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1、Global Introduction to CSCLGerry StahlSmashwords Edition for all e-readersCopyright 2010 by Gerry StahlThank you for downloading this free e-book.You are welcome to share it.This book may be reproduced,copied and distributed for non-commercial purposes,provided the book remains in its complete origi

2、nal form.Related materials by the author are available at GerryS.PrefaceThis volume reproduces an attempt by three researchers of computer-supported collaborative learning(CSCL)to define their field for newcomers.The original essayentitled“Computer-supported collaborative learning:An historical pers

3、pective”was one chapter in the Cambridge Handbook of the Learning Sciences,which introduced the main concepts in the larger interdisciplinary field of the learning sciences.We wanted our essay to help our fledgling field continue to grow and to reach people around the world in the several cognate fi

4、elds of CSCL(such as education,psychology,computer science,communication,philosophy).The present edition continues that effort by packaging in one book the English original version and translations into major languages of Europe,Asia and Latin America.The translations included here were undertaken b

5、y people trained and experienced in CSCL,under my supervision.While I could not check most of the languages myself,I answered questions for the translators and often had another CSCL researcher check the translation for me.Subsequently,Cambridge University Press has translated the entire Handbook in

6、to Chinese and Japanesethe chapters on CSCL in those translations have not been included in this volume.This volume is for informal usage,where readers can easily compare versions in different languages.The English version is a pre-publication version without the final editing,layout and pagination.

7、The translations were undertaken with the written permission of Cambridge University Press.Please refer to the official version of the English original(Stahl,Koschmann&Suthers,2006)when citing excerpts and pages.The three authors have promoted the field of CSCL for many years.They have attended and

8、presented at virtually every CSCL conference since the conference series began in 1995.They have workedindividually and togetherto promote the field,to build institutional supports for it and to extend it globally.Koschmann was involved in organizing all of the early CSCL conferences and edited earl

9、y books on the field.Suthers has been particularly involved in reaching out to Asia.Stahl edits the CSCL journal.All three have been involved in the CSCL book series and in the International Society of the Learning Sciences.*The field of CSCL is a loose,constantly evolving network of researchers,pub

10、lications and ideas.The researchers come from many different backgrounds,the publications correspond to diverse genres and the ideas represent a variety of theories.To present a concise introduction is necessarily to pick a particular perspective on the field and to try to make sense of that view fo

11、r people who have not followed the history that lead up to it.In our essay,we tried to make it clear that we were giving our own perspective not only on what CSCL is,but also on where it came from and where we think it should go.We took an historical perspective,arguing that the field was emerging f

12、rom the past disciplinary context into a distinctive view of reality,and that this specific view that we were promoting suggested a path for future work.To be involved in an emerging scientific research field like CSCL is not merely to tred along well-established paths,but to make mini-breakthroughs

13、 and to discover new territories for investigation.So we were not only interested in defining the field for newcomers,but also in defining it for ourselves and for our colleagues.This often involved defining it against the approaches and conceptualizations of certain other researchers,who trod other

14、 paths through the same terrain or who view the terrain differently.The opportunity to present our understanding of the field to newcomers challenged us to articulate our own self-understanding,to synthesize the differences among the three of us,and to project a path for future research.We hope that

15、 presenting our response to this challenge in the following essay provides a motivating glimpse into a lively intellectual process with important practical consequences.Gerry Stahl,September 2010Volume table of contentsEnglish original versionSpanish TranslationPortuguese TranslationSimplified Chine

16、se TranslationTraditional Chinese TranslationRomanian TranslationGerman TranslationReferencesEnglish original versionComputer-supported collaborative learning:An historical perspectiveGerry Stahl,Timothy Koschmann,Dan SuthersComputer-supported collaborative learning(CSCL)is an emerging branch of the

17、 learning sciences concerned with studying how people can learn together with the help of computers.As we will see in this essay,such a simple statement conceals considerable complexity.The interplay of learning with technology turns out to be quite intricate.The inclusion of collaboration,computer

18、mediation and distance education has problematized the very notion of learning and called into question prevailing assumptions about how to study it.Like many active fields of scientific research,CSCL has a complex relationship to established disciplines,evolves in ways that are hard to pinpoint and

19、 includes important contributions that seem incompatible.The field of CSCL has a long history of controversy about its theory,methods and definition.Furthermore,it is important to view CSCL as a vision of what may be possible with computers and of what kinds of research should be conducted,rather th

20、an as an established body of broadly accepted laboratory and classroom practices.We will start from some popular understandings of the issues of CSCL and gradually reveal its more complex nature.We will review CSCLs historical development and offer our perspective on its future.CSCL within education

21、As the study of particular forms of learning,CSCL is intimately concerned with education.It considers all levels of formal education from kindergarten through graduate study as well as informal education,such as museums.Computers have become important in this,with school districts and politicians ar

22、ound the world setting goals of increasing student access to computers and the Internet.The idea of encouraging students to learn together in small groups has also become increasingly emphasized in the broader learning sciences.However,the ability to combine these two ideas(computer support and coll

23、aborative learning,or technology and education)to effectively enhance learning remains a challengea challenge that CSCL is designed to address.Computers and educationComputers in the classroom are often viewed with skepticism.They are seen by critics as boring and anti-social,a haven for geeks and a

24、 mechanical,inhumane form of training.CSCL is based on precisely the opposite vision:it proposes the development of new software and applications that bring learners together and that can offer creative activities of intellectual exploration and social interaction.CSCL arose in the 1990s in reaction

25、 to software that forced students to learn as isolated individuals.The exciting potential of the Internet to connect people in innovative ways provided a stimulus for CSCL research.As CSCL developed,unforeseen barriers to designing,disseminating and effectively taking advantage of innovative educati

26、onal software became more and more apparent.A transformation of the whole concept of learning was required,including significant changes in schooling,teaching and being a student.E-learning at a distanceCSCL is often conflated with e-learning,the organization of instruction across computer networks.

27、E-learning is too often motivated by a nave belief that classroom content can be digitized and disseminated to large numbers of students with little continuing involvement of teachers or other costs,such as buildings and transportation.There are a number of problems with this view.First,it is simply

28、 not true that the posting of content,such as slides,texts or videos,makes for compelling instruction.Such content may provide important resources for students,just as textbooks always have,but they can only be effective within a larger motivational and interactive context.Second,online teaching req

29、uires at least as much effort by human teachers as classroom teaching.Not only must the teacher prepare materials and make them available by computer,the teacher must motivate and guide each student,through on-going interaction and a sense of social presence.While online teaching allows students fro

30、m around the world to participate and allows teachers to work from any place with Internet connectivity,it generally significantly increases the teacher effort per student.Third,CSCL stresses collaboration among the students,so that they are not simply reacting in isolation to posted materials.The l

31、earning takes place largely through interactions among students.Students learn by expressing their questions,pursuing lines of inquiry together,teaching each other and seeing how others are learning.Computer support for such collaboration is central to a CSCL approach to e-learning.Stimulating and s

32、ustaining productive student interaction is difficult to achieve,requiring skillful planning,coordination and implementation of curriculum,pedagogy and technology.Fourth,CSCL is also concerned with face-to-face(F2F)collaboration.Computer support of learning does not always take the form of an online

33、 communication medium;the computer support may involve,for instance,a computer simulation of a scientific model or a shared interactive representation.In this case,the collaboration focuses on the construction and exploration of the simulation or representation.Alternatively,a group of students migh

34、t use a computer to browse through information on the Internet and to discuss,debate,gather and present what they found collaboratively.Computer support can take the form of distant or F2F interaction,either synchronously or asynchronously.Cooperative learning in groupsThe study of group learning be

35、gan long before CSCL.Since at least the 1960s,before the advent of networked personal computers,there was considerable investigation of cooperative learning by education researchers.Research on small groups has an even longer history within social psychology.To distinguish CSCL from this earlier inv

36、estigation of group learning,it is useful to draw a distinction between cooperative and collaborative learning.In a detailed discussion of this distinction,Dillenbourg(1999a)defined the distinction roughly as follows:In cooperation,partners split the work,solve sub-tasks individually and then assemb

37、le the partial results into the final output.In collaboration,partners do the work together.(p.8)He then referred to Roschelle&Teasleys(1995)definition of collaboration:This chapter presents a case study intended to exemplify the use of a computer as a cognitive tool for learning that occurs sociall

38、y.We investigate a particularly important kind of social activity,the collaborative construction of new problem solving knowledge.Collaboration is a process by which individuals negotiate and share meanings relevant to the problem-solving task at hand.Collaboration is a coordinated,synchronous activ

39、ity that is the result of a continued attempt to construct and maintain a shared conception of a problem.(p.70,emphasis added)If one is researching learning,this is a significant contrast.In cooperation,the learning is done by individuals,who then contribute their individual results and present the

40、collection of individual results as their group product.Learning in cooperative groups is viewed as something that takes place individuallyand can therefore be studied with the traditional conceptualizations and methods of educational and psychological research.By contrast,in the Roschelle&Teasley c

41、haracterization of collaboration,learning occurs socially as the collaborative construction of knowledge.Of course,individuals are involved in this as members of the group,but the activities that they engage in are not individual-learning activities,but group interactions like negotiation and sharin

42、g.The participants do not go off to do things individually,but remain engaged with a shared task that is constructed and maintained by and for the group as such.The collaborative negotiation and social sharing of group meaningsphenomena central to collaborationcannot be studied with traditional psyc

43、hological methods.Collaboration and individual learningAs we have just seen,collaborative learning involves individuals as group members,but also involves phenomena like the negotiation and sharing of meaningsincluding the construction and maintenance of shared conceptions of tasksthat are accomplis

44、hed interactively in group processes.Collaborative learning involves individual learning,but is not reducible to it.The relationship between viewing collaborative learning as a group process versus as an aggregation of individual change is a tension at the heart of CSCL.Earlier studies of learning i

45、n groups treated learning as a fundamentally individual process.The fact that the individuals worked in groups was treated as a contextual variable that influenced the individual learning.In CSCL,by contrast,learning is also analyzed as a group process;analysis of learning at both the individual and

46、 the group unit of analysis is necessary.This is what makes CSCL methodologically unique,as we shall see later in this essay.To some extent,CSCL has emerged in reaction to previous attempts to use technology within education and to previous approaches to understand collaborative phenomena with the t

47、raditional methods of the learning sciences.The learning sciences as a whole have shifted from a narrow focus on individual learning to an incorporation of both individual and group learning,and the evolution of CSCL has paralleled this movement.The Historical Evolution of CSCLThe beginningsThree ea

48、rly projectsthe ENFI Project at Gallaudet University,the CSILE project at the University of Toronto,and the Fifth Dimension Project at the University of California San Diegowere forerunners for what was later to emerge as the field of CSCL.All three involved explorations of the use of technology to

49、improve learning related to literacy.The ENFI Project produced some of the earliest examples of programs for computer-aided composition or“CSCWriting”(Bruce&Rubin,1993;Gruber,Peyton,&Bruce,1995).Students who attend Gallaudet are deaf or hearing impaired;many such students enter college with deficien

50、cies in their written-communication skills.The goal of the ENFI Project was to engage students in writing in new ways:to introduce them to the idea of writing with a voice and writing with an audience in mind.The technologies developed,though advanced for the time,might seem rudimentary by todays st

51、andards.Special classrooms were constructed in which desks with computers were arranged in a circle.Software resembling todays chat programs was developed to enable the students and their instructor to conduct textually-mediated discussions.The technology in the ENFI project was designed to support

52、a new form of meaning-making by providing a new medium for textual communication.Another early,influential project was undertaken by Bereiter and Scardamalia at the University of Toronto.They were concerned that learning in schools is often shallow and poorly motivated.They contrasted the learning t

53、hat takes place in classrooms with the learning that occurs in“knowledge-building communities”(Bereiter,2002;Scardamalia&Bereiter,1996),like the communities of scholars that grow up around a research problem.In the CSILE Project(Computer Supported Intentional Learning Environment),later known as Kno

54、wledge Forum,they developed technologies and pedagogies to restructure classrooms as knowledge-building communities.Like the ENFI Project,CSILE sought to make writing more meaningful by engaging students in joint text production.The texts produced in each case were quite different,however.The ENFI t

55、exts were conversational;they were produced spontaneously and were generally not preserved beyond the completion of a class.CSILE texts,on the other hand,were archival,like conventional scholarly literatures.As was the case for CSILE,the Fifth Dimension(5thD)Project began with an interest in improvi

56、ng reading skills(Cole,1996).It started with an after-school program organized by Cole and colleagues at Rockefeller University.When the Laboratory of Comparative Human Cognition(LCHC)moved to UCSD,the 5thD was elaborated into an integrated system of mostly computer-based activities selected to enha

57、nce students skills for reading and problem solving.The“Maze,”a board-game type layout with different rooms representing specific activities,was introduced as a mechanism for marking student progress and coordinating participation with the 5thD.Student work was supported by more-skilled peers and by

58、 undergraduate volunteers from the School of Education.The program was originally implemented at four sites in San Diego,but was eventually expanded to multiple sites around the world(Nicolopoulou&Cole,1993).All of these projectsENFI,CSILE and 5thDshared a goal of making instruction more oriented to

59、ward meaning making.All three turned to computer and information technologies as resources for achieving this goal,and all three introduced novel forms of organized social activity within instruction.In this way,they laid the groundwork for the subsequent emergence of CSCL.From conferences to a glob

60、al communityIn 1983,a workshop on the topic of“joint problem solving and microcomputers”was held in San Diego.Six years later,a NATO-sponsored workshop was held in Maratea,Italy.The 1989 Maratea workshop is considered by many to mark the birth of the field,as it was the first public and internationa

61、l gathering to use the term“computer-supported collaborative learning”in its title.The first full-fledged CSCL conference was organized at Indiana University in the fall of 1995.Subsequent international meetings have taken place at least biennially,with conferences at the University of Toronto in 19

62、97,Stanford University in 1999,the University of Maastricht in the Netherlands in 2001,the University of Colorado in 2002,the University of Bergen in Norway in 2003,and the National Central University in Taiwan in 2005.A specialized literature documenting theory and research in CSCL has developed si

63、nce the NATO-sponsored workshop in Maratea.Four of the most influential monographs are:Newman,Griffin,and Cole(1989)The Construction Zone,Bruffee(1993)Collaborative Learning,Crook(1994)Computers and the Collaborative Experience of Learning,and Bereiter(2002)Education and Mind in the Knowledge Age.Ad

64、ditionally,there have been a number of edited collections specifically focusing on CSCL research:OMalley(1995)Computer-Supported Collaborative Learning,Koschmann(1996b)CSCL:Theory and Practice of an Emerging Paradigm,Dillenbourg(1999b)Collaborative Learning:Cognitive and Computational Approaches,and

65、 Koschmann,Hall&Miyake(2002)CSCL2:Carrying Forward the Conversation.A book series on CSCL published by Kluwer(now Springer)includes five volumes to date(Andriessen,Baker,&Suthers,2003;Bromme,Hesse,&Spada,2005;Goodyear et al.,2004;Strijbos,Kirschner,&Martens,2004;Wasson,Ludvigsen,&Hoppe,2003).The CSC

66、L conference proceedings have been the primary vehicle for publications in the field.A number of journals have also played a role,particularly the Journal of the Learning Sciences.An International Journal of Computer-Supported Collaborative Learning will start publishing in 2006.Although the community was centered in Western Europe and Northern America in its early years,it has evolved into a rather well-balanced international presence(Hoadley,2005;Kienle&Wessner,2005).The 2005 conference in Tai