TY - GEN
T1 - Scripting collaborative learning in smart classrooms
T2 - 9th International Computer-Supported Collaborative Learning Conference: Connecting Computer-Supported Collaborative Learning to Policy and Practice, CSCL 2011
AU - Lui, Michelle
AU - Tissenbaum, Mike
AU - Slotta, James D.
PY - 2011
Y1 - 2011
N2 - This paper shares preliminary findings on a new program of research on collaborative learning in smart classrooms. Using a co-design method, researchers worked with high school teachers to create engaging curriculum activities that provided the context for two studies in math and physics. The activity designs aim to increase the depth of students' conceptual understanding by breaking down learning goals into manageable sections. Students "tagged" questions in terms of relevant concepts, analyzed visualizations that captured the collective wisdom of the classroom community, critiqued results, and negotiated a shared understanding of domain-specific principles. Twenty-one mathematics students from grades ten and eleven participated in the first study; thirty-two grade twelve physics students participated in the second. Results showed improvements in problem-solving (in the second study), as well as improved tagging proximity to an expert model (in both studies). Issues with collaboration scripts used in the smart classroom are also discussed.
AB - This paper shares preliminary findings on a new program of research on collaborative learning in smart classrooms. Using a co-design method, researchers worked with high school teachers to create engaging curriculum activities that provided the context for two studies in math and physics. The activity designs aim to increase the depth of students' conceptual understanding by breaking down learning goals into manageable sections. Students "tagged" questions in terms of relevant concepts, analyzed visualizations that captured the collective wisdom of the classroom community, critiqued results, and negotiated a shared understanding of domain-specific principles. Twenty-one mathematics students from grades ten and eleven participated in the first study; thirty-two grade twelve physics students participated in the second. Results showed improvements in problem-solving (in the second study), as well as improved tagging proximity to an expert model (in both studies). Issues with collaboration scripts used in the smart classroom are also discussed.
UR - http://www.scopus.com/inward/record.url?scp=84858406876&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84858406876&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:84858406876
SN - 9780578091525
T3 - Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conference Proceedings - Long Papers, 9th International Computer-Supported Collaborative Learning Conference
SP - 430
EP - 437
BT - Connecting Computer-Supported Collaborative Learning to Policy and Practice
Y2 - 4 July 2011 through 8 July 2011
ER -