CC-LO: embedding interactivity, challenge and empowerment into collaborative learning sessions
Despite their demonstrated potential through a range of early studies, on-line collaborative learning systems do not yet have the impact that many believe is possible. In particular, collaborative learning approaches cannot be readily applied to every e-learning experience, since they require a degr...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2012 |
| País: | España |
| Institución: | Universitat Oberta de Catalunya (UOC) |
| Repositorio: | O2, repositorio institucional de la UOC |
| OAI Identifier: | oai:openaccess.uoc.edu:10609/124746 |
| Acceso en línea: | https://hdl.handle.net/10609/124746 http://doi.org/10.3217/jucs-018-01-0025 |
| Access Level: | acceso abierto |
| Palabra clave: | collaborative learning collaborative complex learning objects virtualized collaborative sessions on-line discussions aprenentatge col·laboratiu objectes d&apos aprenentatge complexos col·laboratius sessions col·laboratives virtualitzades debats en línia aprendizaje colaborativo objetos de aprendizaje complejos colaborativos sesiones colaborativas virtualizadas debates en línea Team learning approach in education Aprenentatge -- Treball en equip Aprendizaje -- Trabajo en equipo |
| Sumario: | Despite their demonstrated potential through a range of early studies, on-line collaborative learning systems do not yet have the impact that many believe is possible. In particular, collaborative learning approaches cannot be readily applied to every e-learning experience, since they require a degree of presence and/or collaboration which may be difficult to achieve. In addition, collaborative learning systems often lack the challenging resources and tools required to fully support collaborations, making the experience unattractive to end-users and discouraging progression. Whilst the learner might expect to control the collaborative experience, often it is the collaborative experience that controls and limits the learner. As a result, collaborative learning resources can lack authentic interactivity, user empowerment and balanced levels of challenge, thus having a negative effect in learner motivation and engagement. To overcome these deficiencies, we propose a new paradigm named Collaborative Complex Learning Objects (CC-LO): a special type of Learning Object which aims to leverage the knowledge elicited during live sessions of collaborative learning, augmented with authorgenerated information, to produce interactive and attractive resources to be experienced and played by learners. During CC-LO execution, learners can observe how avatars discuss and collaborate, how discussion threads grow, and how knowledge is constructed, refined and consolidated. Furthermore, learners can interact with the CC-LO in order to modify some parameters observing the consequences and assessing their understanding. The research reported in this paper was undertaken within the European Framework 7 project ALICE (Adaptive Learning via Intuitive/Interactive, Collaborative and Emotional Systems). |
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