Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
(CPS)
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Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
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2018/01/03 ( ) 18:30 - 21:30
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2018/01/10 ( ) 18:30 - 21:30
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Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
MAN HO WAI WALLACE
BSSc. ( HON.) / PGDE (DIST.)/ MEd, CUHK
WebQuest
Information Literacy Game-based Learning Blog-based Learning Mobile Learning
Flipped Learning
Self-directed Learning
Centre for Learning Sciences and Technologies (CLST)
The Chinese University of Hong Kong
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The Chinese University of Hong Kong
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The Chinese University of Hong Kong
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Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
1. Theoretical background of Computer-based
Collaborative Problem Solving (CPS) skills
Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
1. CPS
2017-11-22 |
Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
1. CPS
PISA 2015 2016 12
2015 4 5
138 1,600 15
Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
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PISA 2015 52
125,000
1
541 561
552 538 535
535 534
534 527
496
36
18 11
Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
1. CPS
13.0%
Organisation for Economic Co-operation and Development
OECD 7.9% 21.4%
14.0% 10.4%
Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
1. CPS
PISA 2015
Valuing relationships Valuing teamwork
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-0.04 0.05 3
• OECD
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Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
1. CPS
Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
1. CPS
OECD
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Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
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Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
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2016
Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
1. CPS
Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
PISA Collaborative Problem
Solving Skill (CPSS) Collaborative Problem Solving Attitudes (CPSA ) <
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Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
Collaborative Problem Solving (CPS)
• This theory focuses on developing content knowledge in complex domains, problem-solving and critical thinking skills, and collaboration skills.
• The theory offers a comprehensive set of instructional methods and guidelines for problem-solving and
collaborative learning.
1. CPS
Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
Collaborative Problem Solving (CPS)
• The theory addresses four types of collaborative environments guidelines including
u Instructor-implemented, u Learner implemented,
u Instructor- and Learner-implemented, and u Interactive methods.
• Also nine process activities are provided as instructional strategies which apply to particular phases and process during the learning event.
1. CPS
Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
Specification of Theory
Collaborative Problem Solving (CPS) a) Goals and preconditions
Primary goal of the theory is to develop content
knowledge in complex domains, problem-solving and critical thinking skills, and collaboration skills.
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Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
Collaborative Problem Solving (CPS) b) Principles
1) Maximize the natural collaborative process of learners;
2) Create learning environments which are situated, learner- centered, integrated, and collaborative, versus ones which are decontextualized, isolated and competitive;
3) Develop authentic, relevant learning experience with regard to the content to be learned and the process by which it is learned;
4) Allow students to learn by doing as active participants in their own learning processes;
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Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
Collaborative Problem Solving (CPS) b) Principles
5) Foster the development of critical thinking and problem- solving skills;
6) Encourage the exploration and analysis of content from multiple perspectives;
7) Acknowledge the importance of rich social contexts for learning;
8) Cultivate supportive, respectful relationships among
learners, as well as between learners and the instructor;
9) Develop a desire for life-long learning and the skills to sustain it. (Nelson, 1999, pp. 245-246)
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Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
Collaborative Problem Solving (CPS) c) Condition of learning
1) Type of Content: Heuristic tasks made up of a complex
system of knowledge and skills & Conceptual understandings and cognitive strategies including critical thinking, learning strategies, and metacognitive skills.
2) Learning Environment encourages an open exchange of
ideas and information during collaboration, experimentation, and inquiry based learning with provided well-conceived
problem or project scenario.
3) Self-directed learner and Instructor's coaching for group discussion and just-in-time instruction.
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Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
Collaborative Problem Solving (CPS) d) Required media
Computer based programs or multimedia to support problem presentation and scaffold cognitive process including
knowledge-representation, knowledge-modeling, information- gathering, and problem solving performance
e) Role of facilitator
Facilitator can be instructor or computer-based tools (e.g., database, multimedia, Internet). Facilitator should take the instructional roles including modeling, coaching, and
scaffolding.
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Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
Collaborative Problem Solving (CPS) (f) Instructional strategies
Process activities throughout the entire learning event as follows:
1) Instructor and learners build their readiness to engage in collaborative group work
2) Either the instructor or the learners form small,
heterogeneous work groups, and then the groups engage in norming processes.
3) Group engage in a preliminary process to define the problem they will work on.
4) Each group defines what roles are necessary to accomplish the design plan and then assigns them .
1. CPS
Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
Collaborative Problem Solving (CPS) (f) Instructional strategies
Process activities throughout the entire learning event as follows:
5) The group engages in the primary , iterative CPS process 6) Groups begin to finalize their solutions or projects
7) The instructor and learners engage in activities to help them reflect and synthesize their experiences
8) The instructor and the learners assess their products and processes when appropriate.
9) The instructor and learners develop an activity to bring closure to the learning event.
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Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
Collaborative Problem Solving (CPS) g) Assessment method
• Evaluation of learners should be taking place during the entire learning experience, taking a variety of forms, both informal and formal (e.g., group conversation, observations of the groups at work, assessment of individual progress reports, and reports from each group’s formative evaluation and usability tests).
• Evaluation focuses on
1. learning gains (content knowledge and skills, group-process skills, and metacognitive strategies),
2. the solutions or projects developed by each group, and 3. group processes of each team.
• The final grade should be a combination of assessments of the group project and individual contributions .
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• Collaborative learning refers to an instructional method whereby students are encouraged or required to work together on problem-solving or learning tasks.
• In its ideal form the collaboration involves the mutual
engagement of learners in a coordinated effort to solve a problem together or to acquire together new knowledge (Lehtinen et al., 1998).
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Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
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• Collaborative learning is a method that is in line with the new conceptions of learning and opposed to the traditional 'direct transmission' model
• Learners are assumed to be passive, receptive, isolated receivers of knowledge and skills delivered by an external source (De Corte, 1996; Verschaffel et al., 1998).
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• Collaborative learning is not a method because of the low predictability of specific types of interactions.
• Collaborative learning takes the form of instructions to subjects (e.g. "You have to work together"), a physical setting (e.g. "Team mates work on the same table") and other institutional constraints (e.g. "Each group member will receive the mark given to the group project").
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Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
Collaborative Learning
• Qualitative learning method
• Student centered
• Respects and highlights team abilities and contributions
• Focused on the process of working together
• Student talk is stressed as a means of working together, sharing of authority, and group consensus
Cooperative Learning
• Quantitative learning method
• End product is content specific
• Teacher controlled and centered
• Tasks are divided and students are only responsible for his or her own piece
• Involves competition, usually between team members
• An “I” mentality instead of “we”
Panitz, T. (1996). A defini9on of collabora9ve vs coopera9ve learning. Retrieved January 24, 2007, from Delibera9ons Web site: hNp://www.londonmet.ac.uk/delibera9ons/collabora9ve-learning/panitz-paper.cfm
Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
Differences and Similarities between Cooperation and Collaboration
Similarities
• Both are used as a learning tool in today society to
facilitate learning
• Both acquire knowledge and social skills.
• These methods involve the placing of individuals into teams
Differences
• Cooperative learning is more teacher oriented
• Collaborative learning the
students are in control of their own learning
• Cooperative learning tends to facilitate competition between members
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Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
• New Knowledge
• Knowledge Building Principles
• Scardamalia (2002) identifies twelve interrelated principles of Knowledge building
1. CPS
Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
Zone of Proximal Development Vygotsky (1978)
Scardamalia (2002)
Twelve interrelated principles of Knowledge building
Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
The learning pyramid relates to Vygotsky's theories of learning through social interactions
Scardamalia (2002)
Twelve interrelated principles of Knowledge building
Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong
Scardamalia (2002)
Twelve interrelated principles of Knowledge building
Centre for Learning Sciences and Technologies (CLST) The Chinese University of Hong Kong