Abstract
Computer Supported Collaborative Learning methods support fruitful social interactions using technological mediation and orchestration. However, studies indicate that most existing CSCL methods have not been applied to large classes, means that they may not scale well or that it’s unclear to what extent or with which technological mechanisms scalability could be feasible. This paper introduces and evaluates PyramidApp, implementing a scalable pedagogical method refining Pyramid (aka Snowball) collaborative learning flow pattern. Refinements include rating and discussing to reach upon global consensus. Three different face-to-face classroom situations were used to evaluate different tasks of pyramid interactions. Experiments led to conclude that pyramids can be meaningful with around 20 participants per pyramid of 3–4 levels, with several pyramids running in parallel depending on the classroom size. An underpinning algorithm enabling elastic creation of multiple pyramids, using control timers and triggering flow awareness facilitated scalability, dynamism and overall user satisfaction in the experience.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bonwell, C.C., Eison, J.A.: Active learning: creating excitement in the classroom. In: ERIC Clearinghouse on Higher Education. The George Washington University, Washington, D.C. (1991)
Dillenbourg, P., Tchounikine, P.: Flexibility in macro-scripts for CSCL. J. Comput. Assist. Learn. 23(1), 1–13 (2007)
Dillenbourg, P.: Split where interaction should happen, a model for designing CSCL scripts. In: Gerjets, P., Kirschner, P.A., Elen, J., Joiner, R. (eds.) Instructional design for effective and enjoyable computer-supported learning. Knowledge Media Research Centre, Tuebingen (2004)
Hernández-Leo, D., Villasclaras-Fernández, E.D., Asensio-Pérez, J.I., Dimitriadis, Y., Jorrín-Abellán, I.M., Ruiz-Requies, I., Rubia-Avi, B.: COLLAGE: a collaborative learning design editor based on patterns. J. Educ. Technol. Soc. 9(1), 58–71 (2006)
Manathunga, K., Hernández-Leo, D.: Has research on collaborative learning technologies addressed massiveness? J. Educ. Technol. Soc. 18(4), 357–370 (2015)
Ferguson, R., Sharples, M.: Innovative pedagogy at massive scale: teaching and learning in MOOCs. In: Rensing, C., de Freitas, S., Ley, T., Muñoz-Merino, P.J. (eds.) EC-TEL 2014. LNCS, vol. 8719, pp. 98–111. Springer, Heidelberg (2014)
Rosé, C.P., Carlson, R., Yang, D., Wen, M., Resnick, L., Goldman, P., Sherer, J.: Social factors that contribute to attrition in MOOCs. In: Proceedings of the First ACM Conference on Learning @ Scale Conference, pp. 197–198 (2014)
Gibbs, G.: Teaching more students: discussion with more students. Headington, Oxford (1992)
Herreid, C.F.: “Clicker” cases: introducing case study teaching into large classrooms. J. Coll. Sci. Teach. 36(2), 43–47 (2006)
Gehlen-Baum, V., Pohl, A., Weinberger, A., Bry, F.: Backstage – designing a backchannel for large lectures. In: Ravenscroft, A., Lindstaedt, S., Kloos, C.D., Hernández-Leo, D. (eds.) EC-TEL 2012. LNCS, vol. 7563, pp. 459–464. Springer, Heidelberg (2012)
Acknowledgements
Special thanks to participants from Escola Forestal De Sta. Coloma De Farners, Oak House School and Engineering School of UPF Barcelona. This work has been partially funded by the Spanish Ministry of Economy and Competitiveness (TIN2014-53199-C3-3-R; MDM-2015-0502).
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this paper
Cite this paper
Manathunga, K., Hernández-Leo, D. (2016). PyramidApp: Scalable Method Enabling Collaboration in the Classroom. In: Verbert, K., Sharples, M., Klobučar, T. (eds) Adaptive and Adaptable Learning. EC-TEL 2016. Lecture Notes in Computer Science(), vol 9891. Springer, Cham. https://doi.org/10.1007/978-3-319-45153-4_37
Download citation
DOI: https://doi.org/10.1007/978-3-319-45153-4_37
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-45152-7
Online ISBN: 978-3-319-45153-4
eBook Packages: Computer ScienceComputer Science (R0)