Technology enhanced collaborative learning

For this topic, I’ve just read a paper called ‘The pedagogical design of technology enhanced collaborative learning’ by Minna Lakkala (2007).

In this paper, she proposed the notion of ‘pedagogical design as building of appropriate infrastructures’ comprised of ‘technical, social, epistemological and cognitive infrastructure’.

We’ve been asked to consider our design of a collaborative, technology-based learning exercise using Lakkala’s framework.

For my example, I’m going to use a project where a group of local schoolchildren are asked to investigate the character of their school site and surrounding area, and to co-create a multi-media wiki detailing their findings. The young people are encouraged to adopt different methods of research, to be undertaken during an afternoon site visit – interviewing local residents, taking photographs, recording sounds and filming. Internet-based research and collaboration on the wiki can be done both synchronously in class or asynchronously at home. This could be done in a series of 5 afternoon sessions.

Technical	Various technologies made available (in the form of: computers with internet access, dictaphones, stills camera and video camera) and tutor support given in class and during the site visit. Relevance of the technology is not just based on the outcomes of a multi-media wiki, but their use of technologies can be based on their own research and technology interests.
Social	Students are encouraged to work together in small groups in order to focus on certain investigative methods (eg. Sounds) or areas of interest (eg. Architecture). The wiki address and login is established at the start and all learners will have access to it when online; both in the class session and at home. Students are also encouraged to interview teachers and fellow-pupils as part of the research process.
Epistemological	This project favours an investigative, collaborative approach to social history and placemaking. It encourages hands-on research and group work. A photograph of the modern-day school site is given by teacher as starting point but from that point onwards students are encouraged to source information themselves, thus co-creating the shared ‘understanding’ of the subject.
Cognitive	As in Lakkala’s example, this project involves a heuristic model of progressive enquiry. A model or some sort of procedure guidance for this method could be issued to learners to aid them in understanding the desired process, as well as the teachers being on-hand to offer support. A reflective, evaluative group feedback session would be held at the end of every afternoon.

               

Reference:

Lakkala, M. (2007) The pedagogical design of technology enhanced collaborative learning. Helsinki: Centre for Research on Networked Learning and Knowledge Building, University of Helsinki.