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|Title:||Scripting Collaborative Learning in Smart Classrooms: Towards Building Knowledge Communities|
Slotta, James D.
|Publisher:||International Society of the Learning Sciences|
|Citation:||Lui, M., Tissenbaum, M., & Slotta, J. D. (2011). Scripting Collaborative Learning in Smart Classrooms: Towards Building Knowledge Communities. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume I — Long Papers (pp. 430-437). Hong Kong, China: International Society of the Learning Sciences.|
|Abstract:||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.|
|Appears in Collections:||CSCL 2011|
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