SALDO: Developing a Model for the Design of CSCL

Hans Ogg and Judith Schoonenboom

A real maze

Another fine (virtual) maze you’ve got us into

Straightforward design

Introduction

• SALDO = SAmenwerkend Leren Digitaal Ondersteund = Collaborative Learning Digitally Supported

• Funded by the Dutch Digital University• One year project• Participants from 6 Dutch universities

SALDO: a design model

• Aimed at CSCL settings in which:– Students work together on– One of more assignments

• Design model• Focuses on:

– Choices of teachers in– Creating conditions for learning and their– Mutual influence

Teachers’ choices

Design of learning environment:

ICT and non-ICT

Conditions

for

Students’ learning activities

Guidance and coaching

learning

The complete model

SPECIFIC FORM OF CSCL

ICT LE

Design LE

Learning Act.

Guidance

Learning outcomes

Conditions

Overall view: phases within the model

When Who What

Phase 1 Management or teacher

Decision for using specific form of CSCL

Phase 2 Teacher or developer

Designing the CSCL environment

Phase 3 Teacher Guiding and coaching student activities

Themes of teachers’ choices

Guidance

Assessment

Group processes

Task and role division

Assignment / products

Matrix: combining themes and work phases

Phases in working on group assignment

Themes

sequential phases themes

Introduction Clarification of assignment

Preparation of execution of assignment

Executing an assignment

Quality control (feedback/reflection) (in all phases)

Producing outcomes

Team building choice: starts the project with a f2f kick off? ICT: if not f2f, chatting,, videoconferencing etc are possible. Important: projects have a more difficult start, if people have not met f2f!.

choice: is attention being paid to who is good in which role? ICT: digital questionnaires, discussion assignments Choice: is an inventory made of the present expertise? ICT: digital questionnaires Choice: are there any f2f contacts? ICT: ICT as working environment, chat-box, chat -discussions

Etc. Etc. Etc.

Kind of assignment Choice: external principal or not? Choice: does the team or the teacher acquire assignments? ICT: acquisition via mail, possibilities to show team (or old project results) via web Choice: “real” context or not ICT: simulations, multimedia cases, fake databases

Choice: does team decide the method of working? ICT: ICT working environment correspond to working method ( or even: does it incite a specific working method?)

Etc. Etc. Etc.

Allocation of duties and roles

Etc. Etc. Etc. Etc. Etc.

Guidance Etc. Etc. Etc. Etc. Etc. Assessment Etc. Etc. Etc. Etc. Etc.

Illustration 2. Matrix of choices in designing

First example of teachers’ choices

Condition for learning Students know each other

Theme Group processes

When Before they start working on the assignment

Learning environment design

Provide students with a personal homepage in which they can make themselves known to eacher other

Organize a discussion in which students have to explain their subject knowledge, tasks they like or do not like to perform etc.

Guidance and coaching

Make sure that every student is involved in the discussion and in making their homepage

Use of ICT Personal homepage; asynchronous, pre-structured, discussion or chat

Tips and tricks Let students provide information and discuss themes that are relevant to the assignment

Second example of teachers’ choices

Condition for learning Use is made of different expertise areas

Theme Group processes / task and role division

When In carrying out the assignment

Learning environment design

Put students from different backgrounds into one group

Let students tell each other about their expertise

Assign tasks and roles or let students decide on these in accordance with expertise

Guidance and coaching

Invite students to share their expertise; check whether the novice understands the expert

Use of ICT Personal homepage; discussion

Tips and tricks Willingness to share expertise must be present;

Advantages of the model for our purpose

• Organizing advice on design choices found in the literature• Model is ‘complete’ with regard to design choices that are

relevant to teachers• Dimensions irrelevant to teachers’ design choices are not

included • Captures the dynamic and complex character of creating

conditions for learning• Recognizes the contribution of student activities to creating

conditions for learning