TIDE at ISLS / CSCL conference this week in Buffalo!

Abstracts and materials below.

Papers:

Lubna Hakami; Batuhan Sayis; Ishari Amarasinghe; Davinia Hernandez-Leo (2024) Exploring Teacher Orchestration Load in Scripted CSCL: The Role of Heart Rate Variability, Proceedings of the 17th International Conference on Computer- Supported Collaborative Learning (CSCL), 163-170, Buffalo, USA. SLIDES

Héctor Florido; Davinia Hernández-Leo (2024) Reimagining “The Lantern” as a Web-Based Tool for Enhanced Supervised Collaborative Problem Solving, Proceedings of the 17th International Conference on Computer- Supported Collaborative Learning (CSCL), 417-418, Buffalo, USA.

Khadija El Aadmi-Laamech, Patricia Santos, Davinia Hernández-Leo (2024) Well-being in CSCL environments: Investigating Gender Variations, Proceedings of the 17th International Conference on Computer- Supported Collaborative Learning (CSCL), 357-358, Buffalo, USA.

René Lobo-Quintero, Davinia Hernández-Leo (2024) Examining Intrinsic and Extrinsic Game Mechanics in Jigsaw CSCL Scripts, Proceedings of the 17th International Conference on Computer- Supported Collaborative Learning (CSCL), 373-374, Buffalo, USA.

Marc Beardsley, Ishari Amarasinghe, Davinia Hernández-Leo (2024) Toward a Learning Agreement for Generative AI Use: First-Year University Student Perspectives, Proceedings of the 17th International Conference on Computer- Supported Collaborative Learning (CSCL), 401-402, Buffalo, USA

Symposia:

Nancy Law; Pakon Ko; Elizabeth S. Charles; Jeremie Choquette; Phoebe Jackson; Chao Zhang; Davinia Hernández-Leo; Yael Kali; Ornit Sagy; Tehila Apple; Keren Sarah Levy; Kyparisia Papanikolaou; Eleni Zalavra; Cleo Sgouropoulou; Chew Lee Teo; Yee Yin Tan; Guangji Yuan; Paraskevi Topali; Alejandro Ortega-Arranz; Sara Villagrá-Sobrino; Juan I. Asensio-Pérez; Alejandra Martínez-Monés; Yannis Dimitriadis; Jingjing Zhang; Xiaojie Niu; Yicheng Huang; Yehong Yang Symposia: Roles of Learning Design Tools in Scaffolding Teacher Participation and Learning in Research Practice Partnerships, Proceedings of the 18th International Conference of the Learning Sciences (ICLS), 1902-1909, Buffalo, USA.   (Poster Davinia Hernández-Leo used in the symposia.) 

ABSTRACTS:

Lubna Hakami; Batuhan Sayis; Ishari Amarasinghe; Davinia Hernandez-Leo (2024) Exploring Teacher Orchestration Load in Scripted CSCL: The Role of Heart Rate Variability, Proceedings of the 17th International Conference on Computer- Supported Collaborative Learning (CSCL), 163-170, Buffalo, USA.

Abstract. Integrating Computer-Supported Collaborative Learning (CSCL) tools in the educational environment is considered to enhance collaborative learning experiences. However, previous research findings have indicated that classroom orchestration adds to the workload of the teachers, therefore potentially introducing their perceived stress levels. This study investigates the extent to which teachers experience stress when orchestrating CSCL activities using multimodal data. Physiological data such as heart rate variability (HRV) was used in this study in addition to subjective data such as self-reported questionnaires and observation notes. A combination of multimodal data and single-subject research design (SSRD) allowed us to investigate the influence of the CSCL orchestration tool on teachers' stress levels. Based on the collected multimodal data, the findings show that the studied tool does not increase the stress levels of the teachers.

Héctor Florido; Davinia Hernández-Leo (2024) Reimagining “The Lantern” as a Web-Based Tool for Enhanced Supervised Collaborative Problem Solving, Proceedings of the 17th International Conference on Computer- Supported Collaborative Learning (CSCL), 417-418, Buffalo, USA.

Abstract. The goal of this research is to offer a web-based lower cost tool version with few improvements applied to an already proposed ambient display (the so-called Lantern) for classroom orchestration of collaborative problem solving. By providing students with a queueing system and enabling teachers to monitor waiting and problem-solving times, the tool offers a comprehensive view of classroom dynamics. The research is divided into a first study with a pre-survey to identify needs and a study that registers the students' usage of the web-based tool to measure waiting times.

Khadija El Aadmi-Laamech, Patricia Santos, Davinia Hernández-Leo (2024) Well-being in CSCL environments: Investigating Gender Variations, Proceedings of the 17th International Conference on Computer- Supported Collaborative Learning (CSCL), 357-358, Buffalo, USA.

Abstract. This paper assesses well-being perceptions among educators in STEMarium, an online collaborative community of teachers for STEM Learning Designs, through the lens of the Self-Determination Theory (SDT) with a focus on gender disparities. We analyze the responses of 44 Catalan educators. This study is relevant in the exploration of well-being aspects in computer-supported collaborative learning environments. It can have implications such as (1) better understanding the interactions and relationships among members of the community, and (2) considering gender differences as factors that may lead to distinct implications.

René Lobo-Quintero, Davinia Hernández-Leo (2024) Examining Intrinsic and Extrinsic Game Mechanics in Jigsaw CSCL Scripts, Proceedings of the 17th International Conference on Computer- Supported Collaborative Learning (CSCL), 373-374, Buffalo, USA.

Abstract. Collaborative Learning Flow Patterns (CLFP) suggest structures for productive Computer-Supported Collaborative Learning (CSCL). It is known that its benefits derive from collaboration scripting mechanics that trigger effective social interactions. Less has been studied from the lens of game mechanics, even if their implementation often suggests playful effects, such as engagement or enjoyment. This study examines the presence of game mechanics in the Jigsaw, as the best-known CLFP which has been implemented in multiple CSCL scripts. Both the CLFP and three cases are analyzed to identify the game mechanics that are intrinsic to the pattern and the extrinsic mechanics that are added in its diverse particularizations as scripts.

Marc Beardsley, Ishari Amarasinghe, Davinia Hernández-Leo (2024) Toward a Learning Agreement for Generative AI Use: First-Year University Student Perspectives, Proceedings of the 17th International Conference on Computer- Supported Collaborative Learning (CSCL), 401-402, Buffalo, USA.

Abstract. Tensions surrounding Generative Artificial Intelligence (GenAI) use in university learning calls for a process bringing teachers and students together to define acceptable uses of AI in education. This article introduces first year student opinions on GenAI use and learning agreements as a flexible, participatory tool to govern its use. Results show inequality in students’ familiarity with GenAI, requests to be able to opt out of its use, and strong support for learning agreements as an instrument helping them learn to properly use AI and preventing them from being unfairly disadvantaged.

Anastasia Economou, Georgios Kapsalis, Eleni A. Kyza, Yiannis Georgiou, Sean Gallagher, Conor Galvin, Eleftheria Gonida, Davinia Hernandez Leo, Liisa Ilomäki, Minna Lakkala, Dimitris Moustakas, Pantelis M. Papadopoulos, Aurelio Ruiz Garcia (2024) Building Digital Competence: Personal and Contextual Factors in Teachers' Professional Learning, Proceedings of the 18th International Conference of the Learning Sciences (ICLS), 298-305, Buffalo, USA.

Abstract. Teachers are working within an ever-changing environment where digital transformation requires continuous updating of their digital competence. To support them develop their digital competence SELFIEforTEACHERS (SfT) proposes a self-reflection process guiding them to self-assess their digital competence and engage in professional learning practices. The present study comprised 13 case studies and explored various use cases of SfT through qualitative analysis. This paper discusses findings in relation to the conditions that can support or hinder teachers in engaging in a self-reflection process using SfT for identifying their learning needs, based on which they design their professional learning paths to further develop their digital competence. These findings can contribute to a better understanding of the opportunities and limitations of the SfT self-reflection process, as a meaningful professional learning process for teachers that can support their agency to further develop their digital competence.

Nancy Law; Pakon Ko; Elizabeth S. Charles; Jeremie Choquette; Phoebe Jackson; Chao Zhang; Davinia Hernández-Leo; Yael Kali; Ornit Sagy; Tehila Apple; Keren Sarah Levy; Kyparisia Papanikolaou; Eleni Zalavra; Cleo Sgouropoulou; Chew Lee Teo; Yee Yin Tan; Guangji Yuan; Paraskevi Topali; Alejandro Ortega-Arranz; Sara Villagrá-Sobrino; Juan I. Asensio-Pérez; Alejandra Martínez-Monés; Yannis Dimitriadis; Jingjing Zhang; Xiaojie Niu; Yicheng Huang; Yehong Yang Symposia: Roles of Learning Design Tools in Scaffolding Teacher Participation and Learning in Research Practice Partnerships, Proceedings of the 18th International Conference of the Learning Sciences (ICLS), 1902-1909, Buffalo, USA.

Abstract. This structured poster session brings together eight presentations of research practice partnership (RPP) projects that have designed and deployed learning design (LD) tools to scaffold teachers’ learning and collaboration as designers. These tools are designed according to the design principles underpinning the respective RPP projects, playing an important role in their implementation. The LD tools presented have diverse features and functionalities, ranging from scaffolding peer review of LDs, visualization of the LD workflow, sharing of LDs for peer adoption, guidance in the design of specific learning activities, design of personalized feedback, fostering collaboration and learning of geographically distributed LD professionals, to the provision of an LD language for shared communication, layered LD decision-making and visualization of design analytics. Such diversities highlight the need for and challenges to establishing LD as a design profession and the potential for LD tools to support the establishment of a learning sciences-grounded designer profession.

Presenters in the Symposia about learning design tools.

Participants in the CSCL committee open meting. Davinia Hernández-Leo is currently an elected member of the CSCL commitee of ISLS.