Reuma De Groot

Computer supported moderation of e-discussions: the ARGUNAUT approach

Despite their potential value for learning purposes, e-discussions do not necessarily lead to desirable results, even when moderated. The study of the moderators role, especially in synchronous, graphical e-discussions, and the development of appropriate tools to assist moderators are the objectives of the ARGUNAUT project. This project aims at unifying awareness and feedback mechanisms in e-discussion environments, presently implemented on two existing platforms. This system is primarily directed to a human moderator and facilitating moderation, but might also help the students monitor their own interactions. At the heart of system are the inter-relations between an off-line AI analysis mechanism and an on-line monitoring module. This is done through a collaboration of technological and pedagogical teams, showing promising preliminary results.

Learning to learn together with CSCL tools

In this paper, we identify Learning to Learn Together (L2L2) as a new and important educational goal. Our view of L2L2 is a substantial extension of Learning to Learn (L2L): L2L2 consists of learning to collaborate to successfully face L2L challenges. It is inseparable from L2L, as it emerges when individuals face problems that are too difficult for them. The togetherness becomes a necessity then. We describe the first cycle of a design-based research study aimed at promoting L2L2. We rely on previous research to identify collective reflection, mutual engagement and peer assessment as possible directions for desirable L2L2 practices. We describe a CSCL tool: the Metafora system that we designed to provide affordances for L2L2. Through three cases in which Metafora was used in classrooms, we describe the practices and mini-culture that actually developed. In all contexts, groups of students engaged either in mathematical problem solving or in scientific inquiry and argumentation. These cases show that L2L2 is a tangible educational goal, and that it was partially attained. We show how the experiments we undertook refined our view of L2L2 and may help in improving further educational practice.

Research on Collaborative Planning and Reflection --- Methods and Tools in the Metafora Project

Collaboration in complex learning scenarios does not succeed automatically without structuring the learning process. In the literature there have been several means proposed to support collaborative learning: scaffolds, scripts, activity structures and reflection prompts are among these approaches. Scenarios that prompt and support reflection during the learning process proved to be effective for collaborative learning. In the Metafora project our approach is to support students in the process of learning to learn together L2L2 by means of dedicated tools for planning and reflection. These tools allow students to organize their learning process in a self-regulated way. In this paper we will present the pedagogical background, the supporting tools and underlying design, and the research methodology used in Metafora to gain insights on how collaborative planning, learning, and reflecting interact. An extended example of qualitative analysis is given to illustrate our approach.

Relay race of practice: integrating technological tools into teaching and learning scenarios

Even though integrating technological tools into teaching and learning scenarios is an agreed upon goal it is still far from being fully implemented. This study examines a process of integration of a technological tool, to which a group of teachers participated. The technological tool was developed to enhance dialogism and argumentation, in one Grade 9 class. The question we focused on concerns whether the technological tool used by each teacher for a specific subject matter became integrated in teaching and learning practice across disciplines. Data included 22 discussion maps in five activities by different teachers. The analysis focuses on two dimensions of use of the technological tool: its form and its function. The findings show a process of appropriation of the technological tool could be detected along the five activities. This appropriation could be seen through the increase of arguments and challenges, the growing reference to each others ideas, and capitalization of previous arguments in follow-up arguments. The results of this study stress the importance of the participation of teachers in the same teacher training and shows that appropriation of norms afforded by a tool are instigated by their participation in two activity systems stimulated by the same technological tool.