Collaborative design based on ThinkLets to support the teaching of Programming
Keywords:
Collaborative activity, Collaborative design, Collaborative patterns, ThinkLets, Computer programming
Abstract
The incorporation of collaborative work in the educational field grows day by day, as do the number of research groups and projects associated with this topic; since the learning activities specified collaboratively promote communication, coordination, and negotiation within the groups. While this strategy's practical usefulness has been demonstrated at different training levels, not much emphasis has been placed on a fundamental part: the design of inherent collaborative processes. Collaboration Engineering highlights collaboration patterns and ThinkLets as primary design units, which has its primary objective reuse. This article presents a proposal for a collaborative activity to be implemented to support the teaching of initial programming courses at the university level, which bases its collaborative design on patterns and ThinkLets.
References
Briggs, R. O., de Vreede, G.-J., & Nunamaker Jr., J. F. (2003). Collaboration Engineering with ThinkLets to Pursue Sustained Success with Group Support Systems. Journal of Management Information Systems, 19(4), 31–64. https://doi.org/10.1080/07421222.2003.11045743
Briggs, R. O., de Vreede, G.-J., Nunamaker Jr., J. F., & Tobey, D. (2001). ThinkLets: Achieving predictable, repeatable patterns of group interaction with Group Support Systems (GSS). Proceedings of the Hawaii International Conference on System Sciences, 32. https://doi.org/10.1109/HICSS.2001.926238
Briggs, R. O., Kolfschoten, G. L., & de Vreede, G.-J. (2005). Toward a Theoretical Model of Consensus Building. Proceedings of the Eleventh Americas Conference on Information Systems, 101–110. https://aisel.aisnet.org/amcis2005/12
Briggs, R. O., Kolfschoten, G. L., de Vreede, G.-J., & Dean, D. L. (2006). Defining Key Concepts for Collaboration Engineering. Proceedings of the Twelfth Americas Conference on Information Systems, 121–128. https://aisel.aisnet.org/amcis2006/17
Collazos, C., & Mendoza, J. (2006). How to take advantage of “cooperative learning” in the classroom. Educación y Educadores, Volumen 9(4128), 61–76.
Coto, M., Collazos, C. A., & Mora-Rivera, S. (2016). Modelo Colaborativo y Ubicuo para apoyar los procesos de enseñanza-aprendizaje a nivel Iberoamericano. Revista de Educación a Distancia (RED), 48, 1–30. https://doi.org/10.6018/red/48/10
de Vreede, G.-J., & Briggs, R. O. (2005). Collaboration Engineering: Designing Repeatable Processes for High-Value Collaborative Tasks. Proceedings of the 38th Annual Hawaii International Conference on System Sciences, 1–10. https://doi.org/10.1109/HICSS.2005.144
Guerrero, L. A., Alarcon, R., Franco, F., Hiberico, V., & Collazos, C. (1999). Una Propuesta para la Evaluacion de Procesos de Colaboracion en Ambientes de Aprendizaje Colaborativo. Proceedings of the International Workshop of Educative Software, TISE’99, 1–10.
Hwang, G.-J., Liang, Z.-Y., & Wang, H.-Y. (2016). An Online Peer Assessment-Based Programming Approach to Improving Students’ Programming Knowledge and Skills. 2016 International Conference on Educational Innovation through Technology (EITT), 81–85. https://doi.org/10.1109/EITT.2016.23
King, A. (2007). Scripting Collaborative Learning Processes: A Cognitive Perspective. En F. Fischer, I. Kollar, H. Mandl, & J. M. Haake (Eds.), Scripting Computer-Supported Collaborative Learning (pp. 13–37). Springer. https://doi.org/10.1007/978-0-387-36949-5_2
Kolfschoten, G. L., & de Vreede, G.-J. (2007). The Collaboration Engineering Approach for Designing Collaboration Processes. En J. M. Haake, S. F. Ochoa, & A. Cechich (Eds.), Groupware: Design, Implementation, and Use (Vol. 4, pp. 95–110). Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-74812-0_8
Revelo-Sánchez, O., Collazos-Ordóñez, C. A., & Jiménez-Toledo, J. A. (2018). El trabajo colaborativo como estrategia didáctica para la enseñanza/aprendizaje de la programación: una revisión sistemática de literatura. TecnoLógicas, 21(41), 115–134. https://doi.org/10.22430/22565337.731
Santanen, E. L., & de Vreede, G.-J. (2004). Creative approaches to measuring creativity: comparing the effectiveness of four divergence thinkLets. Proceedings of the 37th Annual Hawaii International Conference on System Sciences, 1–10. https://doi.org/10.1109/HICSS.2004.1265093
Sitthiworachart, J., & Joy, M. (2004). Effective peer assessment for learning computer programming. ACM SIGCSE Bulletin, 36(3), 122–126. https://doi.org/10.1145/1026487.1008030
Spiller, D. (2012). Assessment Matters: Self-assessment and Peer Assessment. En Teaching Development Unit. Hamilton: University of Waikato.
Topping, K. J., Smith, E. F., Swanson, I., & Elliot, A. (2000). Formative Peer Assessment of Academic Writing Between Postgraduate Students. Assessment & Evaluation in Higher Education, 25(2), 149–169. https://doi.org/10.1080/713611428
van Gennip, N. A. E., Segers, M. S. R., & Tillema, H. H. (2010). Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions. Learning and Instruction, 20(4), 280–290. https://doi.org/10.1016/j.learninstruc.2009.08.010
Briggs, R. O., de Vreede, G.-J., Nunamaker Jr., J. F., & Tobey, D. (2001). ThinkLets: Achieving predictable, repeatable patterns of group interaction with Group Support Systems (GSS). Proceedings of the Hawaii International Conference on System Sciences, 32. https://doi.org/10.1109/HICSS.2001.926238
Briggs, R. O., Kolfschoten, G. L., & de Vreede, G.-J. (2005). Toward a Theoretical Model of Consensus Building. Proceedings of the Eleventh Americas Conference on Information Systems, 101–110. https://aisel.aisnet.org/amcis2005/12
Briggs, R. O., Kolfschoten, G. L., de Vreede, G.-J., & Dean, D. L. (2006). Defining Key Concepts for Collaboration Engineering. Proceedings of the Twelfth Americas Conference on Information Systems, 121–128. https://aisel.aisnet.org/amcis2006/17
Collazos, C., & Mendoza, J. (2006). How to take advantage of “cooperative learning” in the classroom. Educación y Educadores, Volumen 9(4128), 61–76.
Coto, M., Collazos, C. A., & Mora-Rivera, S. (2016). Modelo Colaborativo y Ubicuo para apoyar los procesos de enseñanza-aprendizaje a nivel Iberoamericano. Revista de Educación a Distancia (RED), 48, 1–30. https://doi.org/10.6018/red/48/10
de Vreede, G.-J., & Briggs, R. O. (2005). Collaboration Engineering: Designing Repeatable Processes for High-Value Collaborative Tasks. Proceedings of the 38th Annual Hawaii International Conference on System Sciences, 1–10. https://doi.org/10.1109/HICSS.2005.144
Guerrero, L. A., Alarcon, R., Franco, F., Hiberico, V., & Collazos, C. (1999). Una Propuesta para la Evaluacion de Procesos de Colaboracion en Ambientes de Aprendizaje Colaborativo. Proceedings of the International Workshop of Educative Software, TISE’99, 1–10.
Hwang, G.-J., Liang, Z.-Y., & Wang, H.-Y. (2016). An Online Peer Assessment-Based Programming Approach to Improving Students’ Programming Knowledge and Skills. 2016 International Conference on Educational Innovation through Technology (EITT), 81–85. https://doi.org/10.1109/EITT.2016.23
King, A. (2007). Scripting Collaborative Learning Processes: A Cognitive Perspective. En F. Fischer, I. Kollar, H. Mandl, & J. M. Haake (Eds.), Scripting Computer-Supported Collaborative Learning (pp. 13–37). Springer. https://doi.org/10.1007/978-0-387-36949-5_2
Kolfschoten, G. L., & de Vreede, G.-J. (2007). The Collaboration Engineering Approach for Designing Collaboration Processes. En J. M. Haake, S. F. Ochoa, & A. Cechich (Eds.), Groupware: Design, Implementation, and Use (Vol. 4, pp. 95–110). Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-74812-0_8
Revelo-Sánchez, O., Collazos-Ordóñez, C. A., & Jiménez-Toledo, J. A. (2018). El trabajo colaborativo como estrategia didáctica para la enseñanza/aprendizaje de la programación: una revisión sistemática de literatura. TecnoLógicas, 21(41), 115–134. https://doi.org/10.22430/22565337.731
Santanen, E. L., & de Vreede, G.-J. (2004). Creative approaches to measuring creativity: comparing the effectiveness of four divergence thinkLets. Proceedings of the 37th Annual Hawaii International Conference on System Sciences, 1–10. https://doi.org/10.1109/HICSS.2004.1265093
Sitthiworachart, J., & Joy, M. (2004). Effective peer assessment for learning computer programming. ACM SIGCSE Bulletin, 36(3), 122–126. https://doi.org/10.1145/1026487.1008030
Spiller, D. (2012). Assessment Matters: Self-assessment and Peer Assessment. En Teaching Development Unit. Hamilton: University of Waikato.
Topping, K. J., Smith, E. F., Swanson, I., & Elliot, A. (2000). Formative Peer Assessment of Academic Writing Between Postgraduate Students. Assessment & Evaluation in Higher Education, 25(2), 149–169. https://doi.org/10.1080/713611428
van Gennip, N. A. E., Segers, M. S. R., & Tillema, H. H. (2010). Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions. Learning and Instruction, 20(4), 280–290. https://doi.org/10.1016/j.learninstruc.2009.08.010
How to Cite
Revelo-Sánchez, O., Collazos, C. A., Solano, A. F., & Fardoun, H. (2020). Collaborative design based on ThinkLets to support the teaching of Programming. Revista Colombiana De Computación, 21(2), 22–33. https://doi.org/10.29375/25392115.4028
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Published
2020-12-01
Section
Article of scientific and technological research
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