Abstract
This paper introduces orchestration support designed to enact the Knowledge Community and Inquiry (KCI) model in a fully online graduate seminar. With support from a tool named FROG, we designed orchestration support for a range of collaborative activities such as collaborative reading, collaborative group projects, and synchronous virtual meetings. Design efforts were made to facilitate knowledge flows among these activities to enable collaboration across people, time, and space. Through a descriptive case study, we investigated the extent to which the KCI model was supported by the design and whether the design facilitated learning. Based on a rich dataset comprising system logs, student artifacts, and interviews, results showed with synergistic integrated support key principles of the KCI model were reflected in students’ digital traces and accounts of learning experiences. This study contributes to a critical gap in the design and development of collaboration tools and has practical implications for online teaching.
Original language | English (US) |
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Title of host publication | 14th International Conference of the Learning Sciences |
Subtitle of host publication | The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings |
Editors | Melissa Gresalfi, Ilana Seidel Horn |
Publisher | International Society of the Learning Sciences (ISLS) |
Pages | 1245-1252 |
Number of pages | 8 |
ISBN (Electronic) | 9781732467279 |
State | Published - 2020 |
Event | 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States Duration: Jun 19 2020 → Jun 23 2020 |
Publication series
Name | Computer-Supported Collaborative Learning Conference, CSCL |
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Volume | 3 |
ISSN (Print) | 1573-4552 |
Conference
Conference | 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 |
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Country/Territory | United States |
City | Nashville |
Period | 6/19/20 → 6/23/20 |
Bibliographical note
Publisher Copyright:© ISLS.