Title: Implementing Collaborative Learning Environment Workshops

Presenters:

• Mr. Paul Fritze, (Teaching, Learning and Research Services, University of Melbourne)
• Dr. Helen Kavnoudias,
• Dr. Robert E. Kemm &
• Dr. Neil Williams (Department of Physiology, The University of Melbourne)

Intended Audience:

The workshop would be of interest to university lecturers, teachers and educational technology developers interested in using online technologies to enhance the on-campus workshop experience. Many of the issues raised would also be relevant to flexible or mixed delivery modes. The workshop also serves as an introduction to the Online CourseWare Component Architecture (OCCA) as used at the University of Melbourne. No prerequisites are required other than familiarity with Web browsers.

Objectives:

The ASCILTE workshop will be conducted within a CLE setting, with participants working in groups of 3-4 to a computer. Participants will:

• gain first hand experience as a learner within a CLE setting; the physical setting, group dynamics, face-to-face and online interactions, role of tutors etc.
• investigate a particular issue related to CLE as the focus of their workshop experience.
• using a learning requirements framework, categorise opportunities for articulation, feedback, adaptation and reflection provided by both online and face-to-face techniques for individuals, groups and peers.
• identify new roles and tasks for teachers and tutors as 'facilitutors'.
• observe how simple OCCA Web pages can stimulate learning, record progress and provide an environment for monitoring and responding to students.
• contribute to further discussion about CLEs through reflection on the CLE activity and prior experiences.

The Instructors:

Paul Fritze is a member of academic staff of TeLaRS and has wide experience in instructional design, software development, professional development, evaluation and educational technology research. He is the principal developer of the Online Courseware Component Architecture used in the online component of this workshop. Paul has been involved in developing and running many development workshops, seminars and courses for University academic staff, post-graduate students and external clients. The development of OCCA is the outcome of several years' work involving close collaborations with teaching staff in curriculum projects across many disciplines. Paul worked particularly closely with the Physiology Department in the development and implementation of a successful CLE that forms the basis of this workshop. Prior to ASCILITE, the CLE workshop will be run for the staff development program of Centre for the Study of Higher Education.

Dr Helen Kavnoudias is a senior tutor who has been instrumental in the development and implementation of CLE workshops in the Department of Physiology. As well as working very closely with TeLaRS in structuring the operation of the online component of these workshops, she has great experience and understanding of the student learning gained through her experience as a tutor and work in subject evaluations. She has been responsible for managing and training tutors, who are usually post-graduate students. As part of this, she has organised training workshops on tutoring within collaborative learning environments.

Dr. Robert Kemm has 30 years experience in developing, researching and implementing innovative approaches to learning using computers in tertiary education. His present interests include developing approaches to learning using a wide range of interactive multimedia and to small group computer aided collaborative learning. He heads the Multimedia Unit within his University Department, which generates and runs on-campus collaborative/interactive computer teaching programs based around Web based presentations, dedicated stand alone modules and small group interactive research tasks. Most recently, his activities have been recognised as an Invited Speaker to ED-Media 2000 in Montreal. Dr Kemm is Head of the Education Commission of Federation of Asian & Oceanic Physiological Societies and a Member of the Education Commission of International Union of Physiological Societies. He is on the editorial boards of Advances in Physiology Education and Journal of Interactive Learning Research. Dr Kemm maintains an active role in supporting computer aided teaching initiatives worldwide. He is invited to organise and has run many computer based teaching workshops for international physiology societies since 1994.

Dr. Neil Williams has been responsible for curriculum development within the Department of Physiology for the past 10 years and together with Dr Kemm has developed innovative approaches to learning within the Science Curriculum, especially with the aim of teaching Physiology through many of the professional practices used by scientists.

Workshop Format:

Introduction

Introductions, workshop overview and organisation of participants into groups of 3-4.

1. Hands-on CLE session:

The first section will be run in the manner of a regular student CLE workshop. Participants will work in groups at a computer running the workshop Website. The Website will guide activities and record responses, although the emphasis is on group discussion. The workshop presenters will act as 'tutors' to prompt discussion and answer queries. Members of each group will together:

• Choose a broad question related to CLEs, such as: "What is the role of tutors in running a CLE workshop and how can it be facilitated?"
• Brainstorm the question, recording a summary of key points.
• Reconsider their initial response in the light of suggestions provided online, post the first draft to a peer group for review.
• As peer reviewers, each group will annotate work of another group against given criteria: Is the question been addressed? Suggested additional themes, Errors of fact etc.
• Respond to peer review of their own first draft and produce final report.
• Complete an online survey on the experience of undertaking a CLE workshop.

2. Class discussion:

In this section, participants will reflect on the hands-on experience. Using a given learning framework, they will identify online and face-to-face activities that made up elements of learning such as articulation, feedback, adaptation, and reflection elements.

Online summaries of the survey and demonstration of the tutor's view of their work will provide foundations of a broader discussion of themes such as:

• Group dynamics
• Techniques for tutors
• Assessment strategies
• Problems experienced
• Balance of CFL and traditional modes
• Evaluation strategies

3. Demonstration of techniques and developed CLEs

OCCA-based learning models and evaluation outcomes from other projects at Melbourne University will be demonstrated and discussed. Pedagogical exemplars emerging from different settings will be illustrated, for example learning portfolios, immediate feedback, self-assessment, learning maps, group work, peer interactions, reflective tasks, embedded evaluation. Finally, examples of optimised teaching environments will show how teaching can be facilitated.

The group reports and discussion outcomes from the workshop will be made available online to the participants in a follow up Website.

Recent relevant publications (two additional papers submitted to ASCILITE 2001)

Fritze, P. A., Kavnoudias, H., Kemm, R. E. and Williams, N. (2001). Developing a Collaborative Learning Environment in Physiology - Using an Online Architecture to Link Faculty and Institution Needs. Proceedings of the Ed-Media 2000 Conference, Tampere, Finland, Association for the Advancement of Computing in Education.

Kemm, R. E., Kavnoudias, H., Fritze, P. A., Stone, N. and Williams, N. (2001). Peer learning of key scientific concepts in a web-based on-campus collaborative learning environment. Submitted to Ed-Media 2001, Tampere, Association for the Advancement of Computing in Education.

Kemm, R. E., Kavnoudias, H., Weaver, D. A., Fritze, P. A., Stone, N. and Williams, N. T. (2000). Collaborative Learning: an Effective and Enjoyable Experience! A Successful Computer-Facilitated Environment for Tertiary Students. Proceedings of the Ed-Media 2000 Conference, Montreal, Association for the Advancement of Computing in Education.