CLUSPI® Support for Collaborative Learning in a Dynamic Group Environment

Author(s):  
Kamen Kanev ◽  
Deborah Turk ◽  
John Brine ◽  
Thomas Orr
Author(s):  
Kamen Kanev ◽  
Shigeo Kimura

This chapter is dedicated to Computer-Supported Collaborative Learning (CSCL) employing dynamic groups, where at different stages students work independently, interact with each other in pairs, and conduct joint work in larger groups with varying numbers of participants. A novel Dynamic Group Environment for Collaborative Learning (DGE/CL) that supports students in making informed and intelligent choices about how, when, and with whom to collaborate is introduced. A face-to-face collaborative scenario, where all students are in the same room and can move freely around and interact with each other while using digitally enhanced printed materials with direct point-and-click functionality is considered. Flexible and efficient support for dynamic group management is ensured through the adopted Cluster Pattern Interface (CLUSPI) technology, which, while preserving the original touch-and-feel of printed educational materials, supports additional affordances and allows employment of new, non-traditional paper-based interactions. Possibilities for DGE/CL enhancements with specialized surface code readers and laser-based digital surface encoding being developed by the authors are outlined and references to recent projects are given.


Author(s):  
Jianxia Du ◽  
Byron Harvard ◽  
James Adams ◽  
Gang Ding ◽  
Wei-Chieh Yu

This chapter illustrates a framework for Online Group Collaborative Learning based upon Piaget’s concepts of assimilation and accommodation and upon Vygotsky’s theory of social interaction. This chapter examined how an online project based learning approach affected students’ cognitive skills development and their motivation, and explored factors leading to successful collaborative projects. The findings indicated that in a project based online group environment unique characteristics exist for: leadership style and individual role, goal setting and project management, accountability and commitment, peer supportive relationships, individual accomplishment and group accomplishments, and mixed gender and race group preference.


2019 ◽  
Vol 42 ◽  
pp. 40-47 ◽  
Author(s):  
Mark Eys ◽  
Mark W. Bruner ◽  
Luc J. Martin

Author(s):  
Jianxia Du ◽  
Byron Harvard ◽  
James Adams ◽  
Gang Ding ◽  
Wei-Chieh Yu

This chapter illustrates a framework for Online Group Collaborative Learning based upon Piaget’s concepts of assimilation and accommodation and upon Vygotsky’s theory of social interaction. This chapter examined how an online project based learning approach affected students’ cognitive skills development and their motivation, and explored factors leading to successful collaborative projects. The findings indicated that in a project based online group environment unique characteristics exist for: leadership style and individual role, goal setting and project management, accountability and commitment, peer supportive relationships, individual accomplishment and group accomplishments, and mixed gender and race group preference.


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