Localizing Socioscientific Issues and Globalizing Citizen Science Through Computer-Supported Collaborative Learning

2020 ◽  
pp. 110-126
Author(s):  
Bahadir Namdar
Keyword(s):  
Science Education ◽  
Collaborative Learning ◽  
Citizen Science ◽  
Large Scale ◽  
Real Life ◽  
Socioscientific Issues ◽  
Computer Supported Collaborative Learning ◽  
Life Issues ◽  
Meaningful Engagement ◽  
Science Curricula

Science education has given an increasing amount of attention to incorporating real-life issues into science curricula and engaging students in practices similar to those of scientists, most recently via the fields of socioscientific issues (SSI) and citizen science (CS). Frequently, socioscientific issues focus on globalized problems, while citizen science focuses on localized issues. For meaningful engagement with these two approaches, this chapter advocates for incorporating computer-supported collaborative learning (CSCL). The chapter introduces and defines SSI, CS, and CSCL. Then, it discusses the major affordances of CSCL to bridge SSI and CS. The author presents three key areas in which CS, the study of SSI, and CSCL environments can work together to cohesively advance both joint and individual purposes. The chapter concludes with a seven-step instructional sequence arguing for localizing SSI and globalizing CS via local and large-scale collaboration.

scholarly journals Modelling diffusion in computer-supported collaborative learning: a large scale learning analytics study

2021 ◽  
Author(s):  
Mohammed Saqr ◽  
Sonsoles López-Pernas
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Collaborative Learning ◽  
Information Exchange ◽  
Large Scale ◽  
Meta Analysis ◽  
Correlation Coefficients ◽  
Centrality Measures ◽  
Computer Supported Collaborative Learning ◽  
Student Role

AbstractThis study empirically investigates diffusion-based centralities as depictions of student role-based behavior in information exchange, uptake and argumentation, and as consistent indicators of student success in computer-supported collaborative learning. The analysis is based on a large dataset of 69 courses (n = 3,277 students) with 97,173 total interactions (of which 8,818 were manually coded). We examined the relationship between students’ diffusion-based centralities and a coded representation of their interactions in order to investigate the extent to which diffusion-based centralities are able to adequately capture information exchange and uptake processes. We performed a meta-analysis to pool the correlation coefficients between centralities and measures of academic achievement across all courses while considering the sample size of each course. Lastly, from a cluster analysis using students’ diffusion-based centralities aimed at discovering student role-taking within interactions, we investigated the validity of the discovered roles using the coded data. There was a statistically significant positive correlation that ranged from moderate to strong between diffusion-based centralities and the frequency of information sharing and argumentation utterances, confirming that diffusion-based centralities capture important aspects of information exchange and uptake. The results of the meta-analysis showed that diffusion-based centralities had the highest and most consistent combined correlation coefficients with academic achievement as well as the highest predictive intervals, thus demonstrating their advantage over traditional centrality measures. Characterizations of student roles based on diffusion centralities were validated using qualitative methods and were found to meaningfully relate to academic performance. Diffusion-based centralities are feasible to calculate, implement and interpret, while offering a viable solution that can be deployed at any scale to monitor students’ productive discussions and academic success.

Blending Creative Drama and Computer-Supported Collaborative Learning for Socioscientific Argumentation

2021 ◽  
pp. 132-160
Author(s):  
Aysegul Oguz Namdar ◽  
Bahadir Namdar
Keyword(s):  
Decision Making ◽  
Collaborative Learning ◽  
Teaching Method ◽  
Scientific Practice ◽  
Socioscientific Issues ◽  
Creative Drama ◽  
Computer Supported Collaborative Learning ◽  
Alternative Teaching ◽  
Education Community ◽  
Curriculum Reforms

Argumentation has received a significant amount of attention from the science education community. To implement this important teaching method and scientific practice in science classrooms, curriculum reforms have recommended incorporating socioscientific issues. Research indicates that students have difficulty organizing information about complex socioscientific issues; students also tend to ignore counterclaims and only use evidence that supports their own views. Therefore, alternative teaching strategies should be used to overcome this barrier. This chapter advocates for blending creative drama and computer-supported collaborative learning in the context of socioscientific argumentation; it concludes with an instructional sequence for successful decision making about these issues.

Wireless Collaborative Virtual Environments Applied to Language Education

2011 ◽  
pp. 236-257
Author(s):  
Miguel A. Garcia-Ruiz ◽  
Samir A. El-Seoud
Keyword(s):  
Virtual Reality ◽  
Second Language ◽  
Collaborative Learning ◽  
Language Learning ◽  
Second Language Learning ◽  
Real Life ◽  
Language Instruction ◽  
Wireless Multimedia ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Virtual Reality

This chapter provides an overview of second language learning and an approach on how wireless collaborative virtual reality can contribute to resolving important pedagogical challenges. Second language learning provides an exceptional opportunity to employ mobility and multimedia in the context of just-in-time-learning in formal learning situations, or ubiquitous and lifelong learning in more informal settings. We hypothesize that virtual reality is a tool that can help teach languages in a collaborative manner in that it permits students to use visual, auditory, and kinesthetic stimuli to provide a more “real-life” context, based in large part on Computer-Supported Collaborative Learning. Studies are being conducted in which we assess usability, wireless multimedia technology, and collaborative learning aspects to discover how virtual reality can help students overcome language and anxiety barriers. Furthermore, we suggest carrying out longitudinal studies to determine to what extent wireless, mobile, and collaborative virtual reality can contribute to language instruction.

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