Computer-supported collaboration in a scripted 3-D game environment

The particular focus of this paper is on scripting collaboration in a 3-D virtual game environment intended to make learning more effective, but also take into account the risk of over-scripting learning. The empirical experiment eScape, which encourages learners to solve problems collaboratively, is also presented. This study attempts to find out whether the features of 3-D games can be used to create meaningful scripted collaborative learning environments. The results indicated that scripting persuaded student teams to enter into collaboration, but the actual processes varied.

Tracking student teachers' technology-enhanced collaborative problem solving: Combining objective assessment data with subjective verbal reporting

In spite of increasing interest, technology-enhanced formative assessment practices reflecting 21st century skills are not yet much studied, particularly in teacher education context. Also, studies that combine both objective and subjective data around these practices are still rare. This study responds to these challenges in exploration of student teachers’ collaborative problem solving (CPS) processes. Relevant events in CPS tasks are tracked through process data acquired via ATC21S™ portal, and complemented with students’ interpretations of these processes as cued retrospective reports. The broader aim is to provide student teachers with hands-on experiences of using novel, technology-en…

Digipedagogiikka kehittyy koulujen kanssa kokeillen ja tutkien

OpenDigissä kehitytään ja kehitetään tieto- ja viestintäteknologian opetuskäyttöä yhdessä koulujen kanssa

Mathematics Learning through Arts and Collaborative Problem-Solving : The Princess and the Diamond-Problem

In this paper, we examine a mathematics education course which focused on collaborative mathematical problem solving in art topics. The students of the course were Finnish primary school pre-service teachers. During the course students investigated tessellations, reflected on their experiences and designed workshops for pupils. The course meetings were video recorded. Students’ work contained elements of mathematical problem solving and gave them experiences of working collaboratively. The topic of tessellation was found suitable for this purpose. peerReviewed

Virtual Reality for Collaborative Learning in Teacher Education

This poster discusses the potential of virtual reality (VR) for collaborative learning. VR can provide engaging, social and creative digital environments for collaborative knowledge construction but its pedagogically meaningful uses and affordances are only just developing. We present the design of a case study where pre-service teachers become acquainted with the pedagogical potential of VR through collaborative exploration and subsequently collaboratively design and reflect on authentic school projects using VR. nonPeerReviewed