=Paper=
{{Paper
|id=None
|storemode=property
|title=Designing Learning Environments Based on Collaborative Content Creation
|pdfUrl=https://ceur-ws.org/Vol-1047/paper11.pdf
|volume=Vol-1047
|dblpUrl=https://dblp.org/rec/conf/ectel/SrbaB13
}}
==Designing Learning Environments Based on Collaborative Content Creation==
https://ceur-ws.org/Vol-1047/paper11.pdf
ECTEL meets ECSCW 2013: Workshop on Collaborative Technologies for Working and Learning, Sept. 21, 2013, Cyprus
Designing Learning Environments
Based on Collaborative Content Creation
Ivan Srba and Mária Bieliková
Slovak University of Technology in Bratislava
Faculty of Informatics and Information Technologies
Ilkovičova 2, 842 16 Bratislava, Slovakia
{srba,bielik}@fiit.stuba.sk
Abstract. One of the approaches how to support collaboration during formal or
informal learning is application of concepts which have been successfully veri-
fied in different domains. Especially various web-based knowledge sharing ap-
plications have been applied as a model for designing learning environments so
far (e.g. social networking sites or forums). However, these applications miss
important features which are essential for education, such as learning process
management or learners’ reflection and awareness. In this paper, we specifically
investigate how concepts of content creation systems can be adapted to support
effective learning. We describe implementation of a web-based system called
PopCorm which is dedicated to learning by synchronous collaborative task
solving. Stated design decisions are supposed to help in further research how to
adapt concepts of various systems for purpose of learning.
Keywords: CSCL, Collaboration, Knowledge sharing
1 Introduction
Knowledge management always played an important role in various types of commu-
nities and organizations. Well-managed knowledge represents a critical factor in
competitive advantage and thus the organizations are highly motivated to pay appro-
priate attention to its continuous creation, sharing and refinement. Especially
knowledge sharing is considered as a crucial process in which knowledge is ex-
changed among members of particular organization or community. The process of
collaborative knowledge sharing has recently significantly changed with the rapid
expansion of various Web 2.0 applications and services [2].
Knowledge sharing applications based on Web 2.0 principles include wikis, fo-
rums, social networking sites, content creation tools (e.g. Google Docs) or community
question answering systems (e.g. Yahoo! Answers). As the popularity of these appli-
cations was increasing, they became the subject of interest in educational domain, too.
Especially wikis and forums are extensively used to support learners’ collaboration.
However, these applications were not designed and developed for purpose of effective
formal nor informal learning. Therefore, it is difficult or sometimes even impossible
Copyright © 2013 for the individual papers by the papers' authors.
ECTEL meets ECSCW 2013: Workshop on Collaborative Technologies for Working and Learning, Sept. 21, 2013, Cyprus
to employ directly these systems to support learning [1]. There are many reasons for
this discrepancy, such as instructors can lack the features for organization and man-
agement of learning process or for monitoring of current state of learners’ collabora-
tion. Moreover, learners can miss the appropriate awareness tools for their self-
regulation and motivation. Some partial solutions have been proposed to address these
problems so far (e.g. learning analytics). However, providing learners and instructors
with full educational support requires more complex design solutions. Therefore, we
investigate how to employ the concepts of popular web-based knowledge sharing
applications to design effective learning environments, which are specifically aimed
at collaborative learning. Our design is based on experiences gathered during devel-
oping and using a collaborative environment PopCorm for non-controlled learning as
a supplement to the university course.
2 Related work
Learning systems should consist of tools dedicated to five categories of high-level
functions [3]: (i) for dialogue and action; (ii) for workspace awareness; (iii) for sup-
porting students’ self-regulation or guidance; (iv) for teachers’ assistance; and finally
(v) for community level management. However, existing web-based systems for
knowledge sharing provide none or only few of them. Therefore, specific studies are
concerned how to connect principles of these systems with the appropriate functions
for effective learning.
Authors in [1] investigated how to meet the needs of students and instructors while
providing them with the possibilities of social networking sites. Learning environment
Classroom Salon was proposed in which the collaboration takes place in small groups
termed Salons. Each Salon can be open to the entire community or only to a particular
subgroup. Students can use these Salons to post various documents, such as a piece of
text, a program or a series of questions. Additionally, it is possible to annotate or vote
on these documents. Another important feature is a dashboard which provides stu-
dents with the statistics about created annotations.
Similarly, authors in [7] created a large-scale learning environment OpenStudy
based on Web 2.0 technologies, such as online forums, real-time chat and social net-
working sites. Students are able to create a new topic of discussion, view existing
topics or join the current discussion.
While solving some specific well-defined tasks, the main aim of collaboration is to
create a valuable content rather than communicate or socialize (as a kind of collabora-
tion which is supported by Classroom Salon or OpenStudy). In this case, it is essential
to employ environments which support learning besides collaborative content crea-
tion. Therefore, we decided to design such environment and take into consideration
concepts of popular content creation tools (e.g. Google Docs).
ECTEL meets ECSCW 2013: Workshop on Collaborative Technologies for Working and Learning, Sept. 21, 2013, Cyprus
3 Learning Environment PopCorm – Design Trade-offs
We created the application named PopCorm (Popular Collaborative Platform) which
is aimed to support formal as well as informal learning and simultaneously take ad-
vantage of popular concepts of content creation systems. PopCorm supports content
in three different representations: free text, graphical diagrams and lists of items. Cor-
responding interaction tools were proposed to support each of these representations:
a text editor, a graphical editor and a categorizer (see Figure 1). Another important
element is a mean for learners’ communication. Except collaborative content tools,
we provide learners with a discussion which is a generic communication tool inde-
pendent of a particular type of a task being solved. Learners can use this discussion
anytime during task’s solving to exchange messages related to the created content.
1 2
Fig. 1. Screenshot from the collaboration platform PopCorm; the categorizer tool (1) and semi-
structured discussion (2) is displayed. The categorizer is a special tool developed for solving
tasks the solution of which consists of one or more lists.
We describe PopCorm and our design decisions through trade-offs adopted from [3].
The Trade-off between Free and Structured Dialogue. Learners’ communica-
tion in the discussion tool is partially structured by employing well-known approach
of sentence openers. Groups, in which learners communicate via structured interface,
show more intensive orientation on task solving in comparison with groups, in which
members communicate via unstructured interface [4]. On the other hand, strictly
structured communication interface can negatively influence collaboration [5]. Espe-
cially in the case that learners want to write a message which cannot be classified into
any of predefined types of messages. Thus we decided to design a semi-structured
interface which provides 18 different types of messages (e.g. propose a better solution
or ask for an explanation) which include also general message type and comment
which can be used to post any content. These special types of free messages solve the
problem with the strictly structured communication interface.
The Trade-off between Parallel and Embedded Tools. We decided to embed the
discussion directly to all interaction tools. Learners can take advantage of this integra-
tion and select particular text from editors and post a new message in the discussion
ECTEL meets ECSCW 2013: Workshop on Collaborative Technologies for Working and Learning, Sept. 21, 2013, Cyprus
with the connection on the selected text. This solution enables fast and effective refer-
encing on the created content. Additionally, the communication about the content is
still compactly recorded in the discussion and it is not split in the numerous annota-
tions strewn all over the content. On the other hand, the implementation of embedded
tools can be difficult depending on the purpose and the design of particular tools.
The Trade-off Related to the Coordination of Action and Dialogue. The design
and implementation of PopCorm allows users to collaborate simultaneously without
any restriction. All performed actions are synchronized among all group members in
real-time and with resolution of possible conflicts. It means that learners can collabo-
rate really effectively at the same piece of text or drawing at the same time similarly
as it is possible in content creation systems. This scenario is quite uncommon in
standard learning systems which usually support only asynchronous collaboration.
The Trade-off between Self-Regulation and Teacher Support. Introduction of
the structured interface plays the important role in our design because different mes-
sage types allow us to automatically identify student’s activities. Afterwards, we are
able to analyze and evaluate learners’ interaction. As soon as the group finishes the
task solution, learners are presented with the statistics about their collaboration. The
automatically calculated evaluation is important not only for learners but also for
instructors who can monitor learners’ performance and take actions if necessary.
4 Supported Collaboration Scenarios
Design of PopCorm was proposed in the way which supports different kinds of col-
laboration scenarios in formal or informal learning settings. In formal learning set-
tings, students can collaborate on short-term tasks which supplement learning materi-
als provided by the particular course. These tasks can be prepared by a teacher who
plays the role of the instructor. A teacher can monitor students’ collaboration by the
provided statistics and even by observing the currently created content in real-time.
In informal learning, members of different communities (e.g. workplace teams,
communities of practice) can collaborate on tasks which support their involvement in
their organizations. Examples are solving of problems learners run into during their
work, human resources trainings or even team building activities. In this case, the role
of the instructor can be represented by a manager, a supervisor or a team leader.
Evaluation. We evaluated PopCorm in formal learning settings as a part of the ed-
ucation process within the course Principles of Software Engineering at Faculty of
Informatics and Information Technology, Slovak University of Technology in Brati-
slava. PopCorm was used as a supplement to learning management system ALEF [8].
Totally 106 students participated in the long-term experiment. Learners were repeat-
edly assigned to 254 dynamic short-term study groups by a method based on Group
Technology approach [8]. Each group solved one of 69 short tasks prepared by a
teacher. Totally 3,763 messages in the semi-structured discussion were recorded.
During the experiment, learners perceived collaborative learning in PopCorm as an
interesting and unconventional way of education. Students expressed positive feed-
back to their movement from individual learning to collaborative one. In addition,
ECTEL meets ECSCW 2013: Workshop on Collaborative Technologies for Working and Learning, Sept. 21, 2013, Cyprus
they showed interest in the questions about how the proposed platform works. Last
but not least, we received a lot of proposals how to enhance collaborative learning.
The part of these improvements has been already implemented.
5 Conclusion and Future Work
Concepts of many popular Web 2.0 knowledge sharing applications have been ap-
plied in the educational domain so far, such as forums or social networking sites.
While these concepts support mainly communication and socialization between learn-
ers, we focused specifically on adaptation of verified principles of content creation
systems. Our web-based application PopCorm provides learners and instructors all
features, which are necessary for effective and successful learning, while the main
mean for learning is the content collaboratively created by learners. The evaluation of
the proposed application design confirmed the success of this approach to creating
innovative learning environments. In the future, we plan to investigate how concepts
of recently very popular Community Question Answering systems (e.g. Yahoo! An-
swers or Stack Overflow) can be employed to support formal and informal learning.
Acknowledgement. This work was partially supported by the Scientific Grant Agen-
cy of Slovak Republic, grant No. VG1/0675/11 and by the Slovak Research and De-
velopment Agency under the contract No. APVV-0208-10.
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