The presentation describes collaborative space 3 developed within EU-funded project CoCreat and reports the main its results.

1. Collaborative Space 3
Handbook for Educators
Mikhail Fominykh and Monica Divitini
Norwegian University of Science and Technology

2. Part I. Description of CS 3
University students in UO, TU and NTNU are writing
collaboratively a book chapter into electronic publication.
In the publication, students are handling current topics in
the field of educational technology. Students are working
both f2f in their home universities and virtually in social
media environments. Writing-process is supported with
mobile-phones. The working process is based on adaptive
problem solving process and the ideas of playful learning.
These pedagogical approaches enhances creative thinking
and fosters students to critically consider used ways of
thinking and acting.

3. Description of CS 3: Settings
University students in UO, TU and NTNU are writing
collaboratively a book chapter into electronic publication.
In the publication, students are handling current topics in
the field of educational technology. Students are working
both f2f in their home universities and virtually in social
media environments. Writing-process is supported with
mobile-phones. The working process is based on adaptive
problem solving process and the ideas of playful learning.
These pedagogical approaches enhances creative thinking
and fosters students to critically consider used ways of
thinking and acting.

4. Description of CS 3: Technology
University students in UO, TU and NTNU are writing
collaboratively a book chapter into electronic publication.
In the publication, students are handling current topics in
the field of educational technology. Students are working
both f2f in their home universities and virtually in social
media environments. Writing-process is supported with
mobile-phones. The working process is based on adaptive
problem solving process and the ideas of playful learning.
These pedagogical approaches enhances creative thinking
and fosters students to critically consider used ways of
thinking and acting.

5. Description of CS 3: Theory
University students in UO, TU and NTNU are writing
collaboratively a book chapter into electronic publication.
In the publication, students are handling current topics in
the field of educational technology. Students are working
both f2f in their home universities and virtually in social
media environments. Writing-process is supported with
mobile-phones. The working process is based on adaptive
problem solving process and the ideas of playful learning.
These pedagogical approaches enhances creative thinking
and fosters students to critically consider used ways of
thinking and acting.

6. Description of CS 3: Creativity
University students in UO, TU and NTNU are writing
collaboratively a book chapter into electronic publication.
In the publication, students are handling current topics in
the field of educational technology. Students are working
both f2f in their home universities and virtually in social
media environments. Writing-process is supported with
mobile-phones. The working process is based on adaptive
problem solving process and the ideas of playful learning.
These pedagogical approaches enhances creative thinking
and fosters students to critically consider used ways of
thinking and acting.

7. Part II. What we did in CS 3
Settings–Technology–Theory–Creativity–Process–Outcome
Designing of seven TEL challenges
Bringing 68 students (OU, NTNU, and TU)
Timeline of five weeks
Three expert and one peer-review
A tutor for each international group
2
International group 1
Local group OU
…
Local group NTNU
…
Local group TU
…
3
4
5
6
7

8. Part II. What we did in CS 3
Settings–Technology–Theory–Creativity–Process–Outcome
Adobe Connect, PurotWiki, and Prezi
Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7
Doodle
email
Facebook
Google
Drive&Docs
Skype
- No use of mobile phones

9. Part II. What we did in CS 3
Settings–Technology–Theory–Creativity–Process–Outcome
Creativity (problem solving, as proposed)
• Process – problem definition and idea generation
and evaluation (Lubart, 1999; Hilliges et al., 2007)
• Product – a response to the problem (Amabile, 1996)
Learning (not very Playful learning)
• Constructivist approaches
• Problem-based learning
• Project-based learning
• Reflective learning

10. Part II. What we did in CS 3
Settings–Technology–Theory–Creativity–Process–Outcome
Perceptions of Creativity
• In the product
• In the process
• Limited or inhibited
Technology as a means to support Creativity
• Technological challenges – efforts to resolve problems
• Building trust and atmosphere by synchronous
communication as close to f2f as possible

11. Part II. What we did in CS 3
Settings–Technology–Theory–Creativity–Process–Outcome
Questionnaire
Planning in Tallinn
Workshop
paper @
EC-TEL
24.05.12
Introduction
General expert
Theory expert
Peer-review
Tech. expert + presentations
Implementation
18.09.12 15.10.12
15.10.12
Evaluation in Trondheim
Interviews
Reflection
Notes @
NTNU
Nov.12
Full paper
draft
Data analysis
Dec.12 Jan.13
Aug.13

12. Week 34
Week 35
Week 36
Week 37
Week 38
Week 39
Week 40
Week 41
Week 42
Week 43
Week 44
Week 45
Week 46
Week 47
What we did in CS 3: Process
Task 1 “Cooperation Technology overview”
Task
announce
Presentation
s of the
group
projects
Group
formation
,
Assemble
list of
tools
Task 2 “Mobile learning in the city”
Task
announce
Report
delivery
Task 3 “International project work”
Teams’
starting
meetings
Monday
15th and
Tuesday
16th of
October
(in AC)
The teams
will be
encouraged
to meet
regularly on
AC or some
other place…
Peer-review
on other
team’s
book
chapter
Joint ending
meeting
Thursday
15th of
November
Task 4 “Individual essay”
Announce of
the topics for
discussion
Virtual seminars
Virtual
seminar 1
“Webconferenc
es” AC
Virtual
lecture on
Virtual
Worlds
“Second Life”
and
“vAcademia?
Virtual
seminar 3
Presentation
of annotated
classification
of CSCW in
“vAcademia”
Essay
submissio
n

13. Part II. What we did in CS 3
Settings–Technology–Theory–Creativity–Process–Outcome
Media Handbook for Educators = seven chapters
produced by seven student groups
http://cocreat.purot.net/
•
•
•
•
Students learning
International cooperation and coordination (process)
International collaborative project work (product)
Cooperation and media technology (New tools)
Technology-Enhanced Learning (New domain)

14. http://cocreat.purot.net/

15. Thank you!
Presented by Mikhail Fominykh
mikhail.fominykh@ntnu.no
http://www.idi.ntnu.no/~fominykh/
For more information visit
http://cocreat.wordpress.com/
The CoCreat Project has been funded with support from the European
Commission. This publication reflects the views only of the authors, and the
Commission cannot be held responsible for any use which may be made of
the information contained.
511733-LLP1-2010-1-FI-KA3MP