Initial Prototype

This required much careful thought.  Very different to the analysis of a detector's output.  Still not entirely sure if I am at the wrong end of the universe!

Learning Problem

Students employ a memorised recipe approach when solving mathematics tutorial problems and see these problems as being disconnected from their desired fields of study.  Especially relevant at 1st year level.

Educational Goals

• Facilitate conceptual understanding and applicability of content
• Use relevance to motivate
• Use the idea of the student as a producer to motivate
• Developing a reflective practitioner approach

Task.

Collaborative learning is a powerful knowledge building tool in mathematics.  This can be leveraged via an online system to develop a deeper understanding of the content and employing real world tutorial problems can address the issues of relevance and hence motivation.  The students (in groups) develop the solution over time by editing and expanding the current work.  They will be required to clearly explain the underlying concepts and explore a computational solution.   

Table 1: Affordances required by the task

Affordances	Required
Read-ability	√
View-ability	√
Listen-ability
Watch-ability	√
Write-ability	√
Edit-ability	√
MathW-ability	√
Draw-ability	√
Speak-ability
Video-produce-ability
Resize-ability	√
Move-ability	√
Playback-ability	√
Accessibility	√
Record ability	√
Synchronous-ability
Browse-ability	√
Search-ability	√
Data-manipulation-ability
Link-ability	√
Highlight-ability
Focus ability
Permission-ability	√
Share-ability	√

Note: Had to add MathW due to unique nature of maths language.
Have also added edit-ability as we require a current version but with the ability to change or view previous versions (not in sequential form)

Table 2: Affordances of Tools vs Task

Affordances	Blog	Chat	Forum	Wiki	Task
Read-ability	√	√	√	√	√
View-ability	√		√	√	√
Listen-ability
Watch-ability	√		√	√	√
Write-ability	√	√	√	√	√
Edit-ability				√	√
MathW-ability				√	√
Draw-ability	√		√	√	√
Speak-ability
Video-produce-ability
Resize-ability	√			√	√
Move-ability	√			√	√
Playback-ability	√	√	√	√	√
Accessibility	√	√	√	√	√
Record ability	√	√	√	√	√
Synchronous-ability		√
Browse-ability	√	√	√	√	√
Search-ability
Data-manipulation-ability
Link-ability	√		√	√	√
Highlight-ability
Focus ability
Permission-ability	√	√	√	√	√
Share-ability			√	√	√

Note: Not all wikis are the same. In terms of this prototype ability to handle maths is crucial.  Need to explore more.
Need to explore affordances of other tools in more detail

Theoretical Basis

• Problems in maths at 1st year level - Engelbrecht et al  
• Idea of collaborative learning for constructing knowledge –  Johnson and Johnson 1996 (collab)
• Increase depth of understanding using collaborative learning - Cohen et al (1989)
• Online Collaborative learning - Curtis and Lawson 2001
• Increased motivation - Pfaff and Huddleston 2003
• Using wikis - Augar, Ruth, Zhou (conf proc), Ben-Zvi (2007), Martin and Premadasa (2010)
• Digital fluency - Bologa, Lupu, Sabau (2007), 21st Century Information Fluency Project, Kaminski, Switzer, Gloeckner (2009) 

General Contexts

• Applied in no tech tutorial session in science and engineering
• Applied in computer rich tutorial environment (SCALE-UP)
• Applied in asynchronous digital environment in maths
• Not useful when simple drill work is required. 
• Have personally used low tech collaborative learning in 1st year physics in ECP programme, 4th year conceptual modern physics and  HP Tablet project with ECP students.

UCT Context

1st year maths AD maths with ~150 per class

Mainly non English first language students

Science Careers

Asynchronous collaborative work is ideal as it provides students with the space to think before re-engaging with the content and peers.  Also promotes sharing and informal peer review.

Challenges

• Assessment - how when????
• Scaffolding - enough but not too little
• Digital fluency.  Interventions?
• Digital access
• Tutorial development - Loads of work but MAA publication might make things easier.  NRF funding to visit industries/companies to develop material
• Team issues - loafing, conflict etc.
• Drill work vs authentic problems
• Will most likely need glossary component as well

NB: It is crucial to immerse our science and engineering students in rich digital environments and to develop their digital fluency.  This is a requirement for the modern workplace.