Gaby Lutgens

University of Maastricht

G.Lutgens@MMI.UNIMAAS.NL

Gaby Lutgens completed her study on Educational Psychology at the Brabant University in Tilburg in 1996. In 1997 she started to work at Wageningen University as a junior researcher and focused on the topic of computer supported collaborative learning (CSCL). In several national and international conferences she presented findings on this topic. Since September this year she also works at the Maastricht McLuhan Institute, focusing on creating and implementing electronic learning environments and tools especially for learning in a problem oriented and collaborative learning setting.

The next part gives insight into both my interest in KBE’s and my personal involvement based on a description of present projects:

Computer-supported collaborative learning during on-the-job training in vocational agricultural education

Borra (1996) concluded that the integration of knowledge from both school and practical experience is not as it should be. One way to improve this integration is by using computer-supported collaborative learning (CSCL) environments. In this project we try to find answers to several questions: is it possible to use CSCL-environments to optomize the link between theory and practice; and is it possible to increase the student’s capacity to learn (keeping in mind the emphasis being put on lifelong learning)? Different groups of students in secondary vocational agricultural education are observed while learning and collaborating via CSCL. Both in-class experiments and experiments in which the students log in from their homes during periods of practical training at different companies are executed. Main results indicate that students are enthusiastic about collaborating and communicating via the CSCL. Teachers claim that the use of theoretical knowledge during the traineeship is larger than without CSCL, but the success of this collaborative learning seems to depend on the role of the teacher as a facilitator of the collaborative learning process.

Lutgens, G.M. & Jong, F.P.C.M. de (1997). Eén dag school, vier dagen werken: vijf dagen leren! Onderzoek Agrarische Onderwijskunde Landbouwuniversiteit. [Combining theory and practice in apprenticeship. A description of a research project at the Wageningen University]. Agrarisch Onderwijs (12), 28-29.

Lutgens, G.M. & Jong, F.P.C.M. de (1998). Eén dag school, vier dagen werken: vijf dagen leren. Samen-lerend de praktijk in. [Combining theory and practice in apprenticeship. Learning together during work]. Paper presented at the ORD May 13-15 1998, Twente University, The Netherlands.

Lutgens, G.M. & Jong, F.P.C.M. de (1998). Samen-lerend de praktijk in. Onderzoek Agrarische Onderwijskunde Landbouwuniversiteit. [Learning together during work. A description of a research project at the Wageningen University]. Agrarisch Onderwijs (10), 26-28.

Lutgens, G.M., Biemans, H.J.A. & Jong, F.P.C.M. de (1999). Op weg naar een coachingmodel: de rol van de docent in een samenwerkend-leren-proces. [Heading for a coaching model: the role of the teacher in a collaborative learning process]. Paper presented at the ORD May 20-21 1999, Nijmegen University, The Netherlands.

E.Alake-Tuenter & Lutgens, G.M., (1999). Lifelong learning, with new media: challenges for the next millenium. Paper presented at the Second annual conference on international education in the Netherlands October 2^nd, Wageningen, The Netherlands.

The CL-net project

The central objective of this project is to investigate the cognitive and didactical aspects of computer-supported Collaborative Learning Networks (CLNs). CLNs are learning environments in which educational technology is used to help create a community of learners who build knowledge together. CLNs are the learning contexts in which equipment, information networks, but also teacher, learners and learning methods are included. The central question of the project is: how can effective knowledge building in CLNs be supported in European primary and secondary education? The project studies the educational use of different kinds of CLNs that support individual and collaborative learning from a cognitive point of view.

Lutgens, G.M. & Jong, F.P.C.M. de (1999). Differences in the use of CLNs between students attending school and students during their trainee-ships. Paper presented in a structured poster session entitled 'Towards practices of knowledge building in education', 8th European Conference for Research on Learning and Instruction, August 24-28 1999, Goteborg, Sweden

Jong, F.P.C.M. de, Veldhuis-Diermanse, A.E. & Lutgens, G. (1999). Computer supported learning in university and vocational education. Paper presented at the Annual Meeting of the American Educational Research Association, April 19-23 1999, Montreal, Canada.

 The Polaris project

The Polaris project is an experiment to evaluate the added value of integration of information and communication technology (ICT) in problem based learning (PBL). In PBL it is common that students work in groups and start their learning in the context of an authentic problem, analysis of this problem into topics to study and definition of related individual needs. The Polaris application combines an electronic learning environment in which students find all the tools necessary for their learning activities with a shared workplace (database) in which students report on the results and on their progress in working on their learning issues. Polaris stands for Problem Oriented Learning and Retrieval Information System. Peers and tutors are able to comment and edit these individual reports through asynchronous collaborative learning.

A short personal view on implementing and using KBEs in education

Based on literature and personal experiences I do see possibilities and advantages of KBEs, but tend to stay somewhat skeptical. Success of implementation depends on several aspects and teachers, researchers and organizations should think over their beautiful but often ambitious plans thoroughly and realize that this implementation needs a lot of enthusiasm, effort, time and money. Too often time investment drops dramatically after the end of the research project and teachers turn back to their old customs.

Opposed to this skeptic view I gained also trust in KBEs. I saw teachers and students being very motivated to use such an electronic learning environment. Especially in a situation in which traditionally was little opportunity to exchange experiences and ideas students made use enthusiastically of the communication properties. They discussed problems they never thought of before and said to have learnt a lot more of their practical working periods than they were used to do. Teachers stated they could coach the students better than before and both said to feel more of a bond between each other.