InterLoc is a web technology specifically developed for
computer supported collaborative learning (CSCL). It uses dialogue games to get
learners thinking individually as well as together about topics, media or
material that is relevant to them. This is achieved by setting up a context and
interaction for synchronous reasoned dialogue, such as critical and creative
discussion, and allowing the participants to generate reusable content from
their group experiences. (Baur et al 2008) InterLoc is a dialogue game that
allows group discussion to refine the knowledge already gained through
readings. The discussion encourages thinking and collaborative approach to
understanding issues. It promotes the development of general critical thinking,
argumentation and discussion skills in learners via scaffolding and support
from other participants.
The software can be downloaded into home computers for learners
to participate in online discussion. However, it would raise the same issues
for installing unfamiliar software and trying to learn its use. Also required
is the additional Java software for InterLoc to work. It can be installed in
the computers in an educational institute and allow for groups to carry on
discussions. The learning manager sets up Discussion Activity which includes
the discussion question, along with preparation materials. The learning manager
also sets up access to learners and facilitators into particular rooms.
Baur et al (2008)
advise that learners should have some familiarisation time after a detailed
introduction by the learning manager. ‘It
is recommended that a short ‘practice’ session should be carried out, which
covers a news item/hot topic that the majority of students will know something
about and possibly have a view on.’ (Baur et al, 2008, pp 6) This basic
understanding of the tool, as well as carefully chosen activity, is the key to
holding learner interest and motivation to collaborate in this synchronous
discussion. The wording should be clear and be able to generate argument and
rebuttal for interest to be held. Like
all synchronous activities the date and time of session is published and
adhered to.
The learners respond to the question / activity by using
starter phrases that have been provided. So the learner can choose phrases like
‘I support because’ or ‘I do not agree because’ and so on. A fairly wide range
of choice of phrases is provided to allow a good depth to develop in the
discussion. Only one person at a time can input their message. This can make
the discussion slow but at the same time allow learners to organise their
thoughts and put forward considered responses. Thus, it appears to draw on the
strength of the asynchronous discussion of having time to compose responses. By
being a structured approach to discussion with fixed openers to messages a map
of argumentation can be constructed albeit in a linear textual manner. There is
a possibility of maintaining a coherent thread to the themes being discussed by
responding within the thread just as in asynchronous discussions.
Activity set up for Online Discussion in InterLoc
Discussion in InterLoc
The facilitator is expected to greet the learners and create
a collaborative environment just like in other linear tools. Often the
facilitator may need to initiate the discussion with the first message. The
facilitator’s contribution to the discussion is minimal and kept to sending out
general messages to the group, keep order and focus the discussion should the
participants stray from the topic (particularly when there are many issues that
can be discussed).The facilitator may also be responsible for saving and
archiving the discussion which can be accessed later for review as well to
continue with the discussion.
Each discussion room can ideally support small number (5 –
6) of participants at one time as suggested by the developers. With the
generally large cohorts in educational courses the learning manager will need
to open many discussions so all can participate. This also has an impact on the
facilitator time, so now one can appreciate their minimal contribution to the
discussion. In fact facilitator maybe supporting 4 to 5 groups
simultaneously. This is a big departure
from the facilitator role in a face to face discussion, which can be maintained
within the other linear text tools reviewed.
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