Special Online Issue
 |
Edited by Diane McGrath |
formerly Journal of Research on Computing in
Education
Volume 28 Number 5 Summer 1996
Peer Collaboration in a Hypermedia Learning Environment, Data,
Factors
Sandra V.Turner and Vito M.Dipinto
National-Louis University
Sense of Community
Courtney's stack
Click on the image to see the Shockwave animation.
Student's Interactive HyperCard Stack
This is a Shockwave animation of a portion of a student stack. This
stack was
created by Courtney. It is about a Howler Monkey. This stack
represents only
a portion of the stack.
Working on Howling
QT
Movie: 3.4MB
Classroom Interaction
Click on the image at the left to see a videoclip of some classroom
interaction
of students working on animation. Observe how the students' become the
experts.
Following is the transcription of the video clip.
"Howling" movie illustrates a)Exploration and i) Sense of community
Students explore using the microphone. Vito becomes part of the
students' culture
by joining the group howling like any kid in the class might do.
Jessie: What do you want to record?
Courtney: I'm going to howl.
Jessie: You have to press Record.
[They howl and Vito joins in.]
Jessie: Stop! Oh my gosh! Press Play.
Matt: You can edit that one part out.
Vito: That doesn't sound like a territorial call.
Pearce's reflection
Audio, AIF: 221K
*Sorry, this audio file no longer available
Jessie's reflection
Audio, AIF: 204K
*Sorry, this audio file no longer available
Students' Reflection
Click on each of the still images at the left of the screen to listen to
audio
clips of students' thoughts about a sense of community. A transcription
of each
of the audio clips can be seen below.
Pearce: In this part we're working together as a team and it gets a
lot more
done and it seems a lot better because we're compiling all or
information into
one clip.
Jessie: Also, it's really fun because even though we're working, we're
still
having a good time and considering the fact that our teacher or our
instructor
is with us we're all laughing and stuff, so that was fun.
Student Experts
Becky's
stack
Student's Interactive HyperCard StackThis is a Shockwave animation of
a portion
of a student stack. This stack was created by Becky. It is about a
Tamarin.
Click on the image to see the Shockwave animation.
Working on digitizing
QT
Movie: 4.5MB
Classroom Interaction
Click on the image at the left to see a videoclip of some classroom
interaction
of students working on animation. Observe how the students' become the
experts.
Following is the transcription of the video clip.
"Digitizing" movie illustrates e) Student experts
Becky, a first-generation expert with QuickTime movies, and Bridget, her
first
trainee, share knowledge about the process of capturing, installing, and
accessing
QuickTime movie clips.
Bridget: (reading from her notes about how to make a QuickTime movie):
Hard
Drive. ScreenPlay. Button. I have to make a button to put this on? . .
. Oh!
Do we have to install anything in the button script?
Becky: Yes, you make a button.
Bridget: There's a Here button we can get off of Imagination [another
stack
with QuickTime].
Becky's reflection
Audio, AIF: 272K
*Sorry, this audio file no longer available
Student's Reflection
Click on the still image at the left of the screen to listen to an audio
clip
of a student's thoughts about being a student expert. A transcription of
the audio
clip can be seen below.
Becky: One point with when the students help is like experts are
teaching to
be an expert. If you get the view of your peers instead of the teacher
who might
know more or not know what we might not know and also when we had a
problem
we sort of worked it out and if we didn't get a solution right away we
asked
other kids and then went to the teacher and when we talked to the
teacher he
didn't just give us a solution he helped us through it to see what we
had done,
how we could change what we had done and fix what we needed fixing.
Exploration
Courtney's stack
Student's Interactive HyperCard Stack
This is a Shockwave animation of a portion of a student stack. This
stack
about a howler monkey was created by Courtney. Click on the image to see
the animation.
Working on howling
QT
Movie: 3.4MB
Classroom Interaction
Click on the image at the left to see a videoclip of some classroom
interaction
of students working on animation. Observe how the students' become the
experts.
Following is the transcription of the video clip.
"Howling" movie illustrates a) Exploration and i) Sense of community
Students explore using the microphone. Vito becomes part of the
students' culture
by joining the group howling like any kid in the class might do.
Jessie: What do you want to record?
Courtney: I'm going to howl.
Jessie: You have to press Record.
[They howl and Vito joins in.]
Jessie: Stop! Oh my gosh! Press Play.
Matt: You can edit that one part out.
Vito: That doesn't sound like a territorial call.
Pearce's reflection
Audio, AIF: 248K
*Sorry this audio file no longer available
Jessie's reflection
Audio, AIF: 264K
*Sorry this audio file no longer available
Students' Reflection
Click on each of the still images at the left of the screen to listen to
audio
clips of students' thoughts about a sense of community. A transcription
of each
of the audio clips can be seen below.
Pearce: In this part we're working together as a team and it gets a
lot more
done and it seems a lot better because we're compiling all or
information into
one clip.
Jessie: Also, it's really fun because even though we're working, we're
still
having a good time and considering the fact that our teacher or our
instructor
is with us we're all laughing and stuff, so that was fun.
Teacher as Facilitator of Peer
Collaboration
Eric's stack
Student's Interactive HyperCard Stack
This is a shockwave animation of a portion of a student stack. This
stack was
created by Eric. It is about a Snow Leopard. This stack represents
only a portion
of the stack.
Click on the left image to see the shockwave animation.
Peer help
QT
Movie: 4.3MB
Classroom Interaction
Click on the image at the left to see a videoclip of some classroom
interaction
of students working on animation. Observe how the students' become the
experts.
Following is the transcription of the video clip.
"Peer Help" movie illustrates d)Teacher as facilitator of peer
collaboration
Vito works with Eric to solve a scripting/navigation problem. When
the problem
is unresolved, Vito asks for assistance from the students. Matt responds
to the
call for assistance and solves the problem.
[They work for 5-8 minutes before the following exchange.]
Vito: "Wait 30" is not long enough. "Wait 100."
Vito: OK, now this card--see you don't have any quotation marks. Is
that the
card you want it to go back to?
Eric: Yeah.
Vito: Take off the quotation marks. And "go to" is one word.
[They try the script again and it still doesn't work.]
Vito to class: Uh, anybody come here. Eric is having a problem and we
need somebody
who can navigate a little bit with some scripting.
Matt: What kind?
Vito to Eric: Why don't you explain it?
Vito to Matt: So you can work on that part. Thanks, Matt.
[Vito leaves.]
Eric: It's supposed to play the laser disc. Then I want it to go back
to that
card. I want it to wait a couple seconds and go back.
[Matt and Eric work together for about 5 minutes and eventually Matt
discovers
that the word "id" is left out of the "go to card 4218"
statement.]
Eric: Oh, it did it! Thank you very much. . . .Thank you. That's
wonderful.
Matt: Do, like, 5 seconds.
Eric: Thanks.
Eric's reflection
Audio, AIF: 230K
*Sorry this audio file no longer available
Matt's reflection
Audio, AIF: 223K
*Sorry this audio file no longer available
Students' Reflection
Click on each of the still images at the left of the screen to listen to
audio
clips of students' thoughts about the teacher as a facilitator of peer
collaboration.
A transcription of each of the audio clips can be seen below.
Eric:I like the learning environment better than a normal classroom
because
it's not as strict. In a normal classroom it's usually only the
teachers that
help and teach. In this environment, kids help too.
Matt: I like to be the teacher sometimes and give advice, and it's
also neat
that instead of the teacher coming and telling the person how to do
it he
calls another kid that knows how to do it and he or she helps the
person do
it, and instead of doing it for them, tells them.
Mastery-oriented Help Seeking and Help Giving
Marcus' stack
Student's Interactive HyperCard Stack
This is a Shockwave animation of a portion of a student stack. This
stack was
created by Marcus. It is about a Bengel Tiger. Click on the left image
to see
the Shockwave animation.
Working on animation
QT
Movie: 3.6MB
Classroom Interaction
Click on the image at the left to see a videoclip of some classroom
interaction
of students working on animation. Observe how the students' become the
experts.
Following is the transcription of the video clip.
"Animation" movie illustrates c) Mastery-oriented help-seeking and
help-giving
JJ asks for instruction on animation scripting. Marcus, who learned
script-based
animation from another student, instructs him on how to do his animation
script.
Matt comes over to assist.
Marcus: OK, press OpenApple-M. Now type in "xy." OK, now
what you
do is, first you find this point--you have to go all the way down
because otherwise
it gets split in half--and put what coordinate that is.
JJ's reflection
Audio, AIF: 248K
*Sorry this audio file no longer available
Marcus' reflection
Audio, AIF: 264K
*Sorry this audio file no longer available
Matt's reflection
Audio, AIF: 215K
*Sorry this audio file no longer available
Students' Reflection
Click on each of the still images at the left of the screen to listen
to audio
clips of students' thoughts about help-seeking and help-giving. A
transcription
of each of the audio clips can be seen below.
JJ: Well, even though I'm being taught in this scene, it feels
different
when you're being taught by a classmate because you feel like
there's more
equality there and that somebody is just helping you out.
Marcus: I think that it's easier to learn this way, because if I
teach JJ
something he can teach somebody else the same thing and we can learn
everything
in a shorter time.
Matt: We each have a job. JJ is doing one thing, Marcus is doing
another thing,
and I'm doing another thing and we're all mixing and putting it all
together.
Mastery-Oriented Help-Seeking
and Help-Giving
Student's Interactive HyperCard Stack
Click on the screen to start.
This is a Shockwave animation of a portion of a
student stack.
This animation is partially interactive.
Click on the various stack buttons to view the stack.
Teacher as Facilitator of
Peer Collaboration
Student's Interactive HyperCard Stack
Click on the screen to start.
This is a Shockwave animation of a portion of a
student stack.
Exploration
Student's Interactive HyperCard Stack
Click on the screen to start.
This is a Shockwave animation of a portion of a
student stack.
Student Experts
Student's Interactive HyperCard Stack
Click on the screen to start.
This is a Shockwave animation of a portion of a
student stack.
This animation is partially interactive.
Click on the various stack buttons to view the stack.
Sense of Community
Student's Interactive HyperCard Stack
Click on the screen to start.
This is a Shockwave animation of a portion of a
student stack.
This animation is partially interactive.
Click on the various stack buttons to view the stack.
Copyright © 1996, ISTE (International Society for Technology
in Education).
All rights reserved.
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