TY - GEN
T1 - Research on collaborative planning and reflection - Methods and tools in the Metafora project
AU - Harrer, Andreas
AU - Pfahler, Kerstin
AU - De Groot, Reuma
AU - Abdu, Rotem
PY - 2013/9/9
Y1 - 2013/9/9
N2 - Collaboration in complex learning scenarios does not succeed automatically without structuring the learning process. In the literature there have been several means proposed to support collaborative learning: scaffolds, scripts, activity structures and reflection prompts are among these approaches. Scenarios that prompt and support reflection during the learning process proved to be effective for collaborative learning. In the Metafora project our approach is to support students in the process of learning to learn together (L2L2) by means of dedicated tools for planning and reflection. These tools allow students to organize their learning process in a self-regulated way. In this paper we will present the pedagogical background, the supporting tools and underlying design, and the research methodology used in Metafora to gain insights on how collaborative planning, learning, and reflecting interact. An extended example of qualitative analysis is given to illustrate our approach.
AB - Collaboration in complex learning scenarios does not succeed automatically without structuring the learning process. In the literature there have been several means proposed to support collaborative learning: scaffolds, scripts, activity structures and reflection prompts are among these approaches. Scenarios that prompt and support reflection during the learning process proved to be effective for collaborative learning. In the Metafora project our approach is to support students in the process of learning to learn together (L2L2) by means of dedicated tools for planning and reflection. These tools allow students to organize their learning process in a self-regulated way. In this paper we will present the pedagogical background, the supporting tools and underlying design, and the research methodology used in Metafora to gain insights on how collaborative planning, learning, and reflecting interact. An extended example of qualitative analysis is given to illustrate our approach.
KW - Computer-supported collaborative learning (CSCL)
KW - learning to learn together (L2L2)
KW - self-regulated planning
UR - https://www.scopus.com/pages/publications/84883430049
U2 - 10.1007/978-3-642-40814-4_12
DO - 10.1007/978-3-642-40814-4_12
M3 - Conference contribution
AN - SCOPUS:84883430049
SN - 9783642408137
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 139
EP - 150
BT - Scaling Up Learning for Sustained Impact - 8th European Conference on Technology Enhanced Learning, EC-TEL 2013, Proceedings
T2 - 8th European Conference on Technology Enhanced Learning, EC-TEL 2013
Y2 - 17 September 2013 through 21 September 2013
ER -