IM214 Technologies For Learning.

Ashraf Sahebdin

99023161 ass040@unl.ac.uk

BSc Computing (Final year)

IM214 Technologies For Learning

(Coursework 1)

Computer Supported Cooperative Learning (CSCL)

Learning as a social Activity

Intoduction

The Theories

Working With CSCL Technologies

Advantages & Disadvantages of CSCL

Conclusion

Bibliography

Introduction(CSCL)

Today the progression and advancements of technology is moving rapidly and the I.T. age is truly upon us. It is a logical correlation that learning and education are taking advantage of these technological advances. The Internet and computer networks has been major advances, thus Computer Supported Cooperative Learning has benefited.

'Cooperative learning' is a fairly new concept, certainly as a way of thinking about and conducting the educational process. Cooperation is learning is not itself new, but the idea of 'cooperative learning' as a particular of learning is. Computer Supported Cooperative Learning or CSCL is the body of theory and practice that is concerned with the use of technologies such as the Internet and educational software to support and enhance the learning activities of society. It also involves work from a number of fields including Human-Computer Interaction, Sociology, Organisational Psychology, User Interface Software, and Distributed systems.

Computer Supported Cooperative Learning (CSCL), is learning that takes place fundamentally with the use of computers. The computers enable a network of communications between a community and group, this network encourages free flowing ideas and learning resources to be accessed by potential students and learners. Therefore learning is taking place socially. In summary we can say that cooperative learning provides a context where the learners can take control of their own learning in a social context and develops communication skills.

CSCL has grown out of wider research into computer supported collaborative work (CSCW) and collaborative learning. CSCW is defined as a computer-based network system that supports group work in a common task and provides a shared interface for groups to work with (Ellis et al. 1991). The differences between CSCW and CSCL are that CSCW tends to focus on communication techniques themselves, and CSCL focuses on what is being communicated.

With the new technologies there are now realistic alternatives to the traditional lecture classroom. Lecture cannot possibly match every students need. Students learn at different paces. Students may not always be paying attention and may miss important materials. Lecture is limited to verbal and visual teaching methods, where as, CSCL and other methods allow students to explore more "hands on" approaches.

The recent interest in socially oriented theories of learning (as opposed to purely psychological theories) has been highly influential in promoting a new perspective on learning within the CSCL movement. Many theories contribute our understanding of the computer supported collaborative learning.

These theories are sociocultural theory (based on Vygotsky's Zone of Proximal Development), constructivism theory, self-regulation learning (skill, will, and execute control), situated cognition, cognitive apprenticeship, problem-based learning (Cognition and Technology Group at Vanderbilt), Spiro et al.'s (1988, 1991) cognitive flexibility theory, and Salomon et al.'s (1993) distributed cognition ("effect of" and "effect with" technology). The main underpinning theory put forward for computer supported cooperative learning is that learning should be seen as a learning activity.

The effects of cooperative learning on achievement are positive. Why do students do so well in cooperative learning groups? One of the theoretical models for the high achievement of learners in cooperative groups is Cognitive or learning theory, this relates to the cognitive process occurring during cooperative learning. Cooperative learning involves dialogue between learners, and a great degree of interaction generally. This increases the learner's grasp of conceptual material. In development terms, students who work closely with their peers will be exposed to situations where their own conceptual skills are stretched by the interactions with their peers. The gap between their actual development level and their potential developmental level is narrowed by the interactions they engage in with peers of greater capability. This is called the zone of proximal development (Vygotsky).

Vygotsky's theory is the idea that the potential for cognitive development is limited to a certain time span which he calls the "Zone of Proximal Development" (ZPD). Vygotsky defined ZPD as a region of activities that individuals can navigate with the help of more capable peers, adults, or artefacts. In Vygotsky' view, peer interaction, scaffolding, and modelling are important ways to facilitate individual cognitive growth and knowledge acquisition. ZPD can compose of different levels of expertise of individuals (students and teachers), and can also include artefacts such as books, computer tools, and scientific equipments.

The purpose of ZPD is to support intentional learning. Vygotsky's sociocultural theory of learning emphasizes that human intelligence originates in our society or culture, and individual cognitive gain occurs first through interpersonal (interaction with social environment) than interpersonal (internalisation). Social environment can influence students' learning and thinking. Vygotsky's socio cultural approach of learning and ZPD can be successfully employed in the study of Computer supported collaborative learning environment.
The theories are based on the same underlying assumptions that individuals are active agents that they are purposefully seeking and constructing knowledge within a meaningful context. CSCL aims at providing both an authentic environment and multi perspectives that can tie in students' prior knowledge.

The term CSCL can be used to cover any form of cooperative learning communications that occurs over a network of computers. It primarily involves the use of computers to send and receive textual communications. CSCL allows for variety types of communications, each of which can be used for cooperative group correspondence. Existing facilities include e-mail, bulletin boards and computer conferencing.

One good example of using CSCL technology for learning is the use of WebCT. WebCT is a Web-based course authoring and electronic communications system developed at the University of British Columbia. It was developed as a tool to allow other educators without a lot of time, resources or technical expertise to build sophisticated Web-based learning environments.

Within WebCT there is a bulletin board system which allow users to discuss matters of interest and post information to each other. The environment is structured in 'forums'. Within a given forum, people can post messages call 'articles' on to a communal message space, so that all users can read them. Any correspondence between the group can take place via the bulletin board so that everyone can share in the communication.

Course tutors using WebCT are also afforded a view of the level of activity and participation from their students. They are able to see who has logged in and which pages they have looked at as well as anything they have posted and when they have been in the course space.

In CSCL, textual learning material can be stored on the computer for retrieval by learners, both onsite and offsite. Such material might include course outlines, aims and objectives, independent study material, lecture/seminar notes, study guides, self-assessment materials and so on.

The communication system, in conjunction with the stored course files material, provides an electronic interactive teaching and learning environment where students and teachers have equal access to the learning resources and are able to communicate with one another via the same system.

Computer supported cooperative learning is clearly different to learning face to face. Some of the most significant advantages is mentioned below:

There are some drawbacks concerning the implementation of the CSCL model which have to be mentioned. The drawbacks that come to mind are:

The drawbacks really don't have that much effect, saying that because there is so much significant advantages implementing CSCL. Basically, the advantages outweigh the disadvantages.

The introduction of CSCL into education and learning offers an alternative to conventional face-to-face work. The exploration of the possible benefits to teaching and learning offered by the new CSCL technologies is challenging, especially when the technology offers the hope of bringing people together who might otherwise never have the opportunity to meet, discuss and cooperate on educational, learning and training issues.

Several factors are leading to a wider use of CSCL within education and training:

With the Internet and e-mail playing a major role it is widely been adopted throughout teaching. CSCL does provide a richer more varied teaching environment that hopefully will be for every ones liking. I also believe that education should shift from individual, technology free cognition to a resourceful collaborative learning, and distributed intelligence. Learners should be empowered through thoughtful use of technologies as well as through innovative use of technologies, and benefit from social distributions of cognitions.

To conclude, today the CSCL model is leading to a wider use amongst educational institutions world wide, and this could be the method of learning for all in the future to come.

Implementing Computer Supported Cooperative Learning.- 2nd Edition David McConnell.Stylus Publishing Inc 2000