Artifact
Computer Support for Collaborative Learning Lesson Plan
Description
One of the final modules in Computer Support for Collaborative Learning (CSCL) required teams to create a lesson plan that incorporates the principles learned during the semester. The lesson plan we created tried to address two questions our group generated. One, could science be taught in a collaborative online platform? And two, how could online learning be of help to schools struggling to offer advanced classes in their curriculum?
Our group of three created a scenario in which three small schools tasked the science department at each school to work together in creating a science class that is delivered via an online platform and maintains a collaborative nature. Two other groups in the class worked through the lesson plan and provided us with feedback.
Explanation
This artifact demonstrates my competency in
- Designing learning environments, including systems for direct instruction, constructivist learning, collaborative work, and performance support.
- Developing learning systems applications or components of applications.
- Systematically evaluating a selected artifact.
Our team developed the lesson from scratch. We used Sakai discussion board and chat feature to facilitate our development. The lesson itself demonstrates our ability to design and apply the collaboration theories we learned during the semester. Next, we implemented the lesson by facilitating two other groups. The implementation phase had us monitoring the other groups progress on the discussion board and providing guidance where needed. Lastly, we evaluated the progress of each group as they completed the lesson and turned in their artifacts.
Process
For this module, each group was required to read two articles, one on using CSCL scripts (Dillenbourg, 2002) and the other on a framework for designing CSCL environments (Kirschner et al, 2004). The readings guided our group in creating the lesson plan. We mainly used the discussion board on Sakai and tried using the chat function. The brunt of our work was done asynchronously.
Specifically, we were to write a scenario about our lesson. From there, we use the scenario to write the lesson script. The lesson script was used by the other teams to implement our lesson.
Framework
The framework we used was from Over-scripting CSCL: The risks of blending collaborative learning with instructional design by Pierre Dillenbourg. We set the lesson with a script to guide the students through, but not dictate the final product.
Roles and Responsibilities
This competency demonstrates a true piece of collaborative work. When I reviewed the lesson, it is difficult for me to pick out specific pieces that I designed and developed on my own. Each one of us worked on pieces and polished the lesson to the product that I present as an artifact for this competency.
Applications and Programs
- Sakai Discussion board and Chat
- Microsoft WORD
- Adobe Acrobat
Formative and Summative Evaluations
Feedback was provided to our lesson script by the instructor, Dr. Laffey. Each team provided feedback after implementing the lesson plan. Dr. Laffey's summative evaluation was that the lesson received full points.
Reflection
This class was my first introduction to the social constructivist theory. My master's program provided an in-depth learning and application of the constructivist learning theory, and more specifically, the learning cycle. The social constructivist theory looks more toward how meaning is constructed through the interactions of the learners with each other.
As a teacher, it really struck me as to how the online course management systems such as Blackboard, Sakai, or Moodle provided a written transcript of the interactions of students in constructing meaning. In the face to face classroom, it is very difficult to capture or observe the interactions of all students. It is possible to observe one maybe two groups, but not all groups. The online course management system allows the instructor to capture all of the interactions (assuming the students are using only the management system for interactions).
Another situation that expanded my thinking was while I was at the Smithsonian in Washington D.C. with other science educators. We were discussing pieces of information we knew in relation to an exhibit and constructing meaning. A friend mentioned how this was a prime example of the social constructivist theory in action. This moment expanded my thinking because prior to that, I had only put the social constructivist theory in the classroom or in a course management system, not in the interactions of friends at a museum.
My only wish would be for this class to have a part two in designing specific materials using CSCL. More specifically, that I could design materials specific to my classroom using CSCL.