Distributed Collaborative Learning across Disciplines and
National Borders: Structuring through Virtual Portfolios
Elsebeth K. Sorensen (eks@hum.auc.dk)
Aalborg University; Dept. of Communication;
Langagervej 8;
DK-9220 Aalborg Oest, Denmark.Tel. 45 9635 9077; Fax.
45 9815 9434.
Eugene S. Takle (gstakle@iastate.edu)
Iowa State University; International Institute of
Theoretical and Applied Physics; Agronomy Hall; Ames Iowa 50011 USA; Tel.
515-294-9871; Fax 515-294-2619
Michael R. Taber (m-taber@nwu.edu)
Northwestern University, SESP, 2115 N. Campus Drive,
Evanston, IL 60208 USA
Tel 847-467-1746, Fax
847-491-8999
Douglas Fils (fils@iastate.edu)
Iowa State University; International Institute of
Theoretical and Applied Physics; Ames Iowa 50011 USA. Tel. 515-294-6196; Fax
515-294-9933
Abstract
Connecting people across time, space, and cultures is
at many levels a key expectation when using ICT in support of collaborative
learning. The Web is by far the most pervasive and flexible medium to meet
these expectations. A particularly powerful attribute of the Web is its ability
to maintain intense collaboration asynchronously among space-bound learners who
even may be scattered across time zones.
This paper describes a cross-disciplinary
and cross-cultural collaboration between two web-based courses, which - each in
its own way - attempt to deploy this flexibility in education: a Danish Distributed CSCL course in the
faculty of Humanities at the University of Aalborg on how to design teaching
and learning in pedagogically appropriate ways using ICT-technology (i.e. the
whole research area of CSCL), and an American mixed-mode CSCL course in the faculty of Sciences at Iowa
State University (on-campus and
web-delivered) on global
environmental issues. The aim of the collaboration has been "mutual
learning". Achieving this goal has required transcendence of geographical
borders enabling knowledge dissemination and access to learning resources in a
global sense. The collaboration also explored transcendence of conceptual
(disciplinary) borders, challenging even the strong and traditional borders
barriers separating the Sciences and the Humanities.
Such wide and multi-faced
collaborative perspectives on collaborative learning enabled through the Web
forms an attractive and flexible learning context for both learners and tutors.
But at the same time it produces both conceptual and structural complexity.
A critical first challenge in
such cross-cultural and cross-disciplinary activities is forming shared collaborative
concepts and a common language. Although recognized as a critical first step in
the general case, we did not focus on this issue (the Danish students knew
English and were at least casually aware of the environmental issues being
discussed).
A second challenge is the need
for enhancing structure and organization to support smooth flow of ideas
despite the separate and distinctly different historical educational traditions
of the participants. Adopting a
structure unique to a particular culture or tradition is myopic and fails to
seize opportunities offered by the Web.
Web-based processes of learning
and collaboration produce an enlarged opportunity for structure at many
levels. Careful structuring of the
virtual space supports and adds quality to both virtual learning and virtual
instruction through enhanced overview of the learning process and content,
increased clarity of learning expectations, and individual and collaborative
spaces for learning activities and self-reflection.
This paper addresses the
structuring potential of a virtual version of portfolios. It investigates the
use of electronic portfolios as a way of creating and structuring collaborative
and individual spaces in virtual processes of learning. It describes and discusses
this potential both from the perspective of learners and instructors and on the
basis of the design and use of virtual portfolios in the web-based American
course on global change.
1. Introduction
Nothing influences our ability
to cope with the difficulties of existence
so much
as the context in which we view them.
(Zeldin)
Developments in
education today increasingly are based on use
of networked computers and distance learning (Fjuk, Sorensen and Wasson, 1998).
Networked computers and distance learning generally form a flexible basis for "learning
together apart" (Bates, 1995; Kaye 1992, pp. 1) and offering a way of meeting the growing need for
lifelong learning. These electronic advances offer organizational
flexibility for both learning and instruction to benefit from a freedom to
choose, control, and plan on an individual basis or in collaborations of
student-instructor, student-student, group-group, etc..
But this
freedom and flexibility in both learning and instruction come at a price. The
independence of shared time- and context constraints in collaborative learning
settings is the very attractive feature of online education, but it also
presents a weakness (Sorensen, 1997; Fjuk, 1998). There is no doubt that the
hyper-textual nature of the Web offers a unique potential in online learning.
But the lack of shared time and space in the hyper-textual environment[1]
in combination with the written conditions of (inter)action on the virtual
scene create difficulties for both learners and instructors in terms of
perceiving and over-viewing direction, expectation, and progress of the
learning process (i.e. individual/collaborative learning goals,
individual/collaborative (inter)actions, outcomes of learning, awareness,
(self)reflection).
Providing
structure for perception, reflection and direction is essential for successful
online learning processes (Sorensen, 1993). This also include perception of
context and structure in the distribution of the virtual space. Individual as
well as structured spaces for collaboration, interaction and management are
necessary elements in the symbolic, virtual environment in order to promote the
development of a good learning experience and a feeling of shared virtual
presence, despite the distributed organization of learners and tutors. Our
experiences suggest that structured private spaces for both learners and
instructors, which form the individual departure, perspective, and
"entrance" to the collaborative learning scene, are important
elements of web-based learning (Sorensen & Takle, 1999).
This paper
investigates these issues through implementation and use of a virtual portfolio
in the web-based American mixed-mode (on-campus
and web-delivered) course[2]
on global environmental issues. This
course uses virtual portfolios as a means of meeting needs for online structure for both learners and
tutors. Our experience suggests that the virtual portfolio enhances
"awareness", at both the level of learning and instruction (Gutwin et
al., 1995) by managing overview of individual/collaborative learning
expectation and progress, interactions with peers and instructors, reflection
and self-awareness, and feedback and evaluation throughout the learning
process. We also suggest that the implementation of portfolios into virtual
collaborative learning environments may promote genuine collaboration (Salomon,
1995). More specifically, from the instructional perspective, the virtual
portfolio also provides structure for the more specific instructional tasks as
overview of tutoring, overview of grading, access to past comments, suggestions
and recommendations given in the tutoring process, and access to past student
submissions with related recommendations.
The
investigation and evaluation of the virtual portfolio was a joint endeavor between instructors and course designers from
Iowa State University (who developed and offered the Global Change course in
the Environmental Science program), and the Aalborg University students and
instructors who were involved in a web-based
distance education course (in the faculty of Humanities) specializing in design of
Web-based learning. The virtual portfolio was investigated through practical
experience, which allowed a dimension of practice in distributed collaborative
learning processes in virtual environments. We use this dimension of "virtual practice" and capabilities for
"reflection in practice", as part of the basis for evaluation of
portfolios. It was implemented by supplying the each Danish student and teacher
with their own virtual portfolio in the American course for evaluating its
pedagogical tools and techniques while the American course was in progress.
Section 2
provides a description of the nature of the collaboration. While section 3
provides a brief description of the design of the virtual portfolio in the
"Global Change" course, section 4 provides a principled discussion of
the benefits of using virtual portfolios from the perspectives of collaborative
learning, instruction, and management. Concluding remarks and potential future
research perspectives are given in sections 5 and 6, respectively.
2. The collaboration
In this section
we give an account of the different parties involved in the collaboration.
The
collaboration was built around two Web-based courses separately designed for
advanced students in quite different disciplines (science vs. humanities) at
two distinctly different universities separated by culture, historical
development, language, and 5 time zones. The American course was a conventional
- but mainly web-based (i.e. mixed-mode) - course for senior undergraduates and
beginning graduate students at Iowa State University in the US. It was a course on global change and
environmental issues. The Danish course was a Web-based distance education
course for high school teachers and for people from the educational system
within organizations offered at Aalborg University in Denmark. This course seeks to implement
ICT-technology in learning processes in pedagogically appropriate ways.
The general aim
of the collaboration was for the Danish students and instructors to investigate
and evaluate the use of pedagogical techniques in the Global Change course, in
particular, the design and use of virtual portfolios as a means of providing
the students with a clear concept of learning expectations and directions. More
concretely, they were themselves trying out the pedagogical tools and the
virtual context designed for and used by the students in the global change course
(Sorensen & Takle, 1999).
One of these
tools was the virtual portfolio, which formed "the entrance" of each
student and tutor to the course. Exercises were designed for the Danish
students and instructors, working within the context of their course on ICT and
pedagogical methods, to work also within the context of the Global Change
course as a basis for evaluating its functionality and pedagogical methods. In
this respect, the American course served as a "practice field" for
the Danish students and provided them with the opportunity to evaluate both
theory (the content of the Danish course) and practical applications. The
Danish students were not asked to carry out "Global Change tasks",
but they were using the same type of pedagogical tools, pedagogical techniques,
and "entrance" to try out and solve special tasks and questions
concerning the pedagogical design and techniques of the Global Change course.
Each students
was issued a password-protected electronic portfolio as a launching point for
exploring three features of the course, namely the use of quizzes and class
summaries for encouraging integrative thinking, use of simulations as a means
of allowing open-ended hypothesis testing, and use of the electronic portfolio
as a personal space (“room” or “office”) for managing interaction with the
course. Danish students used their portfolios to post their evaluations through
both private comments to the instructors and through public postings by which
they engaged in dialog with other students and instructors.
In sum, we
could say that the Danish side approached the evaluation of the pedagogical use
and benefit of the portfolio heuristically from the "outside" (but
through involved practice), whereas the American side approached the evaluation
"live", through involved practice with respect to both content and
delivery/learning process.
The whole
collaboration was bridged on two
learning technologies: the web and videoconferencing, the latter being one
medium and pedagogical technique that also was integrated in the Danish course
design.
3. The virtual portfolio in Global Change: A brief
description
In this section
we provide a description of the virtual portfolio designed and used in the
Global Change course.
In the Global
Change course the electronic portfolio is defined as a virtual
"representative and judicious collection of your work" (http://www.iitap.iastate.edu/gcp/portfolio/sample.html).
It is intended to a) provide documentation of student work, and b) serve as the
organizational structure for evaluation of student work against standards. The intended benefits for the student are
1) provide information on criteria to
be used in judgement of student work, 2) allow the student to give direct
evidence of work, 3) offer an opportunity for self-analysis and reflection, and
4) provide students with the means for
electronic publishing.
The individual
portfolios constitute the "private entrance" of each individual
student to the Global Change Course. The portfolio falls in two parts (figure
1):
Figure 1
The first part
(figure 1) is a sort of "status part" that gives an overview of past
activities and forthcoming deadlines. This
part of the portfolio is a kind of “home base” for the student, with
navigational information (graphic or textual) to assist the actual virtual
presence of the learner, e.g. here he
or she find his/her tutors and their office hours and email addresses, etc.,
and links to other sites relevant to the next steps[3]
in his/her learning process.
The second part
of the portfolio (figure 1) contains the actual "entrance" to all
learning activities throughout the learning process, visualized and implemented
as one whole structure. The structure contains 6 columns. The first column
describes and keeps track of each activity and the continuous progress of the
planned learning process. The next three columns contain deadlines of each
activity, the number of points possible to obtain in each specific activity,
and the actual points earned by the learner. The last two columns contain
qualitative feedback/dialogue with the tutor, and the collaborative (public)
dialogue/involvement with other students.
The portfolio designed
for the Global Change course focuses on the concept that the student is central
to the learning process; i.e., students
are encouraged to bookmark their own portfolios, not the Global Change web site
since the portfolio, not course material, is the point of departure for
learning. The portfolio contains links
to the module for the day (see figure 1).
After reviewing materials in the module, the student takes a quiz, which
is instantaneously graded, recorded in the portfolio, and reported to the student. The first logon of the day for a student
brings a “message of the day” from the instructor. Scrolling through his/her portfolio, the student finds whether
assignments recently submitted (electronically) have been graded and, if so,
what comments the instructor has posted on that particular assignment. Space is
provided for student response to the instructor’s evaluation. The portfolio also alerts the student to
responses other students have posted to his/her comments in the electronic
dialog. Future assignments and due
dates are listed. Throughout the
portfolio, links are given to specific relevant sites within the Global Change
course materials, thereby short-cutting navigation time within the online materials.
4. The virtual portfolio in Global Change: A principled
discussion
This section
provides a principled discussion, with reference to the design and experiences
from the Global Change course, on the value of virtual portfolios. We do this,
partly from an individual as well as a collaborative analytical perspective,
and partly by being open to new and promising features/experiences, significant
to learning on the Web.
4.1 Overview, awareness and direction
From the
perspective of Cerbin (1995), who sees the challenge of learning and instruction
as two sides of the same coin (Cerbin, 1995), the Global Change portfolio seems
to contain or provide access to some of the very essential features of a
traditional course portfolio. The Global Change course is built in separated
units. The aim of the introductory unit is to capture and frame the content of
the course and at the same time, by its methods and goals, it plays the role of
the methodological example in relation to the other course units. From the
portfolio the learner has access to all of these units and - in quite the same
way as with the introductory unit - meet with a clear "teaching
statement" for the separate unit, outlining and explaining the
interconnection between content, methods and goals. Access from the portfolio
to the systematic and consistent building of the learning units in Global
Change intends to promote overview, awareness and direction in the distributed
learning process as well as the virtual learning environment.
Viewed from
other fields of research, e.g. a text analytical perspective, our awareness,
perception, understanding and situated confidence to act as human beings are
usually established through the linking of the present to both past and future
(Ricoeur, 1978; Bang, 1993; Sorensen, 1997). Such support of perception and
understanding through tying together present, past and future activities is
exactly what we find in the first part of the Global Change portfolio. It is
likely to create a strong awareness and overview and a resulting stimulus in
the learner to both act and reflect.
4.2 Learning activities and expectations
The Global
Change course uses several different types of assignments, e.g. quizzes,
simulations, summaries, etc. The virtual portfolio gives access to these
assignments and makes it possible to assess the way they were treated by the
learners and to illustrate what and how the students learned. As such, the
portfolio constitutes a flexible tool and source for the improvement of
instruction and instructional methods and techniques.
An important
aspect of the virtual portfolio in Global Change is the extensive clarity of
learning expectations. Each learning activity that the learner accesses from
the portfolio contains a clear statement of learning expectation as well as a
complete set of marking and evaluation criteria. Learners tend to like the
electronic portfolio because of its explicit listing of course expectations.
This clarity in the expectation to the quality of student activity and student
assignments seems to be a clear advantage for the enhancement of web-based
learning.
4.3 Collaborative learning and activity
The portfolio
in Global Change is the entrance to both individual and collaborative
tasks/assignments, which the portfolio structures separately. Moreover, the
individual part of the portfolio, which keeps separate the dialogue between the
learner and the instructor, also contains and keeps track of the learner's
individual input to the collaborative assignments (see figure 1). From the
portfolio it is possible throughout the learning process as it unfolds, to
access both the individual and collaborative learning spaces to retrieve and
review ones past input. It is beyond any doubts that the work space awareness
of the learner and its different aspects of social awareness, task awareness,
concept awareness (Gutwin et al., 1995) find support in the design of the
virtual portfolio of Global Change. This awareness is further enhanced by the
carefully structured and consistently built learning units (see section 4.1)
each of which outlines the goal and method of activities (see section 4.2).
The concept of
genuine interdependence in collaborative learning (Salomon, 1995) emphasizes
not only the collaborative activities, but also the individual preconditions
for this collaboration to happen. It
seems that the virtual portfolio of Global Change is likely to support such
processes, as it offers structured spaces for both of these aspects of genuine
collaboration to thrive and complement each other: both the individual and collaborative activities of a learner are
easily accessed and overviewed from the individual portfolio. The virtual
portfolio thereby promotes self-reflection and - in case of the instructor -
further development of the instructional techniques and design.
The
collaborative activities/assignments of the Global Change design take the shape
of a collaborative dialogue/interaction, accessible from the collaborative
space in the portfolio (see figure 1). The instructional technique applied in
this element is that both quality and quantity of the collaborative discussions
are judged in the evaluation (Sorensen & Takle, 1999), which has the
positive effect of stimulating collaborative discussion and interaction.
From the perspective
of collaborative learning, however, there is no doubt that the collaborative
potential of a virtual portfolio goes beyond the utilization and design
demonstrated in the Global Change portfolio (see section 6).
4.4 Continuous feedback, reflection, self-assessment, and
evaluation
The virtual
portfolio in Global Change provides a well functioning structure for commenting
and giving and retrieving feedback (figure 1). This applies to feedback given
in the individual assignments privately between the learner and the instructor,
as well as to the collaborative assignments and dialogues. Both learner and
instructor derive benefit from being able to access these tracks of learning,
which demonstrate experiences of students and indicate how teaching practices
are facilitated or inferred with their progress in relation to course goals.
This provides an ideal ground for continuous processes of self-reflection in
the learner as well as the instructor.
Collis (1998)
reports of peer review as being an important instructional technique in
distributed collaborative Web-based learning (Collis, 1998). Although students
dialog with each other and challenge each other’s opinions, the Global Change
course does not have a formal process for peer feedback and peer evaluation. However, the virtual portfolio could be
expanded to allow each student to receive anonymous (or known) peer
evaluation. The instructor’s portfolio
would then be expanded to include a monitoring and recording of peer evaluation
activity. This element could be
developed under a variety of choices of instructional techniques.
The virtual
portfolio of Global Change also handles continuous processes of self-assessment
and self-evaluation in terms of learning progress (figure 1). It subdivides the
total evaluation of student performance into small increments throughout the
course rather than concentrating evaluation in one or a few isolated
examinations. In this way the students are able to monitor their progress in
the course and adjust their level of effort to match learning expectations.
A self
assessment that will be implemented in the next offering asks the students
about their level of confidence in discussing Global Change issues (module
topics) with various groups, ranging from experts to friends:
My level of confidence in discussing this issue:
A. I feel
competent to dialog with experts on this topic.
B. I feel
competent to lead a student discussion on this topic in a multi-disciplinary
class.
C. I feel competent
as the average student to participate in (not lead) a discussion this topic in
a multi-disciplinary class.
D. I feel
competent to discuss this issue with a friend.
E. I likely
would have to learn a lot to participate in discussion on this topic.
The self-assessment will be given at the
beginning and again at the end of academic term, and changes will be used as
one measure of success in moving students up the learning curve. Some sample topics showing the design of
self-assessment accessible are given in figure 2:
|
Topic |
Response Before taking course |
Response After taking course |
|
Atmospheric
Evolution |
|
|
|
Structure
& Circulation of the Atmosphere |
|
|
|
Carbon cycle |
|
|
|
Ozone
depletion |
|
|
|
Climate
modeling |
|
|
|
Evidence for
climate change |
|
|
|
Global Human
Population |
|
|
|
... |
|
|
Figure 2
4.5 Promoting change and development within instruction and
management
The virtual
portfolio in Global Change offers the instructor much more in-depth perspective
on the student evolutionary thinking on global change issues. In contrast to the conventional method of
returning assignments after grading, the electronic portfolio keeps all
assignments permanently accessible to both instructor and student and allows
reflective dialog on the student’s change in thinking. It provides structural
support for overview of tutoring, overview of grading, access to past comments,
suggestions/recommendations given in the tutoring process, and access to past student
submissions with related recommendations, etc.
It also simplifies instructional and course management tasks: quizzes are automatically graded,
“housekeeping” information is more quickly and effectively disseminated, the
instructor’s grade book is always accessible to the student (for viewing
individual but not class grades). In other ways, however, the portfolio may
complicate instructions and management: More items require instructor
evaluation, students are prone to challenge many more minute points related to
evaluation, students are more demanding on timeliness of instructor
evaluation. It is important, therefore,
to give careful attention to the integration of instructional choices and
requirements implemented through the portfolio.
5. Conclusion
In this paper we have addressed the need for
structure in distributed collaborative learning processes on the Web and in the
virtual environments in which they unfold. We have addressed and discussed, on
the basis of the design and implementation in the Global Change course, the
structuring potential of virtual portfolios as one way of enhancing the quality
of collaborative learning in distributed learning processes on the Web.
The paper
suggests that although the virtual portfolio in some ways seems to imply more
attention and work from the tutor, it represents a strong tool for enhancing
what we use to consider as important characteristics of collaborative learning:
awareness and genuine collaboration. Through constituting a personal entrance to
the learning scene, it enhances overview of learning expectations, learning
content, learning goals, learning methods and individual/collaborative
activities. Thus, if carefully designed, it facilitates instruction and
constitutes a fruitful overview and basis for reflection on - and succeeding
improvement of - instructional techniques and methods.
We may sum up
the general strength of a virtual portfolio as concentrated in a significant
ability to create a harmonious tapestry of past, present and future learning
activities. The use of a virtual portfolio offers both learner and instructor a
general overview and navigational orientation. By acting as a mirror during
this evolution of past, present, and future learning, virtual portfolio
enhances reflective activity and adds depth to learning in virtual contexts.
6. Future research
The structuring
potential for supporting learning processes on the web seems beyond any doubt.
The Global Change course has demonstrated this unambiguously and convincingly
in a variety of ways. However, there is reason to believe that a virtual
portfolio may be designed to support and incorporate aspects of a virtual
learning process which go further than what has been designed and demonstrated
in the Global Change course, - especially in terms of peer collaboration. Thus,
research challenges to pursue in the future include further development of the
portfolio to handle and structure: collaboration between peers, evaluation
between peers, integrated group-portfolios, and more personalized portfolios.
The next step
in advancing the concept of portfolio is to design an entire course of study
for a student using a curriculum portfolio.
Under this concept a student, and presumably his/her academic advisor,
would build a meta-portfolio spanning, say, the four-year program leading to
the university bachelors degree. Such a
meta-portfolio would allow the faculty and advisor to work more systematically
with each student in shaping a complete course of study to meet prescribed
educational objectives. Reflection and
evaluation on interconnectedness of learning achievements of individual courses
would identify gaps and redundancies and allow for more seamless progression
through the four-year learning process.
Such a concept would require university-wide participation by faculty
and administration and would present a rather major departure from current
practices.
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Theme: Future visions
Topic category: 1) Pedagogical issues and educational design, 2) use
of technologies