图示工具在协作学习中的应用———基于中美学生协作学习项目的研究

Application of Diagram Tools in Collaborative Learning———A Study Based on Chinese and American Students' Collaboration

如何设计、利用信息技术提高学习绩效一直是数字化学习研究的焦点。本团队从学习科学视角入手，以“语义图示冶为技术着力点，试图通过对图示方式的探索以及图示技术的设计与开发，增强信息技术支持的学习方式并提高数字化学习效果。理论上，在认知任务更为复杂的计算机支持的协作学习中，语义图示有潜力缓解认知负担从而为协作任务提供支持。本文试图探查作为可视化技术的图示方式与工具在远程协作学习中的使用成效，以了解图示工具在协作学习过程中的使用特点，深入挖掘图示方式与工具在协作学习中的潜力。论文通过文献与理论研究提出假设，采用干预自然教学情境的设计研究方法，将图示工具与方法应用于协作任务设计中，通过观察与访谈收集数据，并对数据进行质性分析以说明问题。研究结果表明:在协作任务中，图示方式与工具可以直观明了地呈现内容，并能辅助沟通，缓解学习者认知负荷。其具体表现形式和功用与学习任务、环境与条件有关。初步结论是:图示方式与工具可以通过平衡工作记忆、聚焦思考，促进理解与认知并辅助表达;在协作沟通中，图示工具的使用扩展了沟通方式，有助于提高沟通效果。

How to use information technology to improve learning performance is always the focus of research in the e -learning area. Individual cognition plays so critical a role in learning that the research of cognition attracts numerous cognitive science and brain science scholars. On the other hand， multimedia technologies have the potentials to afford the function of cognition， by combining and deepening the understanding with the support of graphic and diagram tools. In this article， the study was targeted to the context of computer-supported collaborative learning. A“semantic diagram”was taken as the ICT tool that has the potentials to support the learning. The tool can hypothetically alleviate the complexity of the cognitive tasks of collaborative learning， facilitate the process of communication， and therefore can improve the learning results. Based on these hypotheses， this study uses a mixed method of data collection. The collaborative learning was designed in a graduate course enrolled with students from two universities in China and USA; the diagram tools， such as the Mind Manager and XMind were used in the groups of learners. The groups were asked to collaboratively design a game to be used in a K-12 science class. Each group was populated by an equal number of learners from China and the USA. The random observation about group activities and the end-of -course interviews were collected， coded and analyzed. The results showed that the graphic method and diagram tool had a positive effect on the collaboration process by assisting communication and alleviating the learners' cognitive load， although the detailed forms and functions of using the diagram tools and methods depends on the tasks， environment and conditions of learning. Further research is needed to understand the relationships among the collaborative tasks， the cost of communication， the cognitive demands involved， and the function of the semantic tools and figure out how to design learning support for effective communication.