JUCS - Journal of Universal Computer Science 18(1): 25-43, doi: 10.3217/jucs-018-01-0025
CC-LO: Embedding Interactivity, Challenge and Empowerment into Collaborative Learning Sessions
expand article infoSanti Caballe, David Gañán, Ian Dunwell§, Anna Pierri|, Thanasis Daradoumis
‡ Open University of Catalonia, Barcelona, Spain§ Coventry University, Coventry, United Kingdom| Modelli Matematici e Applicazioni (MoMA, SpA), Baronissi, Italy¶ University of Aegean, Mytilini, Greece
Open Access
Despite their demonstrated potential through a range of early studies, on-line collaborative learning systems do not yet have the impact that many believe is possible. In particular, collaborative learning approaches cannot be readily applied to every e-learning experience, since they require a degree of presence and/or collaboration which may be difficult to achieve. In addition, collaborative learning systems often lack the challenging resources and tools required to fully support collaborations, making the experience unattractive to end-users and discouraging progression. Whilst the learner might expect to control the collaborative experience, often it is the collaborative experience that controls and limits the learner. As a result, collaborative learning resources can lack authentic interactivity, user empowerment and balanced levels of challenge, thus having a negative effect in learner motivation and engagement. To overcome these deficiencies, we propose a new paradigm named Collaborative Complex Learning Objects (CC-LO): a special type of Learning Object which aims to leverage the knowledge elicited during live sessions of collaborative learning, augmented with author-generated information, to produce interactive and attractive resources to be experienced and played by learners. During CC-LO execution, learners can observe how avatars discuss and collaborate, how discussion threads grow, and how knowledge is constructed, refined and consolidated. Furthermore, learners can interact with the CC-LO in order to modify some parameters observing the consequences and assessing their understanding. The research reported in this paper was undertaken within the European Framework 7 project ALICE (Adaptive Learning via Intuitive/Interactive, Collaborative and Emotional Systems).
collaborative learning, collaborative complex learning objects, virtualized collaborative sessions, on-line discussions