Changing Tools Changing Attitudes: Effects of introducing a computer system to promote learning at work

The use of computer-supported collaborative learning (CSCL) tools to manage and support learning at work offers a lot of advantages, such as the increase in the availability and access to knowledge. However, computer systems also introduce new ways of doing things, which may impact on their acceptability and usage in an organisation. The study considers the issue of re-mediating human activity through the introduction of a CSCL system to support collaborative organisational learning (COL) activities as a way of promoting learning at work. A comparative study into the effects of remediating work practices in an organisation was conducted 'before' and 'after' the introduction of a CSCL system using three selected constitutive elements of COL namely: collaboration, knowledge sharing and interactivity. The study used activity theory as a framework for examining the support mechanisms for the selected elements of COL from a social and cultural perspective in terms of how they occur, and how they are supported in context. Findings highlighted the importance of accounting for social and cultural issues relating to the tool user, prior to the introduction of a CSCL system to support learning at work, as these could impact on the usage and acceptability of such a tool

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

Smart labs and social practice: social tools for pervasive laboratory workspaces: a position paper

The emergence of pervasive and ubiquitous computing stimulates a view of future work environments where sharing of information, data and knowledge is easy and commonplace, particularly in highly interactive settings. Much of the work in this area focuses on tool development to support activities such as data collection, data recording and sharing, and so on. We are interested in this kind of technical development, which is both challenging and essential for science communities. But we are also interested in a broader interpretation of knowledge sharing and the human/social side of tools we develop to support this. We are keen to know more about how groups of different kinds of scientists can make their work understandable and shareable with each other in a multidisciplinary setting. This is a complex task because boundaries and barriers can emerge between disciplines engendered by differences in discourses and practices, which may not easily translate into other discipline areas. In the worst case, there may be some hostility between disciplines, or at least doubt and scepticism. Nevertheless, sharing approaches to research, research expertise, data and methods across disciplines can be a very fruitful exercise, and encouragement to engage in this activity is particularly pertinent in the digital era. Issues of privacy and security are also key aspects – knowing when and how to release data or information to other groups is crucial to providing a safe environment for people to work, and there are several sensitivities to be explored here. In this paper we describe an evolving situation that captures many of these issues, which we aim to track longitudinally

Thinking, Interthinking, and Technological Tools

Language use is widely regarded as an important indicator of high quality learning and reasoning ability. Yet this masks an irony: language is fundamentally a social, collaborative tool, yet despite the widespread recognition of its importance in relation to learning, the role of dialogue is undervalued in learning contexts. In this chapter we argue that to see language as only a tool for individual thought presents a limited view of its transformative power. This power, we argue, lies in the ways in which dialogue is used to interthink – that is, to think together, to build knowledge co-constructively through our shared understanding. Technology can play an important role in resourcing thinking through the provision of information, and support to provide a space to think alone. It can moreover provide significant support for learners to build shared representations together, particularly through giving learners access to a wealth of ‘given’ inter-related texts which resource the co-construction of knowledge

Emerging and scripted roles in computer-supported collaborative learning

Emerging and scripted roles pose an intriguing approach to analysing and facilitating CSCL. The concept of emerging roles provides a perspective on how learners structure and self-regulate their CSCL processes. Emerging roles appear to be dynamic over longer periods of time in relation to learners’ advancing knowledge, but are often unequally distributed in ad hoc CSCL settings, e.g. a learner being the ‘typist’ and another being the ‘thinker’. Empirical findings show that learners benefit from structuring or scripting CSCL. Scripts can specify roles and facilitate role rotation for learners to equally engage in relevant learning roles and activities. Scripted roles can, however, collide with emerging roles and therefore need to be carefully attuned to the advancing capabilities of the learners

Systemic intervention for computer-supported collaborative learning

This paper presents a systemic intervention approach as a means to overcome the methodological challenges involved in research into computer-supported collaborative learning applied to the promotion of mathematical problem-solving (CSCL-MPS) skills in schools. These challenges include how to develop an integrated analysis of several aspects of the learning process; and how to reflect on learning purposes, the context of application and participants' identities. The focus of systemic intervention is on processes for thinking through whose views and what issues and values should be considered pertinent in an analysis. Systemic intervention also advocates mixing methods from different traditions to address the purposes of multiple stakeholders. Consequently, a design for CSCL-MPS research is presented that includes several methods. This methodological design is used to analyse and reflect upon both a CSCL-MPS project with Colombian schools, and the identities of the participants in that project