• Prof. Frank Fischer, LMU/Munich, Germany
  
• Prof. Sanna Järvelä, University of Oulu, Finland
  
• Prof. Berner Lindström, UGOT, Sweden
  
• Prof. Paul A. Kirschner (Discussant), Utrecht University, The Netherlands

Over the last years, Kaleidoscope researchers have been joining efforts to improve knowledge accumulation in the multidisciplinary field of computer-supported collaborative learning (CSCL). Major outcomes are three state-of-the-art reports from a cognitive, a socio-cultural as well as a technology & design perspective. Beyond reviewing and summarising main research findings, the state-of-the art papers emphasise on key future research challenges. After short presentations of the three papers, a discussant’s statement will initiate a discussion on state-of-the-art and future challenges in CSCL.

The contributions are as following:

The Cognitive Perspective
The Evolution of CSCL Research: from Design to Orchestration
Pierre Dillenbourg, Swiss Federal Institute of Technology Lausanne, EPFL, Switzerland, Prof. Sanna Järvelä, University of Oulu, Finland & Prof. Frank Fischer, LMU/Munich, Germany

The Socio-Cultural Perspective
Socio-Cultural Dimensions of Computer- Supported Collaborative Learning - Participation, Changes in Activity Systems and Appropriation of Cultural Tools
Berner Lindström & Roger Säljö, UGOT University of Göteborg, Sweden, Prof. Sten Ludvigsen & Anders Mørch, InterMedia, University of Oslo, Norway & Prof. Barbara Wasson, University of Bergen, Norway

The Technical and Design Perspective
Operationalization of CSCL Technology: From Design to Use
Anders Mørch, InterMedia, University of Oslo, Norway, Pierre Tchounikine, LIUM, University of Le Mans, France & Prof. Barbara Wasson, University of Bergen, Norway

• Prof. Frank Fischer, Prof. Sanna Järvelä and Pierre Dillenbourg - The Evolution of CSCL Research: from Design to Orchestration
• Prof. Paul A. Kirschner - Kaleidoscope Discussion CSCL: State-of-the-Art and Future Perspectives

• Dr. Rosa Maria Bottino, Consiglio Nazionale Ricerche, Istituto Tecnologie Didattiche, Italy
  
• Prof. Michèle Artigue, University Paris Diderot - Paris 7, France
  
• Dr. Michele Cerulli, Consiglio Nazionale Ricerche, Istituto Tecnologie Didattiche, Italy
  
• Dr. Jana Trgalova, MeTAH-LIG, University of Grenoble, France
  
• Dr. Chronis Kynigos, Educational Technology Lab, National and Kapodistrian University of Athens, Greece

• Dr. Rosa Maria Bottino - TELMA - Technology Enhanced Learning in Mathematics
• Prof. Michèle Artigue - Facing theoretical diversity: the TELMA contribution
• Dr. Michele Cerulli - The TELMA cross experiment
• Dr. Jana Trgalova - Analysis of interactive learning environments (ILE) for arithmetic and algebra
• Dr. Chronis Kynigos - TELMA - Technology Enhanced Learning in Mathematics

• Dr. Wouter van Joolingen, University of Twente, The Netherlands
  
• Prof. Barbara Wasson, InterMedia, University of Bergen, Norway
  
• Dr. Muriel Ney, Université Joseph Fourier, Grenoble, France
  
• Prof. H. Ulrich Hoppe, University Duisburg-Essen, Germany
  

• Prof. Angelique Dimitracopoulou , LTEE Laboratory, University of the Aegean, Greece
  
• Prof. Agathe Merceron, University of Applied Sciences (TFH) Berlin, Germany
  
• Dr. Judith Schoonenboom, Universiteit van Amsterdam/Sco-Kohnstamm Instituut, The Netherlands
  
• Prof. Yannis Dimitriadis, University of Valladolid, Spain

• Prof. Agathe Merceron - Design Patterns for Recording and Analyzing Usage in Learning Systems
• Dr. Judith Schoonenboom - Design Patterns for Recording and Analyzing Usage in Learning Systems
• Prof. Yannis Dimitriadis - Computer-based Analysis and Visualization of Collaborative Learning Activities CAViCoLA)

• Dr. Jocelyn Wishart, Graduate School of Education, University of Bristol, UK
  
• Prof. Mike Sharples, Learning Sciences Research Institute, University of Nottingham, UK
  
• Inmaculada Arnedillo-Sánchez , Centre for Research in IT in Education (CRITE), Trinity College Dublin, Ireland
  
• Dr. Marcelo Milrad, Center for Learning and Knowledge Technologies, Växjö University, Sweden
  
• Prof. Barbara Wasson, InterMedia, University of Bergen, Norway

• Prof. Nina Bonderup Dohn, University of Southern Denmark, Denmark
• Prof. Lone Dirckinck-Holmfeld, e-Learning Lab, Aalborg University, Denmark
  
• Dr. Christopher Jones, Open University, UK
  

This session will present the value produced by the European Research Team on Conditions for Productive Networked Learning Environments. Combining the excellence of 9 European research labs has lead to a synergetic collaboration, the concrete result of which is the book Analysing Networked Learning Practices in Higher Education and Continuing Professional Development, ready in preprint for the session.

The session will be organized as presentations of theoretical concepts and case studies by members of the ERT with invited researchers not part of the ERT acting as 'panel discussants'. Invited discussants are Prof. Vivien Hodgson, Lancaster University, UK and Prof. Timothy Koschmann, Southern Illinois University School of Medicine, USA.

• Lone Dirckinck-Holmfeld & Chris Jones: Aims, concepts, methodology, and structure of the book
• Olga Dysthe: The concept of 'productive learning'
• Rachel Pilkington: The WebAutism Case Study - Illustrating the theoretical concepts of the book through a concrete case

• Prof. Lone Dirckinck-Holmfeld, Prof. Berner Lindström and Dr. Christopher Jones - Analysing Networked Learning Practices in Higher Education and Continuing Professional Development
• Olga Dysthe & Arne Vines - Productive Learning
• Rachel Pilkington & K. Guldberg - The WebAutism Case Study
• Timothy Koschmann - Analyzing Understanding in Text-in-Interaction

• Giulio Toccafondi, University of Siena, Italy
  
• Dr. Chronis Kynigos, University of Athens, Greece
  
• Filippo Fanò, University of Limerick, Ireland
  
• Prof. Mario Barajas, University of Barcelona, Spain
  
• Dimitrios Vlachopoulos, University of Barcelona, Spain
• Dr. Kyparissia A. Papanikolaou, University of Athens, Greece

• Guilio Toccafondi - Designing New Paths for Learning
• Filippo Fanò - Testing the W-how schema as a reflective tool

Chairperson: Prof. Ton de Jong, University of Twente, The Netherlands

Presentations by:

• Dr. Eleni Kyza, University of Cyprus, Cyprus
  
• Dr. Zacharias Zacharia, University of Cyprus, Cyprus
  

Comments by:

• Prof. Frank Fischer, LMU/Munich, Germany
  
• Prof. Angelique Dimitracopoulou , LTEE Laboratory, University of the Aegean, Greece
  
• Dr. Wouter van Joolingen, University of Twente, The Netherlands

This session will focus on the design of inquiry-support software environments for teaching and learning. Specifically, an inquiry-support software platform, namely, STOCHASMOS, will be discussed by a panel of experts in the design of technology-supported learning environments. The aim is to identify innovative features and also to propose what experts would have done differently if they were asked to re-design this environment, based on current knowledge.

STOCHASMOS is a web-based platform, which is comprised of two environments: the teacher authoring environment, in which teachers can build or customize multi-modal, web-based inquiry environments, and the students’ learning environment, where students can collect and organize data, explain their thinking, interpret data and construct evidence-based explanations.  Each inquiry environment includes two parts: the Investigation area where students are given access to data-rich environments, and the WorkSpace area where students can collect evidence in support of their hypotheses and organize ideas, arguments, and explanations. The Investigation and WorkSpace areas can be enhanced by the designers of each learning environment to support students’ sense-making, monitoring, and reflective inquiry processes, so that they can respond effectively to the driving question they set out to investigate. For instance, the WorkSpace area offers templates that can help structure student work around important ideas, such as connecting data to hypotheses.  Another form of scaffolding in the WorkSpace area are prompts and articulation boxes, which are customizable at the level of access of the individual teacher.

The session will include an initial presentation of the STOCHASMOS platform and then a series of presentations by experts with their analysis of the environment, the principles they used to organize their analysis, and the main ideas that could be used by other designers of web-based inquiry-support learning environments. The audience may interact and offer comments regarding the design of STOCHASMOS.  They may also discuss improvements based on principles that have been taken into account in other designs of similar-purpose online learning environments and the existing evidence that supports these principles.

• Prof. Diana Laurillard, London Knowledge Lab, Institute of Education, UK
  
• Prof. Lone Dirckinck-Holmfeld, e-Learning Lab, Aalborg University, Denmark

• Diana Laurillard: Scientific quality criteria within the field of technology enhanced learning
• Lone Dirckinck-Holmfeld: Kaleidoscope quality stamp criteria and TeLearn open archive

• Judith Schoonenboom
• Berner Lindström
• Richard Noss

• Dr. Jan Derry, London Knowledge Lab, Institute of Education, UK
• Prof. Kristóf Nyíri, Hungarian Academy of Sciences, Hungary
  
• Dr. Zsuzsanna Kondor, Institute for Philosophical Research, Hungary
  

This presentation and discussion session will address the Philosophy of Technology enhanced Learning and will highlight the innovative work carried out by this Special Interest Group in bringing together the ideas and activities of various research communities concerned with the way in which concepts such as knowledge and learning are used in the development of e-learning in Europe. It will begin with an introductory presentation outlining activities to date and will be followed by two presentations, entitled 'The Philosophy of Mobile Communications' and 'Embedded Thinking' designed to provoke discussion on this topic.

• Prof. Kristóf Nyíri - The Philosophy of Mobile Communication
• Dr. Zsuzsanna Kondor - Embedded Thinking

• Dr. Armin Weinberger, LMU/ Munich, Germany
  
• Dr. Andreas Harrer, University of Duisburg-Essen, Germany

Computer-Supported Scripting of Interaction in Collaborative Learning Environments (CoSSICLE)

Computer-supported scripts aim at facilitating social and cognitive processes of collaborative learning by shaping the way learners interact with each other. Being embedded in the user interface, computer-supported scripts can optimally structure interaction as well as support the learners with the very activity they are engaged in. Scripts assign functional roles to learners and define the specific learning activities to engage in, as well as the sequencing of these activities. A typical computer-supported script could, for example, assign the roles of case analyst and critic among the learners, specify the order of interaction and the cases to be worked on, and rotate the
roles so that each learner gets to play each role at least once.computer-supported scripts can be applied equally well to a distributed, mobile, or face-to-face (joint use of a computer) learning setting without need for prior training or instruction.

MOSIL, a visual language for modelling computer-supported collaboration scripts

Visual learning models provide different uses for teachers, learners, and researchers. Based on our discussions in the ERT CoSSICLE we identify desired properties for such modelling languages especially considering the needs of practitioners. We also present an exemplary approach of a visual language for collaborative learning processes that was designed according to principles of educational psychology.

Images of CoSSICLE project:

• Nicola Capuano, Dept. of Information Engineering and Applied Mathematics, University of Salerno, Italy
• Marcello Rosciano, Research Centre in Pure and Applied Mathematics, University of Salerno, Italy

Grid technologies are capable of providing the right answers to the needs rising from the emerging ubiquitous learning solutions. This demo will show two different systems: a state-of-the-art e-learning system named IWT (Intelligent Web Teacher) and its prototype evolution based on Grid Technologies named IWT-GA (IWT Grid Aware). The comparison between the two systems will demonstrate the added value of Grid-based e-learning solutions.

The purpose of this demo is to present how a virtual multiplayer game “Gate for collaboration” can be used as a catalyst for distributed teams in their shared activities. Currently there is an increasing need to create new solutions for distributed teams to ease the knowledge construction and multiplayer games could offer a rich medium for collaborators that engages players and creates a strong common context. The development of this tool is based on modern research on collaborative learning (e.g. Dillenbourg & Traum, 2006) which gives a theoretical understanding about the phenomena how a group of people understand each other. It has been pointed out that in social learning situations, such as in teamwork, the participants need an ability to view a situation from others’ perspectives. In addition, setting of common goals and coordination of activities are necessary in successful teams. The game “Gate” presented in this demonstration is a new tool developed to stimulate these above mentioned processes. In this demonstration we present a video and results from the Gate research experiment, which was arranged in May 2007. The aim of the experiment was to study how to enhance collaboration in teams in terms of stimulating perspective-taking and coordination of activities. Twenty-four knowledge workers from different organisations played the game in groups of four to solve collaborative tasks scripted in the game environment. Afterwards, a stimulated recall reflection and individual interviews were carried out. Each game session lasted about 1-2 hours and videodata was collected inside the game world. Based on the videodata it is possible to analyse team members’ discussions with voice-over-IP (players have headphones and microphones) and the navigation of the players’ avatar figures.

The project seeks to facilitate the synergy of technology and situated study in a variety of scenarios, where students and teachers use diverse tools on a range of devices, from mobile ones (e.g wireless PDAs) to interactive blackboards, as well as desktop computers or laptops either at school, at home, or in a field trip. The project is carried out with teachers in a secondary school and SEO/Birdlife. A pilot, with the supporting technology for a set of collaborative learning activities across the curriculum (music, natural sciences, math, chemistry..) is currently in place.

Gidder is a research design project that is part of the interdisciplinary 'Digital Design' initiative at UiO. In this project, wiki and mobile phone technologies are combined to support high school students interpreting works of contemporary art across two settings, classroom and museum.

Gidder wiki with blog. Developed for Norwegian high school and art museum:

We are exploring the design and development of applications for mobile devices that are underpinned by Constructivist, Constructionist, Collaborative and Contextual learning principles. DNT and SMART are two examples of these type of applications. The DNT support the production of a film entirely shot on mobile phones. The application runs on PCs and mobile phones and it supports the collaborative generation of storyline, it generates the 'script' and it allows distributed groups of participants to 'shot' and edit in parallel by transferring media from the shooting location to the editing station through MMS.

We are exploring how teachers can develop and implement novel educational scenarios combining outdoor and indoor activities that use ubiquitous computing and mobile technologies together with desktop computers. Since June 2006, fifty five elementary school children and eighteen teacher students from Växjö University have conducted outdoor activities equipped with smartphones, PDAs and GPS devices in the fields of natural science, history and geography. The educational scenarios consisted of different stages with game like features. At the end of the outdoor learning sessions, these activities can be reconstructed in the classroom using several visualization tools, including digital maps. These types of activities provide new opportunities for children, students and teachers to review learning and supporting different aspects of learning such as exploration, discussion, argumentation, collaboration and reflection.

TITLE (Transmedia Interactive Television Learning Environment) is a learning and knowledge building environment in which users create and co-construct interactive video narratives. TITLE extends existing social software applications to design enhanced narrative resources. It augments teaching through interaction patterns that support active knowledge construction, exploration and reflection. TITLE supports a new form of collaboration to build cognitive artefacts for learning and discourse in communities.

The Cruislet environment is conceived as a digital medium for mathematically driven navigations in virtual 3-d geographical spaces containing geo-spatial information. Cruislet is actually a microworld designed to provide students with the ability to be involved in exploratory activities focusing on the development of the notion of navigational mathematics. During the demonstration, the main functionalities of the Cruislet environment will be interrelated with the use of a pedagogical scenario.

In this demonstration we present MoPiX (http://www.lkl.ac.uk/mopix), a mobile game-based learning environment for mathematics education. MoPiX will allow participants at the Symposium to build, inspect, edit, execute, monitor, and share dynamic visual models. These models can be executed to produce animations, interactive simulations, or small physics-based games. Learners using MoPiX relate to equations as a means of expressing themselves creatively. Equations empower MoPiX users to make interacting objects move, spin, and change size, colour and shape. Objects can leave trails as they move. Interactive applications and games can be created containing objects whose behaviour is a function of the state of the mouse or keyboard. MoPiX can be used for "serious" purposes such as implementing (and learning about) Newtonian mechanics or for playful creations of colourful animated works of art. Collaborative creations are well supported due to the extreme modularity of applications built upon algebraic equations. MoPiX is part of ReMath, an EU-funded FP6 project that aims to address the problem of wide ranging dissatisfaction with the state of mathematics education in Europe and the weak impact of R&D work on using digital technologies for its improvement. For more information, including a full list of project partners, please see: http://remath.cti.gr

“MachineLab Turtleworlds” (MaLT) is a programmable constructionist environment which provides means for the creation and exploration of interactive simulations in 3d geometrical space using multiple linked representations and functionalities to facilitate spatial thinking, 3d visualisation, symbolic expression and dynamic manipulation of geometrical objects. The presentation of MaLT in the Kaleidoscope 2007 Symposium will be based on the presentation of its main functionalities and some exemplary scenarios concerning its educational use.

Aplusix is a new sort of software for arithmetic and algebra which lets students solve exercises and provides feedback. The demonstration will present the 4 modes of the system (training, test, self-correction and observation), the combination of commands and students’ calculations, the tools for the teachers and a tree representation of algebraic expressions to help students learn the structure of these expressions.

Resource people invited to take part in this session include:

• Iain Bitran, Enterprizer Technologies Ltd, UK
• Patrícia Valinho, Ydreams, UK
• Volker Zimmerman, IM-C, Germany
• Juan Fernández Vaquero, Enred Consultores, Spain

The purpose of this session is to highlight challenges, opportunities and obstacles for translating outstanding research results/opportunities and transferring them to the Technology Enhanced Learning industry (e.g. educational content producers, learning platform developers, training consultants, training centres, etc.).

Complementary to this, one of the discussion outcomes is likely to be the formulation of new research priorities for the TEL industry.

We aim at stimulating a dialogue among leading academics and TEL development/provision industry representatives (including SMEs) to enrich and validate research priorities and findings formulated by researchers of the Kaleidoscope network that are relevant for the exploitation of training and education products and services.

The workshop strives to discuss these and other issues related to the communication and knowledge transfer between academy and industry.

We will focus in particular on the following topics:

• A shared understanding of the academic research outcomes, as well as their value and limits with respect to technology transfer and the deployment of use;
• A consensus on the priorities of basic research in the context of the global competition, and the way these priorities relate to industry and users needs and expectations;
• A better balance between long term research and pre-competitive R&D.

During the morning session, stakeholder representatives will work together in small groups to formulate a set of written statements on the following issues:

• Relevance of the above mentioned themes to their needs and their current activity
• Relevance of Kaleidoscope Scientific Vision to their activities
• Ways to improve communication stakeholders' participation to the formulation of research priorities
• Suggestions for improving communication and enhancing the impact of TEL research
• Expectation on new pathways for research developments relevant for the TEL industry (including SMEs).

During the afternoon session, the Moderator will discuss the statements produced in each group, to prioritise and to collate the issues that have emerged. These will then be brought forward to the plenary session at the end of the day.

The output of the session will be published online and will contribute to the final version of the Kaleidoscope Scientific Vision document to be published at the end of the project.

An online discussion space accessible to registered participants will be activated to share questions and supporting documents, prior to the Kaleidoscope Symposium.

Moderators: Prof. Mario Barajas, University of Barcelona, Spain and Dr. Rossella Magli, CampoRosso, Belgium
Rapporteur: Dr. Kathy Kikis-Papadakis, IACM-FORTH, Greece

Resource people invited to take part in this session include:

• Inmaculada Arnedillo-Sánchez , Centre for Research in IT in Education (CRITE), Trinity College Dublin, Ireland
• Prof. Roni Aviram, The Center for Futurism in Education - Ben Gurion University, Israel
• Roger Blamire, European Schoolnet, Belgium
• Friedrich Scheuermann, JRC-IPSC, Italy

The purpose of this session is to highlight challenges, opportunities and obstacles for interpreting outstanding research results/opportunities and transferring them to the Technology Enhanced Learning industry (e.g. educational content producers, learning platform developers, training consultants, training centres, etc.).

Complementary to this, one of the discussion outcomes is hoped to be the formulation of new research priorities for the TEL industry.

We aim at stimulating a dialogue among leading academics and TEL development/provision industry representatives (including SMEs) to enrich and validate research priorities and findings formulated by researchers of the Kaleidoscope Network that are relevant for the exploitation of training and education products and services.

This discussion session will address these and other issues related to communication and knowledge transfer between the academic world and industry.

We will focus in particular on some of the emerging research topics, such as:

• A shared understanding of academic research outcomes, as well as their value and limits with respect to technology transfer and deployment
• A consensus on the priorities of basic research in the context of global competition, and the way these priorities relate to industry and users’ needs and expectations
• A better balance between long term research and pre-competitive R&D

During the morning session, stakeholder representatives will work together in small groups to formulate a set of written statements on the following issues:

• Relevance of the above mentioned themes to their needs and their current activity
• Relevance of The Kaleidoscope Scientific Vision to their activities
• Ways to improve communication and stakeholder participation in the formulation of research priorities
• Suggestions for improving and enhancing the impact of TEL research
• Expectations of new pathways for research developments relevant to the TEL industry (including SMEs)

During the afternoon session, the Moderators will discuss the statements produced in each group, to prioritise and to collate the issues that have emerged. These will then be brought forward to the plenary session at the end of the day.

The output of the session will be published online and will contribute to the final version of the KaleidoscopeScientific Vision document to be published at the end of the project.

Resource people invited to take part in this session include:

• Prof. Herman J. Van der Merwe, Tshwane University of Technology, South Africa
• Dr. Peter Floor, European ODL Liaison Committee, The Netherlands

The purpose of this session is to discuss, enrich and validate research priorities and findings in the field of Higher Education formulated by members of the Kaleidoscope Network with leading academics, users and user representatives, policy-makers and TEL product and service industry representatives.

Several of the Kaleidoscope research priorities and findings in the field of higher education are summarised below:

• Higher education can be enriched by game-based learning, interactive and collaborative online environments in which users can create and negotiate new ideas or representations of their practice
• Universities need to explore ways of collaborating with the digital industries to embed research in commercial products, and to bring commercial funding into research development.
• There is a need to develop doctoral training and pilot services that support TEL research at Masters and PhD levels across Europe
• It is fundamental to focus on the most suitable combination of Collaborative, Mobile and Inquiry Learning into higher education
• Technology should support teachers and lecturers in collaborative 'open teaching' that turns them into players in a community of innovation and discovery, sharing and building on each others' outputs
• Higher Education stakeholders should create open research communities, which spawns from the members' own ideas and projects, using social software and social networking tools

Prior to the Kaleidoscope Symposium, documents will be circulated to those registered and online discussion space will be activated to share the Kaleidoscope Scientific Vision document and to circulate descriptions of work carried out by Kaleidoscope members in the past 4 years that have a direct bearing in this sector.

During the morning session, stakeholder representatives concerned with the Higher Education Sector will work together in small groups to formulate a written statement on the following issues:

• relevance of research activities to their needs and their current activity
• relevance of Scientific Vision to the activities of stakeholders in this sector
• the follow up pathways of research priorities
• the ways to improve communication of research priorities to those working in the Higher Education Sector
• suggestions for enhancing the impact of TEL research in this sector

The outputs of this discussion session will be collated and published online and will contribute to the final version of the Kaleidoscope Vision Statement published at the end of the project.

Resource people invited to take part in this session include: