Visions of CSCL: Eight Provocations for the Future of the Field

Autor/inn/en	Wise, Alyssa Friend; Schwarz, Baruch B.
Titel	Visions of CSCL: Eight Provocations for the Future of the Field
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 12 (2017) 4, S.423-467 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-017-9267-5
Schlagwörter	Computer Assisted Instruction; Cooperative Learning; Educational Theories; Student Centered Learning; Data Collection; Social Media; Educational Environment; Educational Change; Educational Research; Qualitative Research; Scripts; Interviews + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Kooperatives Lernen; Educational theory; Theory of education; Bildungstheorie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Data capture; Datensammlung; Soziale Medien; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsreform; Bildungsforschung; Pädagogische Forschung; Qualitative Forschung; Skript; Interviewing; Interviewtechnik
Abstract	The field of Computer Supported Computer Learning (CSCL) is at a critical moment in its development. Internally we face issues of fragmentation and questions about what progress is being made. Externally the rise of social media and a variety of research communities that study the interactions within it raise questions about our unique identity and larger impact on the world. To illuminate the complex issues involved and the multiple perspectives that exist on them, we conducted an iterative and generative consultation with members of the CSCL community through individual interviews and public interactive presentations. The result is a series of eight provocations for the field, each presented as a dialogue between the Provocateur/Provocatrice (who seeks to shake up the status quo) and the Conciliator (who seeks to build on the achievements of our current traditions). The provocations address the debated need for six things: one conceptual framework to unite our diverse tools and theories (#1), prioritization of learner agency over collaborative scripting (#2), scrupulous scrutiny of when "collaboration" and "community" are said to exist (#3), the pursuit of computational approaches to understand collaborative learning (#5), learning analytics and adaptive support to be a top priority in the field (#6), and the expansion of our focus to seriously address social media and large-scale learning environments (#7). In addition, the provocations highlight two areas in which perhaps we should desist: the attempt to reconcile analytical and interpretative approaches to understanding collaboration (#4), and the goal of achieving tangible change in the education system (#8). There are no resolutions offered in this paper; the interchanges presented are designed to lay out the complex constellation of issues involved and can be considered a dialogue that we are still in the process of having with ourselves as individuals and together as a community. We stress the urgency and importance for the field of CSCL to take up these questions and tensions, and critically, to work towards decisions and resultant actions. Our future as a scientific community--our very existence and identity, depends on it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01