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Title: CC-LO: embedding interactivity, challenge and empowerment into collaborative learning sessions
Author: Caballé Llobet, Santi  
Gañán Jiménez, David  
Dunwell, Ian
Pierri, Anna
Others: Universitat Oberta de Catalunya (UOC)
Coventry University
Modelli Matematici e Applicazioni
University of the Aegean
Keywords: collaborative learning
collaborative complex learning objects
virtualized collaborative sessions
on-line discussions
Issue Date: Jan-2012
Publisher: Journal of Universal Computer Science
Citation: Caballé, S., Gañán, D., Dunwell, I., Pierri, A. & Daradoumis, T. (2012). CC-LO: Embedding Interactivity, Challenge and Empowerment into Collaborative Learning Sessions. Journal of Universal Computer Science, 18(1), 25-43. doi : 10.3217/jucs-018-01-0025
Project identifier: info:eu-repo/grantAgreement/ICT-2009.4.2
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Abstract: 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 authorgenerated 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).
Language: English
ISSN: 0948-695xMIAR
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