Skip to main content

PyramidApp: Scalable Method Enabling Collaboration in the Classroom

  • Conference paper
  • First Online:
Adaptive and Adaptable Learning (EC-TEL 2016)

Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 9891))

Included in the following conference series:

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

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  1. 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)

    Google Scholar 

  2. Dillenbourg, P., Tchounikine, P.: Flexibility in macro-scripts for CSCL. J. Comput. Assist. Learn. 23(1), 1–13 (2007)

    Article  Google Scholar 

  3. 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)

    Google Scholar 

  4. 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)

    Google Scholar 

  5. Manathunga, K., Hernández-Leo, D.: Has research on collaborative learning technologies addressed massiveness? J. Educ. Technol. Soc. 18(4), 357–370 (2015)

    Google Scholar 

  6. 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)

    Google Scholar 

  7. 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)

    Google Scholar 

  8. Gibbs, G.: Teaching more students: discussion with more students. Headington, Oxford (1992)

    Google Scholar 

  9. Herreid, C.F.: “Clicker” cases: introducing case study teaching into large classrooms. J. Coll. Sci. Teach. 36(2), 43–47 (2006)

    Google Scholar 

  10. 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)

    Chapter  Google Scholar 

Download references

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

Authors

Corresponding author

Correspondence to Kalpani Manathunga .

Editor information

Editors and Affiliations

Rights and permissions

Reprints 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)

Publish with us

Policies and ethics