Luckin, R;
(2003)
Between the Lines: documenting the multiple dimensions of computer supported collaborations.
Computers and Education
, 41
pp. 232-234.
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Abstract
When we consider the possibilities for the design and evaluation of Computer Supported Collaborative Learning (CSCL) we probably constrain the CS in CSCL to situations in which learners, or groups of learners collaborate with each other around a single computer, across a local intranet or via the global internet. We probably also consider situations in which the computer itself acts as a collaborative partner giving hints and tips either with or without the addition of an animated pedagogical agent. However, there are now many possibilities for CSCL applications to be offered to learners through computing technology that is something other than a desktop computer, such as the TV or a digital toy. In order to understand how such complex and novel interactions work, we need tools to map out the multiple dimensions of collaboration using a whole variety of technologies. This paper discusses the evolution of a documentation technique for collaborative interactions from its roots in a situation where a single learner is collaborating with a software learning partner, through its second generation: group use of multimedia, to its current test-bed: young children using digital toys and associated software. We will explore some of the challenges these different learning situations pose for those involved in the evaluation of collaborative learning.
| Type: | Article |
|---|---|
| Title: | Between the Lines: documenting the multiple dimensions of computer supported collaborations |
| Open access status: | An open access version is available from UCL Discovery |
| Additional information: | a. The design of tools to evaluate collaborative learning using technology ? in particular new forms of technology that involve interactions beyond the traditional desktop computer. learning environments b. Socio-cultural theoretical base - case study methodology c. This paper contributes a methodology for the evaluation of collaborative interactions involving learners and the technology that is designed to support their collaborative learning experience. d. e. Interaction log data from three case studies are used to demonstrate the value of the approach and how the evaluation methodology has evolved over time and f. Output was refereed by 3 reviewers and by public discussion on the website where all reviewer comments and author responses were placed. g. The proportional contribution of the author was 100% |
| Keywords: | ICT and learning; cooperative/collaborative learning; evaluation methodologies; human-computer interface; interactive learning environments; multimedia/hypermedia systems. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10024025 |
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