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Identifying & assessing students’ learning in collaborative web-based environments

This study explores the role of collaborative web-based environments in student learning, focusing on apprenticeship learning and communities of practice (CoP). By implementing tools like BSCW and Webworlds, we create joint enterprises that encourage mutual engagement among students. This approach demonstrates that students who actively participate in feedback and utilize collaborative tools achieve higher grades. Our preliminary results indicate that the integration of shared tasks, tools, and communication fosters deeper and more reflective learning experiences.

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Identifying & assessing students’ learning in collaborative web-based environments

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  1. Identifying & assessing students’ learning in collaborative web-based environments Peter D Chalk, Learning Technology Research Institute, University of North London CAL2001, University of Warwick, 2-4 April

  2. Virtual communities • Example: software engineering education • Theory: apprenticeship learning & communities of practice • Wenger (1998):mutual engagementshared repertoirejoint enterprise • Can CoP exist & assist learning?

  3. Methodology • Identify tools: Webworlds (Papert), VLE - shared repertoire • Model as ‘object to think with’ captured • Set task/ assignment as joint enterprise • Students in groups to encourage mutual engagement: monitor/ feedback • Instructional design based on CoP

  4. Sort Animator (exploratory)link

  5. Java Flow Graph Editor (expressive)link

  6. JSP Editor(executable)link

  7. BSCW coursework area

  8. ww l 3/4, 11/4 d1 s 3/4 r 5/4 s t r 9/4 sa 7/4 sa 11/4 c1 d1a Learning Path in BSCW(s=student; t=tutor; ww=webworld; d=diagram; c=comment; l=link; sa=store; r=read; 3/4=date)

  9. Preliminary results • BSCW team areas, event lists and documents recorded, metrics & results analysed. • Mark is a crude measure of their learning. • Students who responded to feedback and improved their model achieved an A or B grade. • Students of higher marks had most days when BSCW events occurred.

  10. Textual (grounded) analysis "Very interesting that tools [& code] used by engineers can be found”[Apprenticeship in CoP] "I know there are errors in his design as I was unable to illustrate the nested loops in the generated code”[Feedback in CoP] "When I accessed his flowgraph I found an obvious mistake”[Collaborative learning in CoP]

  11. Conclusions • Evidence appears to demonstrate learning by modelling: expressive models involve deeper, more reflective, constructive learning (cf Kolb learning cycle) • Evidence of community of practice: shared task, tools & communication (cf Wenger) • May provide opportunity for ‘dynamic assessment’ and apprenticeship into virtual communities.

  12. References • Kolb, D A (1984) Experiential Learning, Englewood Cliffs, Prentice-Hall. • Papert, S (1993) The Children's Machine, Harper-Collins. • Wenger, E (1998) Communities of Practice: Learning, Meaning and Identity, Cambridge University Press.

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