collaborative learning in cs/ it subjects by dr sc li
DESCRIPTION
Strategies to tackle the difficulties Individualized Learning (one person to one computer) Collaborative Learning Authentic Problem Solving Unrealistic/ decontextualized Problem Solving Process-driven Assessment Product-driven AssessmentTRANSCRIPT
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Collaborative Learning in Collaborative Learning in CS/ IT SubjectsCS/ IT Subjects
By Dr SC LiBy Dr SC Li
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Programming languages are not flexible enough to facilitate student’s cognitive process
Lack of social context of learning computer programming
too much emphasis on individualized learning
“one person one PC” physical constraints
Lack of multiple perspectives and authenticity in problem solving
Learning Difficulties RevisitLearning Difficulties Revisit
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Strategies to tackle the difficultiesStrategies to tackle the difficulties
Individualized Learning (one person to one
computer)
Collaborative Learning
Authentic Problem Solving
Unrealistic/ decontextualized Problem Solving
Process-driven Assessment
Product-driven Assessment
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Rationale: cognitive restructuring may occur
when students give and receive help from each other
In formulating explanations to give to another student, students may reorganize or clarify the material in ways they have not previously thought of (Bargh & Schul 1980), and help them reshape their ideas, rectify misunderstandings.
Collaborative LearningCollaborative Learning
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Rationale: group settings provide a diversity of
skills and knowledge. This diversity may
help them how to solve complex problems that they would not be able to complete on their own
give rise to conceptual conflict and conflict resolution
Collaborative LearningCollaborative Learning
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Rationale: peer interaction provide opportunities
for scaffolding, modelling and imitation.
Viewing a peer successfully perform a task may raise children’s self-efficacy form performing well more than observing the teacher (Schunk 1987)
This may lower their level of anxiety and increase their willingness to ask for help
Collaborative LearningCollaborative Learning
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Collaborative LearningCollaborative Learning
individualized collaborative
Pretest/Posttest gain scorePretest/Posttest gain score
No. of No. of studentsstudents
(Joyce et al. 1989)
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Collaborative LearningCollaborative Learning
Student who learned alone
Student who received
explanations
Student who gave
explanations
(Farivar & Webb 1994)
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Student Interaction in groupStudent Interaction in group Six types of interaction (kappa, E. 1999):
Together and apart One of the pair is working, the other is ‘drea
ming’ One of the pair is working, the other is mostl
y observing Distributed work or parallel work on
separate parts of the task One of the pair is dominant Both of them work together
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Together and ApartTogether and Apart
The students sit together but they are not really collaborating. Each one of them solves the problem in his or her own way and does not consult with the other.
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Working and DreamingWorking and Dreaming
The task actually is being done by one of the pair while the other is mostly occupied in things that are irrelevant to the educational task.
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Working and ObservingWorking and Observing
Both of them are working together but there is a gap between them in the level of contribution to the solution of the problem: one is active and the second is passive most of the time and follows the partner.
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Distributed or Parallel WorkDistributed or Parallel Work
Both are dominant and want to contribute their part to the problem solution. They are aware of each other’s will, and therefore they decide to divide the work between them. Sometimes distributed work is done for other motives, for instance, the need to complete the task in limited time.
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One of the pair is dominantOne of the pair is dominant
One of the pair is dominant cognitively and the other finds himself doing mostly routine work because of a wish to participate in the task actively.
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Work TogetherWork Together
The Both of them are busy in the task while searching/receiving information each from the partner. If there are contradictions, they are solved by cognitive negotiation between them.
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Cooperation Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5Collaboration
Book
Intentions: personal Expectations:of othersof self
shared
Cooperation vs. CollaborationCooperation vs. Collaboration
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core knowledge
zone ofproximal development
gives ability to performautonomous actions
action requires help from colleagues or tutors
Learning processesCooperation vs. CollaborationCooperation vs. Collaboration
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an enlarged corelearning has taken place
but there is always a newzone of proximal development
Cooperation vs. CollaborationCooperation vs. Collaboration
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Group learningOverlapping core knowledge of a group
Overlapping zones of a group
Cooperation vs. CollaborationCooperation vs. Collaboration
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Cooperation:Cooperation: depends upon a supportive community of actors who agree to help one another in activities aimed at attaining the goals of each person involved.
CollaborationCollaboration: on the other hand, depends upon the establishment of a common meaning and language on a task which leads to the community setting a common goal.
Cooperation vs. CollaborationCooperation vs. Collaboration
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Conditions for collaborative learning team building conflict management communication/ explanation skills group size and composition equalization of status gender difference reward structure planning ability metacognition and problem solving ability
Collaborative LearningCollaborative Learning
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What are the opportunities of integrating Internet technologies into Pascal programming? Is it possible to design meaningful tasks or problems for students regarding CGI programming with Pascal? Discuss.
Transform the about exercises into meaningful problem-solving activities.
Reference: Irie Pascal Free pascal
Authentic ActivitiesAuthentic Activities