ELO in Maastricht

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POLARIS Building Block for Support of Problem
Based Collaborative Learning
Learning Lab
BB Users Conference Amsterdam 20-10-03
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• Educational approach Universiteit Maastricht
• Student-centred
• Collaborative learning in small groups
• Self directed learning (learning to learn)
• Problem orientation

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• This session
• Why POLARIS?
• Demonstration

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http//www.nap.edu/html/howpeople1/
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How people learn Chapter 9 Technology to
support learning

• Bringing exciting curricula based on real-world
• problems into the classroom
• Providing scaffolds and tools to enhance
  learning
• Giving students and teachers more opportunities
• for feedback, reflection, and revision
• Building local and global communities that
  include
• teachers, administrators, students, parents,
  practicing
• scientists, and other interested people

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Conclusion
What has not yet been fully understood is that
computer-based technologies can be powerful
pedagogical tools--not just rich sources of
information, but also extensions of human
capabilities and contexts for social interactions
supporting learning. The process of using
technology to improve learning is never solely a
technical matter, concerned only with properties
of educational hardware and software. Like a
textbook or any other cultural object, technology
resources for education function in a social
environment, mediated by learning conversations
with peers and teachers.
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Conclusion
What has not yet been fully understood is that
computer-based technologies can be powerful
pedagogical tools--not just rich sources of
information, but also extensions of human
capabilities and contexts for social interactions
supporting learning. The process of using
technology to improve learning is never solely a
technical matter, concerned only with properties
of educational hardware and software. Like a
textbook or any other cultural object, technology
resources for education function in a social
environment, mediated by learning conversations
with peers and teachers.
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Learning
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Active Learning
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• Active learning
• Information

Knowledge

• Knowledge is developed, not transmitted

• Social interaction in knowledge development

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Learning Community
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Learning in groups (general effects)

• Students who learn in small groups generally
  demonstrate
• greater academic achievement,
• express more favorable attitudes toward
  learning,
• and persist through courses or programs to a
  greater
• extent than students in more traditional
  settings.

Conclusion Our analysis of small-group learning
procedures suggests that greater time spent
working in groups leads to more favorable
attitudes among students in general and that even
minimal group work can have positive effects on
student achievement
http//www.wcer.wisc.edu/nise/CL1/CL/resource/scis
met.htm
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Learning in groups (using technology)

• Small group learning had significantly more
  positive
• effects than individual learning on
• student individual achievement,
• group task performance
• process and affective outcomes

Y.Lou, P. Abrami S. DApollonia Small Group
Learning and Individual Learning with Technology
A Meta-Analysis, Review of Educational Research,
2001, 449-521
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Communication

• Brainstorming
• Many interactions
• All together
• Exploration
• New perspectives

• Knowledge building
• Creative work
• Idea improvement
• Comparing
• Integration
• Coherence
• Organizing
• Restructure

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Asynchronous communication

• Research
• Reflection
• Writing (externalisation)

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Difficulties in asynchronous communication

• Communication hardly organized, sometimes
• unpredictable or even chaotic
• No visual contact
• Much information, complex
• System structure (threads) dominates
• communication
• Content is not visible
• Limited actions (send / reply)

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• Features POLARIS
• Navigation / Orientation
• Decision oriented
• Social awareness
• Learning process visible

• Reuse content
• Reorganization content
• Knowledge management
• Coherence

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The Learning Pyramid
Average Retention Rate
Lecture
5
Reading
10
Audiovisual
20
Demonstration
30
Discussion group
50
Practice by doing
75
Teach others
80
National Training Laboratories, Bethel, USA
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• Principles for Good Practice in Education
• GP encourages contact between students and
• faculty
• GP develops cooperation among students
• GP uses active learning techniques
• GP gives prompt feedback
• GP emphasizes time on task
• GP communicates high expectations
• GP respects diverse talents and ways
• of learning

American Association for Higher Education (AAHE)
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• Principles for Good Practice in Education
• GP encourages contact between students and
• faculty
• GP develops cooperation among students
• GP uses active learning techniques
• GP gives prompt feedback
• GP emphasizes time on task
• GP communicates high expectations
• GP respects diverse talents and ways
• of learning

American Association for Higher Education (AAHE)
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Demo
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www.stoas.nl
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www.LL.unimaas.nl