Data-Driven Design for Computer-Supported Collaborative Learning: Design Matters (Lecture Notes in Educational Technology)

✍ Scribed by Lanqin Zheng

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 168
• Category: Library

✦ Synopsis

This book highlights the importance of design in computer-supported collaborative learning (CSCL) by proposing data-driven design and assessment. It addresses data-driven design, which focuses on the processing of data and on improving design quality based on analysis results, in three main sections. The first section explains how to design collaborative learning activities based on data-driven design approaches, while the second shares illustrative examples of computer-supported collaborative learning activities. In turn, the third and last section demonstrates how to evaluate design quality and the fidelity of enactment based on design-centered research.
The book features several examples of innovative data-driven design approaches to optimizing collaborative learning activities; highlights innovative CSCL activities in authentic learning environments; demonstrates how learning analytics can be used to optimize CSCL design; and discusses the design-centered research approach to evaluating the alignment between design and enactment in CSCL. Given its scope, it will be of interest to a broad readership including researchers, educators, practitioners, and students in the field of collaborative learning, as well as the rapidly growing community of people who are interested in optimizing learning performance with CSCL.

✦ Table of Contents

Series Editor’s Foreword
Preface
Part I
Part II
Part III
Acknowledgments
Contents
Part I Data-Driven Design for Computer-Supported Collaborative Learning
1 An Innovative Framework for Designing Computer-Supported Collaborative Learning
1.1 Introduction
1.2 Literature Review
1.3 A Framework for Designing CSCL Activities
1.4 The Case Study
1.4.1 The Collaborative Learning Design Plan of the First Round
1.4.2 The Analysis Results of the First Round
1.4.3 The Collaborative Learning Design Plan of the Second Round
1.5 Discussion and Conclusions
References
2 The Model of Task Design in Computer-Supported Collaborative Learning
2.1 Introduction
2.2 Literature Review
2.2.1 Task Characteristics
2.2.2 Task Context
2.2.3 Problem Design
2.2.4 Task Assessment
2.3 A Model of Designing CSCL Tasks
2.3.1 Set Task Goals and Objectives
2.3.2 Design Context
2.3.3 Problem Design
2.3.4 Design Task Sequences
2.3.5 Develop Task Resources
2.3.6 Design Assessment Methods
2.4 The Two Cases
2.4.1 The First Case
2.4.2 The Second Case
2.5 Discussion and Conclusions
References
3 Learning Analytics for Computer-Supported Collaborative Learning Design
3.1 Introduction
3.2 Literature Review
3.2.1 Learning Analytics
3.2.2 Analysis of Collaborative Learning
3.2.3 Learning Design
3.3 An Analysis Framework About Collaborative Learning
3.4 The Case Study on Collaborative Learning
3.4.1 Collaborative Learning Tasks
3.4.2 The Analysis of Cognition
3.4.3 The Analysis of Metacognition
3.4.4 The Analysis of Behaviors
3.4.5 The Analysis of Emotions
3.4.6 The Analysis of Social Network Relationships
3.4.7 The Analysis of Alignment
3.4.8 Optimization Design Based on Learning Analytics Results
3.5 Discussion and Conclusions
References
4 Design and Optimization of Scaffolding in Computer-Supported Collaborative Learning
4.1 Introduction
4.2 Literature Review
4.3 Method
4.3.1 Participants
4.3.2 The Collaborative Learning Task
4.3.3 Procedure
4.3.4 Design and Optimization of Scaffolding
4.3.5 Data Analysis Method
4.4 Results
4.4.1 Analysis of Collaborative Knowledge Building Level
4.4.2 Analysis of Group Products
4.4.3 Interview Results
4.5 Discussion and Conclusions
4.5.1 Discussion of Main Findings
4.5.2 Implications
4.5.3 Limitations and Future Studies
References
Part II Case Studies on CSCL Activities
5 Foster Learning Interest Based on the Interest-Driven Creation Theory in STEM Activities: A Case Study
5.1 Introduction
5.2 Literature Review
5.2.1 The Research on STEM
5.2.2 Learning Interest
5.2.3 Interest-Driven Creation Theory
5.3 Method
5.3.1 Participants
5.3.2 STEM Activity Design
5.3.3 Procedures
5.4 Results and Discussion
5.4.1 Analysis of Learning Interest
5.4.2 Analysis of Group Products
5.4.3 Interview Results
5.4.4 Implications
5.5 Conclusions
References
6 Improving Programming Skills Through an Innovative Collaborative Programming Model: A Case Study
6.1 Introduction
6.2 Literature Review
6.3 The Model of Collaborative Programming
6.4 Method
6.4.1 Participants
6.4.2 The Introduction to the Program
6.4.3 Procedures
6.5 Results
6.5.1 Analysis of Programming Skills
6.5.2 Analysis of Collaborative Problem Solving
6.5.3 Interview Results
6.5.4 Implications
6.6 Conclusions
References
7 Facilitating Cross-Cultural Collaborative Learning Through Collaboration Scripts: A Case Study
7.1 Introduction
7.2 Literature Review
7.2.1 Cross-Cultural Collaborative Learning
7.2.2 Collaboration Scripts
7.3 Method
7.3.1 The Cross-Culture Online Collaborative Learning Design Plan
7.3.2 Participants
7.3.3 Procedure
7.4 Results and Discussion
7.4.1 Analysis of the First Group
7.4.2 Analysis of the Second Group
7.4.3 Analysis of the Third Group
7.4.4 Interview Results
7.4.5 Implications
7.5 Conclusions
References
8 Promote Collaborative Knowledge Building Through Teacher Guidance
8.1 Introduction
8.2 Literature Review
8.2.1 Collaborative Knowledge Building
8.2.2 Knowledge Convergence
8.2.3 Teacher Guidance in CSCL
8.3 Method
8.3.1 Participants
8.3.2 The Collaborative Learning Task
8.3.3 Procedure
8.3.4 Data Analysis Method
8.4 Results and Discussion
8.4.1 Analysis of Collaborative Knowledge Building
8.4.2 Analysis of Knowledge Convergence
8.4.3 Interview Results
8.4.4 Implications
8.5 Conclusions
References
Part III Assessment and Optimization of CSCL Design Based on Design-Centered Approach
9 An Innovative Method of Evaluating Collaborative Learning Design Quality
9.1 Introduction
9.2 Literature Review
9.2.1 The Studies on CSCL
9.2.2 Collaborative Learning Design
9.3 Method
9.3.1 CSCL Tasks
9.3.2 Participants
9.3.3 Collaborative Learning Design Plan
9.3.4 The Evaluation Method
9.4 Results and Discussion
9.4.1 The Design Quality of Collaborative Learning Plans
9.4.2 The Optimization of the Design Plan
9.4.3 The Design Quality of the Second Round
9.4.4 Implications
9.5 Conclusions
References
10 The Study on Analyzing the Fidelity of Enactment in Computer-Supported Collaborative Learning
10.1 Introduction
10.2 Literature Review
10.2.1 Collaborative Learning Design
10.2.2 The Research on Alignment
10.3 Method
10.3.1 Participants
10.3.2 Procedure
10.3.3 Analysis Methods
10.4 Results and Discussion
10.4.1 The First Case Study on Automatic Drive
10.4.2 The Second Case Study on the Classification Through K-Means
10.4.3 Implications
10.5 Conclusions
References
11 Optimize CSCL Activities Based on a Data-Driven Approach
11.1 Introduction
11.2 Literature Review
11.2.1 Optimization of Collaborative Learning Activity
11.2.2 Data-Driven Approach in Education
11.3 Method
11.3.1 CSCL Tasks
11.3.2 Participants
11.3.3 Procedure
11.3.4 An Example
11.4 Results and Discussion
11.4.1 The Optimization Strategies
11.4.2 The Effectiveness of the Optimization Strategies
11.4.3 Interview Results
11.4.4 Implications
11.5 Conclusions
References