Author
Michael Wiedmann
Other affiliations: University of Illinois at Urbana–Champaign, University of Freiburg, Robert Bosch Stiftung
Bio: Michael Wiedmann is an academic researcher from Ruhr University Bochum. The author has contributed to research in topics: Educational technology & Procedural knowledge. The author has an hindex of 8, co-authored 15 publications receiving 302 citations. Previous affiliations of Michael Wiedmann include University of Illinois at Urbana–Champaign & University of Freiburg.
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TL;DR: In this article, the authors present a framework that draws a comprehensive picture of a teacher role that is germane to fostering student interaction in collaborative learning, including the ability to plan student interaction, monitor, support and consolidate this interaction, and finally reflect upon it.
Abstract: This article describes teacher competencies for implementing collaborative learning in the classroom. Research has shown that the effectiveness of collaborative learning largely depends on the quality of student interaction. We therefore focus on what a teacher can do to foster student interaction. First, we present a framework that draws a comprehensive picture of a teacher role we see as germane to fostering student interaction. The framework distinguishes between five teacher competencies that span across all implementation phases of collaborative learning: the ability to plan student interaction, monitor, support, and consolidate this interaction, and finally reflect upon it. Then, we review research on collaborative learning and structure this review along the five teacher competencies presented in the framework. The review targets relevant concepts and pivotal empirical research results about how to foster student interaction. For each competency, we first summarize relevant concepts and empirical results. We then apply the concepts and findings to a classroom situation. These teaching vignettes illustrate the functions of the five teacher competencies in fostering student interaction in collaborative learning. For each vignette, we discuss and highlight specific aspects of the presented teacher role and draw practical implications. Monitoring and supporting in the classroom should be trained in teacher education and facilitated by providing teachers with tools such as a checklist of beneficial student behaviors. These practical implications can inform educational practices and offer new directions for future research regarding promoting collaborative learning.
167 citations
TL;DR: The results suggest that affect-aware support contributes to reducing boredom and off-task behavior, and may have an effect on learning.
Abstract: This paper describes the design and ecologically valid evaluation of a learner model that lies at the heart of an intelligent learning environment called iTalk2Learn. A core objective of the learner model is to adapt formative feedback based on students' affective states. Types of adaptation include what type of formative feedback should be provided and how it should be presented. Two Bayesian networks trained with data gathered in a series of Wizard-of-Oz studies are used for the adaptation process. This paper reports results from a quasi-experimental evaluation, in authentic classroom settings, which compared a version of iTalk2Learn that adapted feedback based on students' affective states as they were talking aloud with the system (the affect condition) with one that provided feedback based only on the students' performance (the non-affect condition). Our results suggest that affect-aware support contributes to reducing boredom and off-task behavior, and may have an effect on learning. We discuss the internal and ecological validity of the study, in light of pedagogical considerations that informed the design of the two conditions. Overall, the results of the study have implications both for the design of educational technology and for classroom approaches to teaching, because they highlight the important role that affect-aware modelling plays in the adaptive delivery of formative feedback to support learning.
55 citations
TL;DR: This article investigated how the effectiveness of small group learning by invention activities may be mediated by composition of the small groups in terms of their mathematical skills, and found that groups may need at least one member with high math ability to take advantage of "learning by invention".
Abstract: Schwartz and Martin (Cogn Instr 22:129–184, 2004) as well as Kapur (Instr Sci, this issue, 2012) have found that students can be better prepared to learn about mathematical formulas when they try to invent them in small groups before receiving the canonical formula from a lesson. The purpose of the present research was to investigate how the effectiveness of invention activities may be mediated by composition of the small groups in terms of their mathematical skills. In two studies, small groups of undergraduates engaged in an “inventing standard deviation” task. Results suggested that groups may need at least one member with high math ability to take advantage of “learning by invention”. Groups consisting of both high and low math ability members generated a broader range of solution attempts during the invention task, and this seemed to be related to better uptake of the standard deviation formula from a later lesson.
55 citations
TL;DR: The monitoring by teachers of collaborative, cognitive, and meta-cognitive student activities in collaborative learning is crucial for fostering beneficial student interaction as mentioned in this paper, and the monitoring of teachers' monitoring of collaborative and cognitive student activities is crucial.
Abstract: The monitoring by teachers of collaborative, cognitive, and meta-cognitive student activities in collaborative learning is crucial for fostering beneficial student interaction. In a quasi-experimen...
27 citations
TL;DR: Five Areas of Tension which were identified and evaluated in an international Delphi study on TEL concern a) data tracking for personalized learning versus data privacy, b) the spreading of technology reducing the digital divide versus even increasing it, c) ubiquitous learning opportunities versus critical and focused processing of information, and e) continuous innovation in the classroom versus approved practices.
Abstract: Despite steady progress in research in technology-enhanced learning (TEL), the translation of research findings and technology into educational practices falls short of expectations We present five Areas of Tension which were identified and evaluated in an international Delphi study on TEL These tensions might impede a more comprehensive inclusion of information and communication technologies (ICT) in educational settings The Delphi study was embedded in the European Network of Excellence STELLAR (Sustaining Technology Enhanced Learning LArge-scale multidisciplinary Research) Five Delphi rounds were conducted to identify Areas of Tension and Core Research Areas in TEL An Area of Tension opposes two conflicting views on a certain technological development regarding the future of TEL In the present article we describe the design of the Delphi study and report the results regarding the Areas of Tension These areas were identified by collecting visionary statements on the future of TEL (Round 1) and by having 230 international experts evaluate those statements (Round 2) The emerging tensions were integrated into five Areas of Tension (Round 3) and evaluated by 569 international experts on several dimensions for their significance for TEL and TEL research (Round 4) The identified areas concern a) data tracking for personalized learning versus data privacy, b) the spreading of technology reducing the digital divide versus even increasing it, c) ubiquitous learning opportunities versus critical and focused processing of information, d) continuous innovation in the classroom versus approved practices, and e) individualized versus standardized learning paths
26 citations
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01 Jan 2002
TL;DR: In this paper, the interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help.
Abstract: 1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.
2,171 citations
TL;DR: The abstract should not contain any undefined abbreviations or unspecified references, and work planned but not completed should not appear in the abstract.
Abstract: Please provide a short abstract of 100 to 250 words. The abstract should not contain any undefined abbreviations or unspecified references. Work planned but not completed should not appear in the abstract.
520 citations
TL;DR: In this paper, the authors investigated several obstacles affecting the effectiveness of collaborative learning and found that they have often been investigated through the perceptions of only one actor, i.e., the teacher.
Abstract: While the educational literature mentions several obstacles affecting the effectiveness of collaborative learning (CL), they have often been investigated through the perceptions of only one actor, ...
272 citations
TL;DR: Collaborative intellectual engagement is held in high regard in contemporary educational thought as a pedagogical practice of broad value to K-12 students as mentioned in this paper. But to what extent is this enthusiasm warranted? Is the practice uniformly productive or does variability exist in the contexts in which collaboration is effective, the mechanisms involved, and the objectives achieved?
Abstract: Collaborative intellectual engagement is held in high regard in contemporary educational thought as a pedagogical practice of broad value to K–12 students. To what extent is this enthusiasm warranted? Is the practice uniformly productive, or does variability exist in the contexts in which collaboration is effective, the mechanisms involved, and the objectives achieved? In addition to examining these questions, this article suggests further questions that might be addressed with the objective of establishing a more comprehensive base of evidence to substantiate the practice of collaborative learning. Finally, the article reconsiders why collaborative cognition should be a critical concern.
233 citations