Computer Mediation of Collaborative Learning: A Research Agenda

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Computer Mediation of Collaborative Learning A
Research Agenda

• by Gerry Stahl
• Researcher at ICS, L3D, CS
• November 20, 1998

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Computer Mediation of Collaborative Learning

• A. Mediation of cognition by tool word
  Vygotsky
• B. Collaborative learning in communities of
  practice Lave
• C. Enhancing cognition with external memories
  Donald
• D. Enhanced cognition with computer mediation a
  research hypothesis
• E. The research community of practice
  collaborative on-line hermeneutics
• F. Supporting subjective divergence social
  convergence perspectives negotiation
• G. The guide on the (Internet) side WebGuide
• H. Conclusions pointers

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A. Mediation of Cognition by Tool Word Vygotsky

• The use of artificial means tool and symbolic
  artifact, the transition to mediated activity,
  fundamentally changes all psychological
  operations just as the use of tools limitlessly
  broadens the range of activities within which the
  new psychological functions may operate. In this
  context, we can use the term higher psychological
  function, or higher truly human behavior as
  referring to the combination of tool and sign in
  psychological activity. (Vygotsky, 1930/1978,
  p.55)

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• Vygotsky compares a 4-5 year old child to W.
  Köhlers apes
• ape can use tool to get bait if both appear in
  visual field together.
• child uses words to plan the use of a tool to
  achieve goal of getting a target. This use of
  words can tie together tool target -- create
  future goals sense of time. Self-monitoring.

truly human cognition
ape
young child
tool
symbol
tool
symbol
plan, time, monitor, subgoals
nature
others
self
nature
others
self
nature
others
self
unmediated
mediated cognition
dialectical mediation
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• Although practical intelligence tool use and
  sign use language can operate independently of
  each other in young children, the dialectical
  unity of these systems in the human adult is the
  very essence of complex human behavior
  cognition. Our analysis accords symbolic
  activity a specific organizing function that
  penetrates the process of tool use and produces
  fundamentally new forms of behavior. (p.24)

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• The history of the process of the
  internalization of social speech is also the
  history of the socialization of childrens
  practical intellect. (p.27)

Speech as communication with others
(interpersonal, social)
Mediation in history development
Egocentric speech verbalized to self
Silent rehearsal, planning, thought
(intrapersonal, subjective)
Language transforms the nature of memory
thought allows planning subgoals. As language
is internalized, it transforms relations to
nature, others, self.
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B. Collaborative Learning in Communities of
Practice Lave

• I propose to consider learning not as a process
  of socially shared cognition that results in the
  end in the internalization of knowledge by
  individuals, but as a process of becoming a
  member of a sustained community of practice.
  Developing an identity as a member of a community
  and becoming knowledgeably skillful are part of
  the same process, with the former motivating,
  shaping, and giving meaning to the later, which
  it subsumes. (Lave, 1991, p.65)

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• Schools and workplaces accord knowledgeable
  skill a reified existence, turning it into
  something to be acquired and its transmission
  into an institutional motive. (p. 79)

internalization
Vygotsky
individual cognition
social cognition
Lave
individuals learn
community develops
(reproduces, evolves)
(knowledge, practices)
schooling
breaks the mediation of community individual
alienation of learning (degrees)
commodification of knowledge (facts)
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• The theoretical view I will call situated social
  practice emphasizes the relational
  interdependence of agent and world, activity,
  meaning, cognition, learning, and knowing. It
  emphasizes the inherently socially negotiated
  quality of meaning and . . . also claims that
  learning, thinking, and knowing are relations
  among people engaged in, with, and arising from
  the socially and culturally structured world.
  (p. 67)
• a theory of learning to analyze critique
  alienation emphasizes
• relational interdependence of individual social
  groups (vs. alienated agent)
• socially negotiated meaning (vs. reified facts)
• learning as relations among people engaged in
  activity (vs. commodified
  grades degrees)

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C. Enhancing Cognition with External Memories
after Merlin Donald (1991)
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(No Transcript)
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D. Enhanced Cognition with Computer Mediation a
Research Hypothesis

• If young children transform their cognition
  through mediation by tool symbol (Vygotsky),
  then adults can further transform their cognition
  through mediation by computational symbolic
  tools!
• If learning is a process between individuals and
  their communities (Lave), then this process can
  be facilitated by software that supports the
  interplay between groups their members!
• If the power of cognition is driven by mediation
  through external memory (Donald), then effective
  web-based group memories can be designed based on
  an understanding of mediated cognition!

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E. The Research Community of Practice
Collaborative On-line Hermeneutics

• 1. Form a research community with expertise to
  study issues in the research hypothesis.
• 2. Interpret texts like Vygotsky Lave thru
  close textual interpretation.
• 3. Analyze terms like mediation, alienation,
  commodification, external memory, tool, symbol.
• 4. Evolve the community, so individual knowledge,
  skills, perspectives are shared by the group.
• a. Provide computational symbolic tools for
  mediating cognition -- e.g., to make discussions
  persistent.
• b. Provide tools for negotiating among individual
  group perspectives.
• c. Design uses of the latest web technology to
  support cognitive needs of the community --
  self-reflective, participatory design.

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F. Supporting Subjective Divergence Social
Convergence Perspectives Negotiation

• Last years CSCL seminar (Koschmann) found 2
  problems (dePaula, 1998)
• 1. Lack of continuity of on-line discussions.
• 2. Lack of convergence toward explicit group
  consensus summary statements
• Readings in Cog Sci will address these problems
• 1. The new research community will be guided by
• a central research hypothesis
• an attempt to define key terms
• analysis of texts that reference each other
• a series of research questions addressed
  repeatedly
• 2. The software will structure the discussion so
  that divergent individual comments can be
  compared, negotiated, consolidated in subgroup
  group perspectives.

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G. The Guide on the (Internet) Side WebGuide

Readings
CSCI
EDUC
PSYC
PHIL
LING
P8
P9
P7
P6
P5
P4
P3
P1
P2
P10
P11
P12
P13
P14
P15
CSCI comp
LING comp
PHIL comp
PSYC comp
EDUC comp
Readings comparison
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• Participants divide into subgroups -- possibly
  based on discipline perspectives
• Questions may be introduced at level of Readings
  or subgroups
• Individuals formulate ideas in personal
  perspectives
• Questions ideas are inherited thru to
  comparison perspectives
• Members comment, edit, delete, consolidate,
  negotiate in comparison perspectives without
  interfering in personal perspectives
• Consensus positions, evolved in comparison
  perspectives, can be promoted up to group
  perspectives, where they will be inherited down
  the hierarchy

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• A view of WebGuide currently used at the Logan
  School for Creative Learning to explore and
  negotiate perspectives on an ecology issue acid
  mine drainage.

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H. Conclusions

• Course will be an experiment in designing web
  software and collaborative learning practices to
  enhance group cognition.
• Group will evolve by sharing expertise text
  analysis.
• External memory will capture discussion history
  make it persistent for group self-reflection.
• Tool (WebGuide), language (groups discourse
  vocabulary), goal (the hypothesis), group (social
  roles) participants (as knowledgeably skilled
  group members) will evolve together (dialectical
  mediation).

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Web Pointers

• Readings in Cog Sci course site
  http//www.cs.colorado.edu/gerry/Readings
• WebGuide publications http//www.cs.colorado.edu/
  gerry/WebGuide/publications
• WebGuide demo http//hpcc1.ngdc.noaa.gov/depaula
  /WebGuideDemo
• WebGuide site http//www.cs.colorado.edu
  /gerry/WebGuide
• my homepage
  http//www.cs.colorado.edu/gerry
• evolution of external memory http//www.cs.colora
  do.edu/gerry/evolve/rapid.html