Welcome by Ann ygholmWelcome by Ann ygholm

Virtual workshop(videoconference)

Welcomeby

Ann Bygholm

Design of Virtual Dialogue and Design of Virtual Dialogue and Collaborative Knowledge Building in Collaborative Knowledge Building in

eLearning:eLearning:

A Global Democratic PerspectiveA Global Democratic Perspective

Elsebeth Korsgaard Sorensen, Ph.D. (Elsebeth Korsgaard Sorensen, Ph.D. (eks@hum.aau.dkeks@hum.aau.dk))Dept. of Communication, Aalborg University, Denmark Dept. of Communication, Aalborg University, Denmark

http://www.kommunikation.aau.dk/ansatte/es/http://www.kommunikation.aau.dk/ansatte/es/

Introduction of speakerIntroduction of speaker• Lecturer/Associate Professer in ICT and Learning, Dept. of Lecturer/Associate Professer in ICT and Learning, Dept. of

Communication, Aalborg UniversityCommunication, Aalborg University

• Director of Director of Master in ICT and Learning Master in ICT and Learning (www.hum.aau.dk/mil)(www.hum.aau.dk/mil)

• International og national research collaboration focusing on International og national research collaboration focusing on pedagogical design of:pedagogical design of:

– CKB dialogue in networked (online) collaborative learningCKB dialogue in networked (online) collaborative learning– CKB Dialogue (establishment, quality, assessment)CKB Dialogue (establishment, quality, assessment)– Reflection (processes and tools, e.g. E-portfolio) Reflection (processes and tools, e.g. E-portfolio) – POPP in the virtual universPOPP in the virtual univers

OutlineOutlinePROLOGUE: An ethical commitment....PROLOGUE: An ethical commitment....PART 1:PART 1:• FROM THEORETICAL PERSPECTIVE....:FROM THEORETICAL PERSPECTIVE....:• An ethical commitment and obligationAn ethical commitment and obligation• Summarizing challenge of quality in designSummarizing challenge of quality in design• Quality in learningQuality in learning

– Online Learning Communities of Practice Online Learning Communities of Practice

PART 2:PART 2:• ......TO ORCHESTRATING PRACTICE (MIL):......TO ORCHESTRATING PRACTICE (MIL):

– Design - macro levelDesign - macro level– Design - micro levelDesign - micro level

• Synthesis and conclusionSynthesis and conclusion

PROLOGUE:PROLOGUE:An Ethical CommitmentAn Ethical Commitment

• A A modern democratic modern democratic global societyglobal society needs citizens needs citizens who are who are “dressed “dressed educationally”educationally” to make the to make the transition form barely transition form barely “minding gaps” to “minding gaps” to “building “building bridges”.bridges”.

Why Why Collaborative e-Collaborative e-Learning?Learning?

Why Collaborative e-learning?Why Collaborative e-learning?

PART 1:PART 1:The Challenge of Quality in The Challenge of Quality in

”Design””Design”

Awareness:Awareness:We cannot design learning!!We cannot design learning!!

• BUT: Learning architectures with BUT: Learning architectures with pedagogic qualitypedagogic quality

• Needing non-authoritarian methodology, supporting:Needing non-authoritarian methodology, supporting:– Meta-learning (method used is the most sustainable part of Meta-learning (method used is the most sustainable part of

what is learned) what is learned) – The initiative and ownership of the individual learner The initiative and ownership of the individual learner – Learners in their own learning (construct new knowledge to Learners in their own learning (construct new knowledge to

be integrated in what they already know)be integrated in what they already know)– Visibility and operationalization of what the learner already Visibility and operationalization of what the learner already

knowsknows– Practice of Practice of student-centeredstudent-centered collaborative dialoguecollaborative dialogue

Challenges for Design with a Challenges for Design with a Focus on Collaborative Focus on Collaborative

DialogueDialogue

Challenge - Dialogic ProcessChallenge - Dialogic Process

• Different “existential” conditions:Different “existential” conditions:– ““Elastic interaction” / shared mental context (design of time span)Elastic interaction” / shared mental context (design of time span)– Uncommitted communicative behavior (communicative rules needed)Uncommitted communicative behavior (communicative rules needed)– Mono-semiotic conditions: only part of the communication Mono-semiotic conditions: only part of the communication

(synchronous/visual tools needed)(synchronous/visual tools needed)– Maintenance of social dimension (spaces, comments, never-ending Maintenance of social dimension (spaces, comments, never-ending

threads)threads)

Inter-human Inter-human f2f-dialogues f2f-dialogues (synchronous(synchronous))

Embedded in contextEmbedded in context

(time & space)(time & space)

REALITYREALITYInter-human Inter-human online online dialogues dialogues (asynchronou(asynchronous)s)

No embedding in No embedding in

context (time & space)context (time & space)

VIRTUALITYVIRTUALITYDESIGN OF ONLINE LEARNING

From communication in reality - to communication in From communication in reality - to communication in virtuality - to learningvirtuality - to learning

Challenge - Reflective ProcessChallenge - Reflective Process

• DialogicDialogic worlds worlds

• Openness - access to “the conversational floor”Openness - access to “the conversational floor”

• Enable collaborative knowledge building dialogueEnable collaborative knowledge building dialogue

• Enable dynamic/spontaneous or reflective behaviorEnable dynamic/spontaneous or reflective behavior

• ReflectiveReflective worlds worlds

• Principle of “representation”: reflectivePrinciple of “representation”: reflective distance distance

• Our existence = our dialogueOur existence = our dialogue• Inspection of own behavior Inspection of own behavior at a distanceat a distance• Expression & reflection through writing (speed, Expression & reflection through writing (speed,

explicitness, clarity)explicitness, clarity)• Permanency (inspection of dialogic “history”, Permanency (inspection of dialogic “history”,

reflection through process of writing)reflection through process of writing)

Awareness of virtuality - Awareness of virtuality - Principle of representationPrinciple of representation

Challenge - Mental Navigation Challenge - Mental Navigation

• From appearance (being) to representativity From appearance (being) to representativity (signs of being)(signs of being).. – ““presence” through signs and symbols presence” through signs and symbols – one comment one comment two communicative functionstwo communicative functions: 1) presence, : 1) presence,

2) content2) content– not possible NOT to communicate (Bateson, 1976)not possible NOT to communicate (Bateson, 1976)

• From primarily being involved in interaction From primarily being involved in interaction to primarily reflecting in interactionto primarily reflecting in interaction. . – there is there is no level of (inter)action without a process of reflection no level of (inter)action without a process of reflection

(e.g. writing a comment)(e.g. writing a comment)

• From involved speech to reflective writingFrom involved speech to reflective writing– environmental changeenvironmental change– basic reflective conditionsbasic reflective conditions for learning in virtual environments for learning in virtual environments

From reality to virtuality (Sorensen, 2004)From reality to virtuality (Sorensen, 2004)

Challenge - TraditionChallenge - Tradition

SS

SS

S

S

S

S

S

S

S

Knowledge

No knowledge

Student

Teacher

A trad. face-to-face A trad. face-to-face paradigm:paradigm:

• Closed model/conceptClosed model/concept

• Learning as electronic transferLearning as electronic transfer

• Predictability, control, product-Predictability, control, product-

orientationorientation

• ””Short time process” (often with Short time process” (often with

focus on right and wrong focus on right and wrong

answers)answers)

• Lack of motivation and ownership Lack of motivation and ownership

(student perspectives not (student perspectives not

important or interesting - are not important or interesting - are not

operationalized)operationalized)

• Distribution of roles static Distribution of roles static

(maintain the authority and (maintain the authority and

hierarchical power relations hierarchical power relations

between teacher and students)between teacher and students)

• Teacher defined didactics (incl. Teacher defined didactics (incl.

goal-setting)goal-setting)

• A teacher-centered modelA teacher-centered model

Transcending traditional Transcending traditional pedagogic-instructional pedagogic-instructional practicepractice??

....applying a learner/learning ....applying a learner/learning focusfocus

S

Meta-behavior

T

Involved behavior

SS

S

S

SS

S

SS

S

S

T

T

Student

Teacher

TimeTime

Quiz

ResearchPaper

Disc. Sum.

Dialog

Exam

Simulation

Animation

Hypothesis

Calc

QuizDialog

WebSearch

Disc. Sum.S

tud

ent

Pro

du

cts

Stu

den

t P

rod

uct

s

Animation

Hypoth.

Exam

WebSearch

Hypothesis

SimulationResearch

Paper

Calc

Challenge - AssessmentChallenge - Assessment

• Problematic:Problematic:

– The assessment needs The assessment needs

to incorporate process!to incorporate process!

Evaluate

Finding suitable models for Finding suitable models for assessmentassessment??

Learning asLearning asNegotiation of MeaningNegotiation of Meaning

in Communities of Practicein Communities of Practice

Learning through ”Communities of Learning through ”Communities of Practice” Practice”

Participation

Reification

living in the world

membershipacting

interacting mutuality

forms

points of focus

documentsmonuments

instrumentsprojection

Meaning

Negotiation

WorldExperience

The duality of meaning

Learning as “change of identities” - through “participation”

(Wenger, 1998)

Negotiation of meaning through Negotiation of meaning through collaborative knowledge building collaborative knowledge building (CKB)(CKB)

• We We needneed collaborative dialogue: collaborative dialogue:– Design (structure) and instruction Design (structure) and instruction

(delivery process) must support:(delivery process) must support:• presencepresence• establishment of dialogueestablishment of dialogue• nourishment of dialoguenourishment of dialogue

• We need to We need to qualifyqualify dialogue dialogue– Design (structure) and instruction Design (structure) and instruction

(delivery process) must support:(delivery process) must support:• meta-awareness meta-awareness • meta-communicationmeta-communication

PART 2:PART 2:Applying Theory into Practice:Applying Theory into Practice:

Master in ICT & Learning (MIL)Master in ICT & Learning (MIL)

MIL: Master in ICT and MIL: Master in ICT and LearningLearning

• A collaborative continuing education initiative between 5 Danish A collaborative continuing education initiative between 5 Danish universities (AAU, AU, DPU, HHK, RUC):universities (AAU, AU, DPU, HHK, RUC):

• Overall model of program (distributed model):Overall model of program (distributed model):– 4 modules, one project work, a master thesis4 modules, one project work, a master thesis– Mainly virtual (”Virtual-U”)Mainly virtual (”Virtual-U”)– 2 x 2,5 day seminars per semester2 x 2,5 day seminars per semester– Exam seminarExam seminar

• Overall collaboration model (distributed model):Overall collaboration model (distributed model):– Mainly virtual (”Virtual-U”)Mainly virtual (”Virtual-U”)– 4-8 coordination f2f meetings4-8 coordination f2f meetings– A number of teacher meetingsA number of teacher meetings

• Based on collaborationBased on collaboration

http://www.hum.aau.dk/mil

Concept at Macro Level: Concept at Macro Level:

Module 2

Module 4Module 3

Module 1

F2F F2F

Interaction over Time Span of Fall Semester of Interaction over Time Span of Fall Semester of Programme (2 modules from year 1, and 2 modules Programme (2 modules from year 1, and 2 modules from year 2)from year 2)

PANELPANEL: : PParticipatory articipatory AApproach for Design of pproach for Design of NeNetbased tbased LLearningearning(Sorensen, 2002)(Sorensen, 2002)

ResearchPapers

ResearchPapers

Multi-mediabased resources

simulations

Coursereadings

Previousdialogue

Instantaneouspractical

experience with course

Reflective meta-CKB

Reflective involved CKB:-- relate to another comment asking for clarity-- add new knowledge of the area-- add documentation-- present relevant views-- synthesizing and reformulating-- etc.

WebSearch

WebSearch

Personal Knowledge

andexperience

Reflective CKB:-- Generalization-- Analysis-- Synthesis-- Organization-- Brainstorming-- Articulation

Reflective meta-CKB

Concept at Micro Level:Concept at Micro Level:

An Example: “Online Learning”An Example: “Online Learning”

Course Design - Micro level Course Design - Micro level

• ““Online Learning” (OL):Online Learning” (OL):– Humanities course (perspectives in focus)Humanities course (perspectives in focus)– 3 ECTS, senior level, off-campus3 ECTS, senior level, off-campus– In DanishIn Danish– Danish cultureDanish culture– Danish learning traditionDanish learning tradition– 40 participants40 participants

• One of four module 1 courses from the Danish MS in ICT and One of four module 1 courses from the Danish MS in ICT and Learning (MIL: Learning (MIL: http://www.kommunikation.aau.dk/milhttp://www.kommunikation.aau.dk/mil))

• Target group:Target group:– Professional working with education, facing the challenge of Professional working with education, facing the challenge of

implementing ICT (or developing strategies for this) in implementing ICT (or developing strategies for this) in learning processes.learning processes.

• Built fundamentally on dialogueBuilt fundamentally on dialogue

• Uses the collaborative online learning environment “Virtual-U”Uses the collaborative online learning environment “Virtual-U”

”Online Learning”

Course Design - Micro levelCourse Design - Micro level

• A 5 week course, including 2 weeks of preparation and 3 weeks A 5 week course, including 2 weeks of preparation and 3 weeks of debate.of debate.

• The 2-week preparation period:The 2-week preparation period:– Individual reading course literature (3 themes)Individual reading course literature (3 themes)– Preparation in small virtual groups (each group focusing on Preparation in small virtual groups (each group focusing on

one of the three themes)one of the three themes)– Distribute roles in small groups (presenter, opponent, Distribute roles in small groups (presenter, opponent,

moderator)moderator)– Meta-reflect (in meta-forum)Meta-reflect (in meta-forum)

• The 3-week debate period: The 3-week debate period: – Present, in one of the three theme/plenum fora, a relevant Present, in one of the three theme/plenum fora, a relevant

problem drawing on both own experiences, literature and problem drawing on both own experiences, literature and learning theorylearning theory

– The group initiate, stimulate, guide and synthesize discussion The group initiate, stimulate, guide and synthesize discussion – Use of roles in plenum debateUse of roles in plenum debate– Meta-reflect (in meta-forum)Meta-reflect (in meta-forum)

• Online CKB dialogue gradedOnline CKB dialogue graded

SyllabusSyllabus

Teacher Role - Micro levelTeacher Role - Micro level

• ““Involved” communicative behavior on Involved” communicative behavior on topics/themes foratopics/themes fora

• A dynamic interchange between teacher A dynamic interchange between teacher and learners (viewing each other as and learners (viewing each other as “participants”)“participants”)

• ““Involved” meta-reflective communicative Involved” meta-reflective communicative behavior (with students) on form and behavior (with students) on form and process, etc. in the meta-forumprocess, etc. in the meta-forum

• Flat instruction (demonstrating critical Flat instruction (demonstrating critical democratic behavior)democratic behavior)

• StudentsStudents are encountering a teacher model are encountering a teacher model that is didactically supportive towards the that is didactically supportive towards the ideas of the design model (CKBideas of the design model (CKB))

Teacher role supporting instructional expectationsTeacher role supporting instructional expectations

Assessment - Micro LevelAssessment - Micro Level

QUANTITATIVEQUANTITATIVE REQUIREMENTS ON CONTRIBUTIONS REQUIREMENTS ON CONTRIBUTIONS • produce a number of contributionsproduce a number of contributions• a number of those should be responses to a number of other students’ contributions a number of those should be responses to a number of other students’ contributions • elicit a number of responses from other studentselicit a number of responses from other students

QUALITATIVEQUALITATIVE REQUIREMENTS ON CONTRIBUTIONS REQUIREMENTS ON CONTRIBUTIONSExamples of characteristics in the content of contributions, which stimulate knowledge Examples of characteristics in the content of contributions, which stimulate knowledge

building:building:• questions that ask for clarity questions that ask for clarity • to add new knowledge to the discussionto add new knowledge to the discussion• relevance of contributions relevance of contributions • views that build on logical argumentationviews that build on logical argumentation• summery/syntheses of contributions, which point to new directions and conclusions summery/syntheses of contributions, which point to new directions and conclusions • etc. etc.

RATIONALERATIONALE BEHIND THE CRITERIA: BEHIND THE CRITERIA:• The objective is to establish a democraticallty oriented online community supporting The objective is to establish a democraticallty oriented online community supporting

development of collaborative knowledge building (CKB), i.e.: development of collaborative knowledge building (CKB), i.e.: participation in discussion (that a student is active in the process towards the shared participation in discussion (that a student is active in the process towards the shared

goal)goal) reactions to - and building on - other students comments (that a student listen to reactions to - and building on - other students comments (that a student listen to

others)others) release responses from others (that a student contributes with relevant views)release responses from others (that a student contributes with relevant views)

(Model - Sorensen & Takle, 2001)(Model - Sorensen & Takle, 2001)

Student ReactionStudent ReactionPOSITIVE COMMENTS: The whole process has been a positive experience The content and the organization in roles (moderator, presenter, opponent, etc.) have been positive Good that the roles were not too tight Good that the discussions were not too guided Exiting to use the medium on its own premises Et was a quality that many of the aspects/resources of the participants were operationalized The use of roles was a clear improvement compared to m1k1; it provided more clarity One were able to use ones own resources Exiting to try out different possibilities A positive process, well structured with respect to roles as a means of establishing interaction Our ability to argue and formulate ourselves in writing improved

NEGATIVE COMMENTS: Provoking comments could be at the cost of true content One student wants more teacher profile in the discussion Difficult to sum up Tight versus loose guiding? Number of contributions + and reactions could course stress Qualified contributions demands overview

CONSTRUCTIVE COMMENTS: We need to improve our skills in using the treading facility We need more effective use of keywords Shorter contributions would be better

Student Outcomes - Change of Student Outcomes - Change of Identities?Identities?1.1. As a whole the study must be said to have fulfilled all my expectations to the educationAs a whole the study must be said to have fulfilled all my expectations to the education

2.2. Very large benefit… - beyond comparison that of my different educations from which I have gained the largest professional/personal benefitVery large benefit… - beyond comparison that of my different educations from which I have gained the largest professional/personal benefit3.3. To me MIL has to a very large degree been a process of formation – for good and bad :-)To me MIL has to a very large degree been a process of formation – for good and bad :-)4.4. I have benefited very much from the education that has been very relevant and close to practiceI have benefited very much from the education that has been very relevant and close to practice5.5. It has certainly been an education that has moved me forwardIt has certainly been an education that has moved me forward. I have gained insight in working methods at an academic level and thereby I . I have gained insight in working methods at an academic level and thereby I

have overcome my educational feeling of inferiority (in the daily life I am associated with a lot of academics). I have become ready to take on have overcome my educational feeling of inferiority (in the daily life I am associated with a lot of academics). I have become ready to take on tasks that I would never before MIL have dared to accept (e.g. doing a presentation on Problem Based Learning)tasks that I would never before MIL have dared to accept (e.g. doing a presentation on Problem Based Learning)

6.6. The study area of my thesis has meant something to my future careerThe study area of my thesis has meant something to my future career7.7. BeneficialBeneficial8.8. Exciting assignments/projectsExciting assignments/projects9.9. Good comradeships Good comradeships 10.10. Good well functioning arrangementsGood well functioning arrangements11.11. Great planning (possibility for improvisation a big strength)Great planning (possibility for improvisation a big strength)12.12. Beneficial with teachers very rich on initiative and from various institutionsBeneficial with teachers very rich on initiative and from various institutions13.13. Extremely good with seminarsExtremely good with seminars14.14. Good that groups were formed from the startGood that groups were formed from the start15.15. Possibility of working in depths with the different subjectsPossibility of working in depths with the different subjects16.16. Possibility for networkingPossibility for networking17.17. Good theoretical teaching and foundationGood theoretical teaching and foundation18.18. Great variety in the studyGreat variety in the study19.19. Good mixture between theory and practiceGood mixture between theory and practice20.20. The structure of the subjects - the modules supplement each other well – both professionally and pedagogicallyThe structure of the subjects - the modules supplement each other well – both professionally and pedagogically21.21. The cross-institutional structure means (contrary to other educations) that one gets ‘hands-on’ experience with educational culturesThe cross-institutional structure means (contrary to other educations) that one gets ‘hands-on’ experience with educational cultures22.22. Good possibilities for testing out theories in practiceGood possibilities for testing out theories in practice23.23. The exemplary structure of many of the courses e.g. when we work with portfolios we do so in a portfolio environmentThe exemplary structure of many of the courses e.g. when we work with portfolios we do so in a portfolio environment24.24. Fellow students with different experiences make the shared ’database’ big and increases the value of discussions, group work etc.Fellow students with different experiences make the shared ’database’ big and increases the value of discussions, group work etc.25.25. Freedom of choice in relation to assignments/projects ensures that everybody can select something that is relevant to themFreedom of choice in relation to assignments/projects ensures that everybody can select something that is relevant to them26.26. The education is based on collaborationThe education is based on collaboration26.26. The dynamics between process and product was – seen in large perspective – very beneficialThe dynamics between process and product was – seen in large perspective – very beneficial

Synthesis & ConclusionSynthesis & Conclusion

ConclusionConclusion

• Group conferences, meta conferences and f2f meetings function as Group conferences, meta conferences and f2f meetings function as “the glue” in the efforts to achieve and maintain MIL as a holistic design “the glue” in the efforts to achieve and maintain MIL as a holistic design in a time of fragmentation and pick and mix in educationin a time of fragmentation and pick and mix in education

• Generally, we have found that theory informed designs works well (the Generally, we have found that theory informed designs works well (the way we have interpreted it) in terms of:way we have interpreted it) in terms of:– establishment of well functioning online learning communities of practiceestablishment of well functioning online learning communities of practice– making explicit and supporting the overall philosophical values making explicit and supporting the overall philosophical values – promoting awareness and transparency of design (designers and learners)promoting awareness and transparency of design (designers and learners)– supporting establishment of participatory (process) aspects of the learning supporting establishment of participatory (process) aspects of the learning

processprocess

• How do we qualify further the online knowledge building process?How do we qualify further the online knowledge building process?

Thanks for Your Attention!Thanks for Your Attention!

Master in ICT and Learning: Master in ICT and Learning: http://www.hum.aau.dk/milhttp://www.hum.aau.dk/mil

Dr. Elsebeth Korsgaard Sorensen (Dr. Elsebeth Korsgaard Sorensen (eks@hum.aau.dkeks@hum.aau.dk))Dept. of Communication, Aalborg University, Denmark Dept. of Communication, Aalborg University, Denmark

http://www.hum.aau.dk/ansatte/es/http://www.hum.aau.dk/ansatte/es/

The Future comes all by The Future comes all by itself. itself.

Progress does not.Progress does not.(Poul Henningsen)(Poul Henningsen)

QuestionsQuestions

Assessment - Micro LevelAssessment - Micro Level

QUANTITATIVEQUANTITATIVE REQUIREMENTS ON CONTRIBUTIONS REQUIREMENTS ON CONTRIBUTIONS • produce a number of contributionsproduce a number of contributions• a number of those should be responses to a number of other students’ contributions a number of those should be responses to a number of other students’ contributions • elicit a number of responses from other studentselicit a number of responses from other students

QUALITATIVEQUALITATIVE REQUIREMENTS ON CONTRIBUTIONS REQUIREMENTS ON CONTRIBUTIONSExamples of characteristics in the content of contributions, which stimulate knowledge Examples of characteristics in the content of contributions, which stimulate knowledge

building:building:• questions that ask for clarity questions that ask for clarity • to add new knowledge to the discussionto add new knowledge to the discussion• relevance of contributions relevance of contributions • views that build on logical argumentationviews that build on logical argumentation• summery/syntheses of contributions, which point to new directions and conclusions summery/syntheses of contributions, which point to new directions and conclusions • etc. etc.

RATIONALERATIONALE BEHIND THE CRITERIA: BEHIND THE CRITERIA:• The objective is to establish a democraticallty oriented online community supporting The objective is to establish a democraticallty oriented online community supporting

development of collaborative knowledge building (CKB), i.e.: development of collaborative knowledge building (CKB), i.e.: participation in discussion (that a student is active in the process towards the shared participation in discussion (that a student is active in the process towards the shared

goal)goal) reactions to - and building on - other students comments (that a student listen to reactions to - and building on - other students comments (that a student listen to

others)others) release responses from others (that a student contributes with relevant views)release responses from others (that a student contributes with relevant views)

(Model - Sorensen & Takle, 2001)(Model - Sorensen & Takle, 2001)

QuestionsQuestions