Overview of CRAFT research on "Computer-Supported Collaborative Learning"

The art of CSCL is to design collaborative environments that trigger specific types of social interactions (argumentation, explanations, mutual regulation, ..) that predict learning gains. Our research combines the construction of advanced environments with empirical studies that combine quantitative and qualitative methods.

[Overview papers]

1995: The evolution of...

1999: What do you mean by collaborative learning

2007: The basics of CSCL

[Links]

CSCL Book Series

CSCL Journal

CSCL society

CSCL Conference

Axis 1: CSCL Scripts

CSCL Scripts are pedagogical methods that structure team interactions by defining phases, activities, roles... They trigger specific interactions such mutual explanation or conflict resolution. We developed an "integrated learning" approach: collaborative activities are embedded into a workflow that also includes individual activities (reading papers, writing a summary,...) and class-wide activities (lectures, demos...), with and/or without computers.

[Current Projects]

ManyScripts, an environment for editing and running CSCL scripts.

Mutual Modelling: One of the experiments on mutual modeling uses a script as independent variable.

[Thematic Papers]

Overview of CSCL scripts... Overscripting... Flexibility ... A script design Model (SWISH)... Integrated learning

Axis 2: Distributed Cognition

Distributed Cognition What cognitive mechanisms happen when 2 or more students learn or solve problems together? How do they build and maintain a shared understanding of the task they work on?

[Current Projects]

Mutual Modeling: What does A needs to know about B's knowledge to be able to learn collaboratively? Does the cognitive effort of modeling each other contribute to learning? Dual Gaze: The analysis of gaze patterns recorded by using two eye tracking machines, one with each members of a team solving problems together.

[Past Projects]

CLEAP: Multimedia learning research often compared the effects of learning with static versus and animated pictures (movies). These effects are different when students work individually or in pairs.

Bootnap: How do two user build a shared understanding of their task at hand through chat dialogues and a shared whiteboard.

[Thematic Papers]

Axis 3: Group Mirrors

Group Mirrors Could groups be learning more effectively if we provide them with a real time representation of the way they collaborate

[Current Projects]

The Reflect Table. Group interactions are represented by a matrix of LEDs embedded in a table.

[Past Projects]

CoTras. Yes, teams regulate their interaction if you provide them with a dynamically update representation of the distance between their interactions and a norm .