My main interest in ONL162 is from a research perspective, even if I am also eager to learn how networked learning can be used in my own, and other, courses at the School of Computer Science and Communication at KTH.
Research interest and expectations
I am interested in learning more about theory, methods and practice in the field of Computer-supported collaborative learning (CSCL) and specifically how this can be applied for language learning. Both CSCL and collaborative language learning (CLL) are well-established areas in educational research and practice, but the combination, Computer-supported collaborative language learning (CSCLL) has been in much less focus in research and practice. CSCLL attempts have been made on written language, with e.g. collaboration on wikis or bulletin boards (Goda & Yamada, 2012). My interest in CSCLL is however in particular focused on a) spoken communication and b) the computer taking a more active role than simply mediating the interaction between human learners.
In hopefully upcoming research projects, I would like to explore task-based and/or game-based learning (TBL or GBL) for language practice (e.g. Howell & Veale, 2011; Prensky, 2001), in which two or several human learners collaborate, and communicate with spoken interaction in the foreign target language, to solve the task, supported by a computer system (in the form of e.g., automatic tracking of linguistic problems; vocabulary and sentence formulation support; a computer-animated agent/teacher facilitating the interaction between the learners; and/or a social robot who can interact with co-located learners).
In order to be able to achieve this successfully, I would like to dig deeper into theory and methodologies used in CSCL, CLL and TBL/GBL, such as the roots in Vygotsky’s theory of zone of proximal development; the elements of successful collaborative groups; collaboration theory and group cognition; collaboration scripts (Kollar et al., 2006), …
My hopes and expectations for ONL162 are that the course will give me the opportunity to get an introduction to the theory of some of these topics and get practical experiences of actually working in a CSCL setting. I also hope that the assignments will include some individual freedom allowing me to explore some CSCLL aspects in some more detail.
Education-oriented interest and expectations
I am currently using social media such as Google docs, sheets and forms, and KTH Social for self- and peer-evaluations and -feedback throughout MSc and BSc thesis work, in which groups of students, working on different, but similar, projects comment on each other’s work in progress. I am interested in learning if I could use these and other tools more effectively.
My hopes are that my own practical experiences within ONL162 will give me new input on how to develop peer-interaction in group supervision of theses further.
Goda, Y. & Yamada, M. (2012). Application of CoI to Design CSCL for EFL Online Asynchronous Discussion. Akyol, Z. & Garrison, R. (eds). Educational Communities of Inquiry: Theoretical Framework, Research and Practice, IGI Global.
Howell, S., & Veale, T. (2011). Serious Linguistic Games as Intelligent Tutoring Systems. In P. Felicia (Ed.), Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches (pp. 726-758).
Kollar, I., Fischer, F. & Hesse, F. (2006). Collaboration Scripts – A Conceptual Analysis. Educ Psychol Rev, 18, 159–185.
Prensky, M. (2001). Digital game-based learning. McGraw-Hill.