
s A group did not deliver its document
s Not enough time to complete the task
s GoogleDocs is not working any more
47

48. Problematic situation – II
s Theme:
– The Global Financial Crisis
s Design:
– Respond to initial questionnaire (individual, remote)
– Generate 3 ideas for an “aspect” (individual, remote)
– Reach a consensus on 3 ideas among experts (in
groups of 3, f2f)
– Debate and generate concept map as experts in
different “aspects” (group of 4, f2f)
– Revise map of another group (groups of 4, remote)
– Answer to critiques by reviewer (individual, remote)
48

49. Problematic situation – II
Conflicts and solutions?
s Is it possible/easy to provide an
implementation in Moodle?
s A group does not provide its pair review
s Only one member of a group generates
the peer review
49

50. Problematic situation – III
s Theme:
– Issues regarding news with some social impact
s Design:
– Brainstorm and search for information (groups of 3,
f2f)
– Document issues (groups of 3, remote)
– Sharing documentation (groups of 6, f2f)
– Generate common documentation and report
(groups of 6, remote)
– Sharing and generation of a common sshort report
(whole class, f2f)
50

51. Problematic situation – III
Conflicts and solutions?
s There are doubts whether all people
participated in the generation of the
common report
s During the process, it is found out that one
concept has not been understood properly
s There are serious errors in the common
reports
51

52. Design of the UVA PD workshop
(textual description)
52

53. Design of UVA PD workshop
(based on patterns)
53