Sustaining learning design and pedagogical planning in CSCL

Donatella Persico,Francesca Pozzi

doi:10.3402/rlt.v21i0.17585

Abstract

This paper tackles the issue of learning design and pedagogical planning in the context of computer-supported collaborative learning (CSCL). In this sector, we witness the same variety of approaches and tools that we find in the technology-enhanced learning (TEL) research field. In particular, in the CSCL context, notions such as “Collaborative Learning Flow Patterns” (CLFP) or “collaborative scripts” have been used to describe and/or run online collaborative learning activities and, consequently, tools have been implemented to reify these concepts and visualise the designs. Despite the differences, most of the existing tools support the representation of learning designs that are already “in the designer’s mind”, while fewer tools specifically aim to provide guidance and support to CSCL designers in the early phases of the design process, that is, when they have to make critical decisions concerning the educational approach, the tools to be used, and the ways to engage the target population. This paper, while focusing on this gap in CSCL research, proposes a unifying model, aimed at supporting pedagogical planning and decision making in the CSCL design process based on the interplay of four model components: Task, Teams, Time and Technology.Keywords: computer-supported collaborative learning; design process; 4Ts model; learning design(Published: 16 September 2013)Citation: Research in Learning Technology Supplement 2013, 21: 17585 - http://dx.doi.org/10.3402/rlt.v21i0.17585

Highlights

The broad field of learning design and pedagogical planning, even though not at all new, is one which still attracts a lot of attention in the technology-enhanced learning (TEL) research area
Similar to the general panorama sketched above, in specific fields, such as the computer-supported collaborative learning) (CSCL) research field (Dillenbourg 1999; Palloff and Pratt 1999; Scardamalia and Bereiter 1994; The Cognition and Technology Group at Vanderbilt 1991), we witness the same attention to the general issue of learning design and pedagogical planning, and Á as a consequence of the discussion Á we find a variety of different approaches and tools
We claim that the field of CSCL would benefit from a unique, shared and flexible model capable of supporting the design process, whatever the approach and structuring techniques adopted

Summary

Introduction

The broad field of learning design and pedagogical planning, even though not at all new, is one which still attracts a lot of attention in the technology-enhanced learning (TEL) research area. Olimpo et al (2010) point out that nowadays the term ‘‘learning design’’ is intended in a number of manners in the literature and that researchers have delineated different concepts to denote the artefacts resulting from the learning design process (learning design, learning scenario, pedagogical scenario, didactical scenario, pedagogical plans, etc.). One of the broader definitions is the one provided by Pernin and Lejeune (2006) who state that the artefact resulting from a learning design process is ‘‘a description of the playing out of a learning situation or a unit of learning aimed at the acquisition of a Association for Learning Technology (ALT), a UK-based professional and scholarly society and membership organisation.

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