Contrasting analytical approaches to trace collaborative learning with knowledge objects

Hanni Muukkonen; Crina Damşa; Anouschka van Leeuwen; Jeroen Janssen; Mladen Raković; Danijela Gašević; Dragan Gašević; Rachelle Esterhazy; Monika Nerland; Andres Araos; Davinia Hernández-Leo

Contrasting analytical approaches to trace collaborative learning with knowledge objects

Hanni Muukkonen, Crina Damşa, Anouschka van Leeuwen, Jeroen Janssen, Mladen Raković, Danijela Gašević, Dragan Gašević, Rachelle Esterhazy, Monika Nerland, Andres Araos, Davinia Hernández-Leo

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

Abstract

Social, discursive and regulatory aspects of collaborative learning have been examined extensively. Yet, there is less research and systematic analysis on how the collaboratively constructed knowledge objects introduce and structure the conditions for collaborative processes and learning. In this symposium, we share and contrast methods and approaches to analyzing collaboration activities that involve digital knowledge objects being developed jointly (i.e., essays, posts in online discussions, versions of a product) in four different educational contexts in tertiary education. The four contributions, from Netherlands, Australia, Norway and Finland present a range of analytical approaches, collaboration analytics and qualitative interpretations of collaborative learning with knowledge objects. The contributions are part of an overarching effort to develop analytics-based approaches, frameworks and instruments that allow to systematically capture the complexities of the collaborative process, for further use in research and for supporting educational practice.

Original language	English
Title of host publication	International Collaboration toward Educational Innovation for All
Subtitle of host publication	Overarching Research, Development, and Practices - 15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022
Editors	Armin Weinberger, Wenli Chen, Davinia Hernandez-Leo, Bodong Chen
Publisher	International Society of the Learning Sciences (ISLS)
Pages	509-516
Number of pages	8
ISBN (Electronic)	9781737330646
Publication status	Published - 2022
Event	15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022 - Virtual, Online, Japan Duration: 6 Jun 2022 → 10 Jun 2022

Publication series

Name	Proceedings of International Conference of the Learning Sciences, ICLS
ISSN (Print)	1814-9316

Conference

Conference	15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022
Country/Territory	Japan
City	Virtual, Online
Period	6/06/22 → 10/06/22

Bibliographical note

Publisher Copyright:
© ISLS.

Cite this

Muukkonen, H., Damşa, C., van Leeuwen, A., Janssen, J., Raković, M., Gašević, D., Gašević, D., Esterhazy, R., Nerland, M., Araos, A., & Hernández-Leo, D. (2022). Contrasting analytical approaches to trace collaborative learning with knowledge objects. In A. Weinberger, W. Chen, D. Hernandez-Leo, & B. Chen (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022 (pp. 509-516). (Proceedings of International Conference of the Learning Sciences, ICLS). International Society of the Learning Sciences (ISLS).

Muukkonen, Hanni ; Damşa, Crina ; van Leeuwen, Anouschka et al. / Contrasting analytical approaches to trace collaborative learning with knowledge objects. International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022. editor / Armin Weinberger ; Wenli Chen ; Davinia Hernandez-Leo ; Bodong Chen. International Society of the Learning Sciences (ISLS), 2022. pp. 509-516 (Proceedings of International Conference of the Learning Sciences, ICLS).

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title = "Contrasting analytical approaches to trace collaborative learning with knowledge objects",

abstract = "Social, discursive and regulatory aspects of collaborative learning have been examined extensively. Yet, there is less research and systematic analysis on how the collaboratively constructed knowledge objects introduce and structure the conditions for collaborative processes and learning. In this symposium, we share and contrast methods and approaches to analyzing collaboration activities that involve digital knowledge objects being developed jointly (i.e., essays, posts in online discussions, versions of a product) in four different educational contexts in tertiary education. The four contributions, from Netherlands, Australia, Norway and Finland present a range of analytical approaches, collaboration analytics and qualitative interpretations of collaborative learning with knowledge objects. The contributions are part of an overarching effort to develop analytics-based approaches, frameworks and instruments that allow to systematically capture the complexities of the collaborative process, for further use in research and for supporting educational practice.",

author = "Hanni Muukkonen and Crina Dam{\c s}a and {van Leeuwen}, Anouschka and Jeroen Janssen and Mladen Rakovi{\'c} and Danijela Ga{\v s}evi{\'c} and Dragan Ga{\v s}evi{\'c} and Rachelle Esterhazy and Monika Nerland and Andres Araos and Davinia Hern{\'a}ndez-Leo",

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year = "2022",

language = "English",

series = "Proceedings of International Conference of the Learning Sciences, ICLS",

publisher = "International Society of the Learning Sciences (ISLS)",

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Muukkonen, H, Damşa, C, van Leeuwen, A , Janssen, J, Raković, M, Gašević, D, Gašević, D, Esterhazy, R, Nerland, M, Araos, A & Hernández-Leo, D 2022, Contrasting analytical approaches to trace collaborative learning with knowledge objects. in A Weinberger, W Chen, D Hernandez-Leo & B Chen (eds), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022. Proceedings of International Conference of the Learning Sciences, ICLS, International Society of the Learning Sciences (ISLS), pp. 509-516, 15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022, Virtual, Online, Japan, 6/06/22.

Contrasting analytical approaches to trace collaborative learning with knowledge objects. / Muukkonen, Hanni; Damşa, Crina; van Leeuwen, Anouschka et al.
International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022. ed. / Armin Weinberger; Wenli Chen; Davinia Hernandez-Leo; Bodong Chen. International Society of the Learning Sciences (ISLS), 2022. p. 509-516 (Proceedings of International Conference of the Learning Sciences, ICLS).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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AU - Muukkonen, Hanni

AU - Damşa, Crina

AU - van Leeuwen, Anouschka

AU - Janssen, Jeroen

AU - Raković, Mladen

AU - Gašević, Danijela

AU - Gašević, Dragan

AU - Esterhazy, Rachelle

AU - Nerland, Monika

AU - Araos, Andres

AU - Hernández-Leo, Davinia

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N2 - Social, discursive and regulatory aspects of collaborative learning have been examined extensively. Yet, there is less research and systematic analysis on how the collaboratively constructed knowledge objects introduce and structure the conditions for collaborative processes and learning. In this symposium, we share and contrast methods and approaches to analyzing collaboration activities that involve digital knowledge objects being developed jointly (i.e., essays, posts in online discussions, versions of a product) in four different educational contexts in tertiary education. The four contributions, from Netherlands, Australia, Norway and Finland present a range of analytical approaches, collaboration analytics and qualitative interpretations of collaborative learning with knowledge objects. The contributions are part of an overarching effort to develop analytics-based approaches, frameworks and instruments that allow to systematically capture the complexities of the collaborative process, for further use in research and for supporting educational practice.

AB - Social, discursive and regulatory aspects of collaborative learning have been examined extensively. Yet, there is less research and systematic analysis on how the collaboratively constructed knowledge objects introduce and structure the conditions for collaborative processes and learning. In this symposium, we share and contrast methods and approaches to analyzing collaboration activities that involve digital knowledge objects being developed jointly (i.e., essays, posts in online discussions, versions of a product) in four different educational contexts in tertiary education. The four contributions, from Netherlands, Australia, Norway and Finland present a range of analytical approaches, collaboration analytics and qualitative interpretations of collaborative learning with knowledge objects. The contributions are part of an overarching effort to develop analytics-based approaches, frameworks and instruments that allow to systematically capture the complexities of the collaborative process, for further use in research and for supporting educational practice.

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M3 - Conference contribution

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EP - 516

BT - International Collaboration toward Educational Innovation for All

A2 - Weinberger, Armin

A2 - Chen, Wenli

A2 - Hernandez-Leo, Davinia

A2 - Chen, Bodong

PB - International Society of the Learning Sciences (ISLS)

T2 - 15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022

Y2 - 6 June 2022 through 10 June 2022

ER -

Muukkonen H, Damşa C, van Leeuwen A , Janssen J, Raković M, Gašević D et al. Contrasting analytical approaches to trace collaborative learning with knowledge objects. In Weinberger A, Chen W, Hernandez-Leo D, Chen B, editors, International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 15th International Conference on Computer-Supported Collaborative Learning, CSCL 2022. International Society of the Learning Sciences (ISLS). 2022. p. 509-516. (Proceedings of International Conference of the Learning Sciences, ICLS).

Contrasting analytical approaches to trace collaborative learning with knowledge objects

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