Towards a framework for creative online collaboration : a research on challenges and context

Towa ds a amewo k o c ea i e online collabo a ion: A esea ch on challenges and con ex Bjö n S ockleben 1 &Ma yn Thayne 2 & Seija Jäminki 3 &Ilkka Haukijä i 4 & Nicholas Blessing Ma enge e 5 & Muhamme Demi bilek 6 &Mikko Ruohonen 5 Published online: 25 Ap il 2016 #The Au ho (s) 2016. This a icle is published wi h open access a Sp inge link.com Abs ac The OnC ea e p ojec was ini ia ed by en uni e si ies wi h expe ise in collabo a i e wo k in online-based lea ning en i onmen s and explo es he speci ic challenges o implemen ing uni e si y cou ses in c ea i e disciplines in such an en i onmen . The i s esea ch phase comp ises a li e a u e sea ch on c ea i i y and Educ In Technol (2017) 22:575–597 DOI 10.1007/s10639-016-9483-z *Ma yn Thayne m [email protected] Bjö n S ockleben bjoe n.s ockleben@hs-magdebu g.de; bjoe n.s [email protected] Seija Jäminki seija.jaminki@lapinamk. i Ilkka Haukijä i ilkka.haukija i@ amk. i Nicholas Blessing Ma enge e nicholas.ma enge e@u a. i Muhamme Demi bilek [email protected]. Mikko Ruohonen mikko.j. uohonen@u a. i 1 Uni e si y o Applied Sciences Magdebu g-S endal, 39114 Magdebu g, Ge many 2 School o Film and Media, Uni e si y o Lincoln, B ay o d Pool, Lincoln, UK 3 Lapland Uni e si y o Applied Sciences, Joki äylä 11 C, 96300 Ro aniemi, Finland 4 Tampe e Uni e si y o Applied Sciences, Kun oka u 3, 33520 Tampe e, Finland 5 Uni e si y o Tampe e, Kale an ie 4, 33014 Tampe e, Finland 6 Süleyman Demi el Uni e si y, 32260 Ispa a, Tu key i s con ex ual ac o s in online collabo a ion in an educa ional se ing. F om his esea ch a i s se o possible key challenges and con ex ual key ac o s has been selec ed and applied o ca ego ize he esul s o in e iews and su eys on cu en good p ac ice in c ea i e online collabo a ion among expe ienced online eache s om he pa ne uni e si ies. F om he key indings we o mula e hypo heses o guide u u e esea ch owa ds a amewo k o c ea i e online collabo a ion. A he same ime, he esul s can se e as inspi a ion o he educa ional p ac ice. No able obse a ions o he good p ac ice esea ch among he pa ne uni e si ies a e ha hey ealise inno a i e collabo a ion concep s usually on mashed-up en i onmen s o s a e-o - he-a web se ices a he han on he omnip esen lea ning managemen sys ems (such as Moodle o Blackboa d). Also, hey show a pa adigm shi om eaching o coaching and p omo ion o an open pee - e iew cul u e among he s uden s. Keywo ds Onlinecollabo a ion.Designp ocesses.C ea i i y.eLea ning.Digi alwo k 1 In oduc ion The oppo uni y o use s o collabo a e and explo e di e en pe spec i es is an impo an elemen in he design o uni e si y cou ses, especially o pa icipan s who a e lea ning o wo king a a dis ance (A. He ing on and He ing on 2006). S udy p og ammes ollowing blended-lea ning o e en pu e online app oaches a e becoming inc easingly popula in highe educa ion. Two main d i e s o his de elopmen a e inc easing in e na ional coope a ion among uni e si ies and wi h indus y pa ne s and he special equi emen s o s uden s in con inuing educa ion p og ammes. Thus, he de elopmen o mo e obus amewo ks, pedagogies and ools o collabo a ion ac oss he Highe Educa ion sec o can help o p oduce mo e employable s uden s who a e be e equipped o deal wi h he con empo a y indus ial se ing (Okuogume and Jäminki 2011). Acco ding o esea ch by he consul- ancy Woods Bago (Holmes 2012), en i led Uni e si y G adua es Don’ Make he G ade and based on a su ey o 500 business leade s, collabo a ion has become a key employmen equi emen ha is cu en ly being unde se ed in highe educa ion. When asked, Bwha a e he h ee mos impo an skills o a ibu es new hi es need in o de o succeed a you o ganiza ion^ he op h ee we e P oblem Sol ing (49 %), Collabo a ion/Abili y o Wo k as a Team (43 %) and C i ical Thinking (36 %). Hence, in Sep embe 2014, 10 uni e si ies om ac oss Eu ope s a ed an EU E asmus + S a egic Pa ne ship (Table 1). This join p ojec is abou he exchange, implemen a ion and e alua ion o p ocessual and con ex ual knowledge o online collabo a i e cou ses, wi h a ocus on eaching c ea ion and inno a ion p ocesses. Apa om ques ions o choice o ools and pla o ms, he p ojec will especially in es iga e how o c ea e social p esence and o he so con ex ual ac o s ha os e c ea i e collabo a ion in online lea ning en i onmen s. In physical ooms, we a e used o c ea ing spaces and p ocesses o suppo idea ion and c ea ion p ocesses (Doo ley e al. 2011). The p ojec seeks o c ea e i ual spaces o c ea i e lea ning in a simila manne , add essing he equen p oblems we encoun e in online collabo a ion. 576 Educ In Technol (2017) 22:575–597 In a collabo a i e e o , he OnC ea e p ojec conso ium ag eed on he ollowing wo king de ini ion o i s esea ch ma e o online collabo a i e c ea i e p ocesses: BOnline collabo a i e c ea i e p ocesses comp ise all such ac i i ies which aim o sol e in a g oup p oblems ha do no ha e s anda d solu ions, media ed h ough web-based ools. Typically, such p oblems equi e in e disciplina y, la e al hink- ing, social empa hy and ex ensi e idea ion wi h he aim o mu ual inspi a ion. The p ocesses applied a e o en nonlinea and ely on mul imodal means o synch o- nous and asynch onous communica ion, wi h a special ocus on isual ools.^ The applicabili y o his de ini ion eaches ou beyond he classical c ea i e disci- plines o design and s o y elling on pu pose. I builds on he p inciples o design hinking, as e.g. ou lined by B own (2008). Fo example, Lugmay e al. (2013) desc ibe how design hinking can be in eg a ed in o media managemen cou ses, which o m an impo an pa o he p ospec i e OnC ea e cou se po olio. The wo king de ini ion emphasizes ha c ea i e p oblem sol ing is a co e skill applicable ac oss a la ge numbe o disciplines o ackle complex p oblem-sol ing in mode n socie ies. Table 1 OnC ea e p ojec conso ium Pa ne Rela ed esea ch & eaching Sho Uni e si y o Applied Sciences Magdebu g-S endal, Ge many Mas e C oss Media a blended lea ning p og amme Magdebu g Uni e si y o Lincoln, UK Co_lab b esea ch g oup on c ea i e collabo a ion Lincoln In e na ional YMCA Uni e si y Kassel, Ge many Human De elopmen online s udy p og amme c a ge ed a A ican s uden s Kassel Süleyman Demi el Uni e si y, Ispa a, Tu key Resea ch ac i i ies on design and implemen a ion o educa ional echnology and digi al lea ning ma e ial. Ispa a Uni e si y o Applied Sciences Po sdam, Ge many Au ho s o he success ul MOOC BThe u u e o s o y elling^ d wi h 70.000+ pa icipan s Po sdam Uni e si y o Tampe e, Finland Global Vi ual Collabo a ion Simula ion VIBu e Tampe e Uni e si y o Applied Sciences Tampe e, Finland P oAcademy p ojec -o ien ed lea ning, membe o Eu opean Vi ual Uni e si y TAMK Uni e si y o Aalbo g, Denma k Expe ise in p ojec -based lea ning, mICT g blended lea ning mas e p og amme Aalbo g Uni e si y o Applied Sciences Lapland, Finland Online p og ammes in Visual Design and Fine A s Lapland Uni e si y o Ljubljana, Slo enia Au ho s o E-CHO e-lea ning pla o m, p oduc ion o cou ses and ma e ials h Ljubljana a h p://www.ma-c ossmedia.de b h p://colab.lincoln.ac.uk/ c h p://www.c jm-hochschule.de/s udy-p og ams/ba-in-human-de elopmen -hud/ d h ps://i e si y.o g/en/cou ses/ he- u u e-o -s o y elling e h p://www. ibu. i/ h p://www.e aonlinecou ses.eu/ g h p://www.en.aau.dk/educa ion/con inuing-educa ion/mas e /in o ma ion-and-communica ion- echnologies h h p://www.l e.o g/ca ego y/english/p ojec s/e-lea ning/ Educ In Technol (2017) 22:575–597 577 2 App oach & me hodology The OnC ea e p ojec comp ises he concep ion and e alua ion o online-based cou ses in c ea i e disciplines, as well as he c ea ion o a gene ic guidance amewo k on he design o c ea i i y-suppo ing online spaces. In an accompanying esea ch s and, he conso ium seeks o ga he he heo e ical ounda ions o such a amewo k. The esea ch is di ided in o ou consecu i e ac i i ies, whe e his pape comp ises esul s o he i s and he second one: 1. Li e a u e e iew on he ounda ions o c ea i i y, online collabo a ion and lea ning models 2. Assessmen o good p ac ice examples o c ea i e online collabo a ion among he pa icipa ing uni e si ies 3. Assessmen o good p ac ice examples o c ea i e online collabo a ion ou side he conso ium, especially in en e p ises 4. Expe imen s on pa icula aspec s o c ea i e online collabo a ion F om he indings o he li e a u e e iew, wo ca ego y se s we e de i ed. One con ains challenges o collabo a i e c ea i e p ocesses as such (Table 2), he o he add esses con ex ual ac o s o c ea i e online lea ning spaces (Table 3). These se e as an open d a amewo k, in ended o be al e ed and ex ended by he indings o he subsequen esea ch ac i i ies. The OnC ea e conso ium cons i u es an implici quali a i e p e-selec ion o in e - iew pa ne s in he sense ha he conso ium was selec ed acco ding o he c i e ia o no able p io expe iences and esea ch ac i i ies ela ed o online collabo a ion. While i would be p e en ious o claim hey we e a ep esen a i e sample o he inno a o s in his a ea, i is sa e o say ha hey ha e a p og essi e and emb acing a i ude owa ds he opic. The assessmen o good p ac ice in c ea i e online collabo a ion among he Table 2 Challenges o c ea i e p ocesses in online en i onmen s Cha ac e is ics o c ea i e p ocesses Challenge in online en i onmen s Mu ually sha ed unde s anding o iewpoin s (empa hy) and knowledge Online en i onmen s all sho o emo ional cues and in o mal con e sa ions. Subs i u es o bo h a e needed o build a success ul eam. Unique asks C ea i e p ocesses know a ple ho a o me hods o ackle any c ea i e challenge, bu only a hand ul o hem has been implemen ed online ye . Unp edic able esul s The lexibili y o online-suppo ed p ocesses has o be inc eased o adap p ocesses quickly. Join decision-making C ea i e wo ks a e judged by a lo o di e en c i e ia and decision-making is complex. Solu ions o deeply discuss and decide abou c ea i e wo k online a e needed. Small s a us di e ences / la hie a chies Especially synch onous online me hods a e cen ed on a leade o mode a o . Online c ea i e p ocesses should ha e he possibili y o make anyone an ac o d i ing he p ocess a any ime. 578 Educ In Technol (2017) 22:575–597 pa icipa ing uni e si ies was done in wo s eps. Fi s he conso ium ga he ed desc ip- ions o al eady implemen ed cou ses employing c ea i e online collabo a ion. Fo his, an online su ey was c ea ed, whe e cou se desc ip ions along wi h he online collab- o a ion app oach we e desc ibed by he pa ne s in ee ex , yielding 18 en ies. The second s ep had he o m o i e pa ne in e iew sessions, whe e wo ep esen a i es om wo uni e si ies compiled hei expe iences wi h c ea i e online collabo a ion in a 90 min’session, wi h al e na ing he oles o in e iewe and in e iewee. The indings we e cap u ed on Google Docs du ing he in e iew and edi ed (i.e. en iched wi h mo e explana ions and con ex ual in o ma ion) by bo h pa ne s a e he session. The selec ed ep esen a i es ul illed wo c i e ia: They a e expe ienced in online-based eaching and hey a e in ol ed in hei schools’ esea ch and inno a ion ac i i ies in online-lea ning. In his espec , hey can be conside ed expe s in he ield o online lea ning and collabo a ion. The o m o an open pa ne in e iew was chosen, as bo h he in insic cu iosi y and he compa ison o simila i ies and di e ences in he ap- p oaches o c ea i e online lea ning we e deemed use ul o igge ex ensi e expe ience epo s, co e ing a wide ange o aspec s. Bo h he su ey and he in e iew ins uc ions in o med he pa icipan s o ocus on good p ac ice examples. We conside me hods and didac ic concep s as good p ac ice i hey ha e been applied o he subjec i e sa is ac ion o s a and s uden s in a uni e si y and a e going o be applied in u u e cou ses. Pa icipan s we e encou aged o look a bo h success ul es ablished cou ses and p omising ecen pilo s. In he in e iew, hey we e ins uc ed o mu ually ask ques ions as i hey in ended o implemen he Table 3 D a c i e ia and guiding esea ch ques ions o ins uc o -cen ed aspec s o en i onmen s o c ea i e collabo a i e lea ning Con ex ual ac o Guiding ques ions Facili a ion and ins uc o eedback Re lec ion o he collabo a ion p ocesses How does acili a ion include he e lec ion o he collabo a ion p ocesses? Access o acili a ion When and h ough which channels is he acili a o / Ins uc o a ailable? Ins uc o eedback How and h ough which channels does he ins uc o gi e eedback on c ea i e a i ac s? Technology en i onmen and ools suppo Pe cei ed use expe ience Do s uden s eel con iden hey can sol e he asks gi en wi h he ools p o ided? Do hey enjoy using he ools? Is his e alua ed and i so, how? Alignmen be ween model o lea ning and communica ion model o lea ning pla o m Which c i e ia a e applied when choosing ools o online lea ning? Emo ional cues Which ole does non- e bal communica ion play in he cou se se ing? In e ope abili y wi h di e en de ices How a is ubiqui ous access wi h di e en de ices suppo ed? Pla o m suppo How do s uden s ge suppo in case o blocking echnical p oblems? How a e eache s suppo ed o wo king wi h he pla o m? Educ In Technol (2017) 22:575–597 579 espec i e good p ac ice examples in hei own con ex s. A in e iew ime he li e a u e-based d a amewo k was no disclosed o he in e iew pa ne s. Bo h he su ey esponses and he inished epo s we e hen coded along he wo ca ego y se s o challenges in he c ea i e p ocess (Table 2) and con ex ual ac o s (Table 3) o c ea i e online lea ning spaces. Tex passages o he epo , usually o a leng h o one o wo sen ences, we e coded along he p e-de ined c i e ia. I a passage ma ched wo c i e ia, i was coded o bo h. Tex passages ha did no i any o he c i e ia, bu wi h ele ance o he heme o c ea i e online collabo a ion we e collec ed in an open ca ego y. The eason o applying a p elimina y amewo k d awn om li e a u e was o iden i y bo h new impulses om he ac ual eaching p ac ice and lack o applica ion o heo y. Ideally, con en ha does no i he amewo k indica es possible new a eas o esea ch, while emp y o spa sely illed ca ego ies migh indica e he need o a be e heo y-p ac ice ans e o p ac ical i ele ance o a ca ego y. The esul s we e hen summa ized pe ca ego y wi h wo aims in mind: Fi s , o ge a summa ized o e iew o he s a e o online collabo a ion a he pa icipa ing uni e si- ies as a basis o he concep ion o new cou ses in OnC ea e. Second, o discuss he d a amewo k and gene a e i s hypo heses o ollow-up esea ch. 2.1 Limi a ions o he app oach The chosen app oach is limi ed in a numbe o ways. Mos impo an , he sample o 10 uni e si ies is oo small o gene alize any indings beyond he scope o he p ojec conso ium i sel . The coding ca ego ies we e de i ed om mul i-disciplina y li e a u e sou ces and canno be a gued o be exhaus i e. The pu pose o his ini ial esea ch ac i i y was o ha es implici knowledge om online collabo a ion inno a o s a he pa icipa ing uni e si ies, documen hem in a s uc u ed way and de i e hypo heses o u u e esea ch in he p ojec . Howe e , he chosen app oach does no allow in e p e- a ions on co ela ions be ween he di e en ca ego ies o hei ela i e in luence on he o e all quali y o c ea i e online collabo a ion. 3 C ea i e collabo a ion in he con ex o lea ning heo ies A heo e ical basis o collabo a i e lea ning was p o ided by Johnson and Johnson (1996) in e ms o cogni i e de elopmen heo ies and especially om a Vygo skian pe spec i e; on he basis o social independence heo y. Acco ding o Vygo sky (1978), his ype o social in e ac ion in ol ing coope a i e o collabo a i e dialogue p omo es cogni i e de elopmen . Collabo a i e lea ning hus is a c i ical componen ha helps ensu e quali y in associa ed eaching and lea ning p ocesses. The g ea e a s uden ’s in ol emen in he design, assessmen and e alua ion o hei lea ning, he g ea e hei mo i a ion and he s onge he sense o esponsibili y o hei own lea ning p ocess is (Holmes 2012). Such esea ch demons a es a necessi y o unde s and mo e abou he ools and amewo ks needed o acili a e coope a i e s uden pa ne ships and collabo a i e lea ning. Leidne and Ja enpaa (1995) sugges ed ha he e ec i eness o in o ma ion echnology in con ibu ing o lea ning will be a unc ion o how well he echnology suppo s a pa icula model o lea ning and he app op ia eness o he model o a 580 Educ In Technol (2017) 22:575–597 pa icula lea ning si ua ion. Ou o he lea ning models hey men ion in hei pape , hey men ion h ee models wi h pa icula ele ance o c ea i e collabo a ion in online en i onmen s: C ea i i y goes along well wi h he p inciples o cons uc i ism,as he p ocess o design can be seen as a p ocess o ecombina ion o o me ly in e nalized expe iences in o some hing no el. As Leidne and Ja enpaa (1995)summa ize, he cons uc i is model o lea ning assumes ha indi iduals lea n be e when hey a e encou aged o explo e a opic hemsel es. Collabo a i ism builds on his model, bu emphasizes he impo ance o communica ion and c ea ion o sha ed unde s andings in pee g oups. This sui s he c ea i e p ocess well, as i ypically includes ex e naliza ion and discussion o ideas, as well as inspi a ion om e e yday expe iences. This p ocess has been well desc ibed by Bux on (2010) in his book Ske ching Use Expe iences. Leidne and Ja enpaa (1995) also men ion Sociocul u alism as a ela ed lea ning model ha emphasizes he impo ance o he lea ne ’s cul u al and his o ical back- g ound o he cons uc ion o knowledge and he need o accommoda e mul iple iewpoin s and opinions in eaching. This app oach seems especially sui able o eaching design p ocesses, whe e he quali y o a solu ion is ne e absolu e, bu dependen on a ple ho a o con ex ual ac o s. Design does no know a inal u h, only mo e o less iable solu ions o a p oblem. 4 Cha ac e is ics o c ea i e collabo a ion C ea i i y is de ined as an abili y o p oduce a p oduc o idea ha is ei he o iginal o possessing a new quali y which people ha e no expe ienced be o e (Runco and Jaege 2012). Collabo a ion is de ined as an ac ion o in e pe sonal ela ionship be ween p o essionals o achie e a speci ic pu pose (Sch age 1995). I is a me hodology h ough which wo k is p oduced by mo e han one pe son. In o de o con ibu e e ec i ely, collabo a ing pa ne s should engage in a con inuous e lec i e discou se on hei wo k (Schoen eld 1999). C ea i e collabo a o s a e people who a e in e ac ing wi h o he s o disco e genuinely new ways o hinking and doing some hing new oge he . Collab- o a o s play p incipal oles by concei ing and ca ying ou he wo k. C ea i i y used o be known as an indi idual cha ac e is ic, ye oday i is inc eas- ingly seen as a sha ed and collabo a i e p ocess. The e o e, he concep o c ea i i y can be dis inguished in o indi idual and collabo a i e c ea i i y. Acco ding o Rome o and Ba be à (2014) he la e is supposed o eme ge in g oup se ings depending on 16 con ex ual pa ame e s compiled in he Assessmen Scale o C ea i e Collabo a ion. They emphasize ha c ea i i y is no only a single idea o ac bu also he whole p ocess o c ea ing new and inno a i e solu ions collabo a i ely in a g oup. C ea i e collabo a ion is a p ocess o exchanging o ideas among he pa icipan s helping o s imula e and en ich hei own c ea i i y o he ex en ha he solu ion hey each is no el and app op ia e (Hong 2013). The cha ac e is ics o good c ea i e collabo a ion a e unique asks, unp edic able esul s, sha ed unde s anding, communi- ca ion, and join decision-making (Kalay 2006). I equi es highe cogni i e axonomy and c i ical e lec ions on o he collabo a i e eam membe s’social and educa ional backg ound. I allows each eam membe o c i icize ideas and make new p oposi ions, which a e i e a i ely in eg a ed in o he eme ging collec i e c ea ion. The pu pose o collabo a ion es s on he limi s o indi idual abili ies which p e en comple ing a Educ In Technol (2017) 22:575–597 581 gi en ask and he expec a ion ha collabo a ion can help people comple e he ask mo e quickly and mo e e ec i ely as well as p oduce be e quali y han hey could o he wise (Kalay 2006). The c ea i e po en ial o online collabo a ion eme ges in many o ms, om epic cul u al e o s such as Wikipedia, o open-sou ce so wa e, o smalle communi ies. Collabo a i e wo k can imp o e ou comes o bo h he indi idual and he communi y as a whole. Acco ding o Sla in (1980), wo king wi h o he s o achie e sha ed goals can p omo e social, mo i a ional, and emo ional bene i s. Fo ins ance, collabo a ion in class oom se ings can imp o e pee ela ions, inc ease sel -es eem and de elop pe - spec i e aking skills. Bu ke and Se les (2011) ound ha online c ea i e collabo a ion p ocesses imp o ed he pu sui o he pee s’own goals while a he same ime made hem beha e in mo e communi y- a ou able ways. Fac o s ha a ec he quali y o collabo a ion a e communica ion be ween collabo a o s, collabo a ions o med ou o sha ed in e es s bu o e ing di e en skills, and a simila le el o skills and expe ience among he collabo a ion pa ne s (Dow and Se les 2013). Acco ding o Kim e al. (2014) asymme ic c ea i e con ibu ions may suppo a b oad new class o c ea i e collabo a ions. Asymme ic c ea i e collabo a ion assigns di e en oles o he collabo a o s: One o mo e edi o s coo dina e he c ea i e p ocess and assign speci ic asks o con ibu o s, which is essen ially an applica ion o he c owdsou cing app oach (Es ellés-A olas and González-Lad ón-de-Gue a a 2012)in he c ea i e domain. Lah i e al. (2004) in es iga ed he e ec i eness o a compu e suppo ed collabo a i e en i onmen , which allows pa icipan s o pos hei ske ches and images emo ely, o sha ing and building knowledge amongs collabo a o s. They asked eache s, unde g adua e s uden s, and clien s o use compu e suppo ed collabo- a i e ools o sha ing knowledge and ideas. They ound ha a ne wo ked collabo a i e lea ning en i onmen acili a es s uden s’engagemen in sha ing design p oblems, knowledge, and collabo a o s’ideas. Fu he s udies o online collabo a ion ha e no ed ha online collabo a ion has posi i ely con ibu ed o s uden achie emen and g a i i- ca ion o he collabo a i e en i onmen (Godwin-Jones 2003; Hay ho n hwai e 2006). De i ed om he ini ial li e a u e e iew abo e, Table 2maps he cha ac e is ics o he c ea i e p ocess as desc ibed by Kalay (2006) wi h possible challenges in online en i onmen s. This will se e as an ini ial amewo k o he con en analysis o he good p ac ice esea ch inside he conso ium wi h ocus on he implemen a ion on he c ea i e p ocess. The ocus o he p ojec is on online-based collabo a i e c ea i e p ocesses. Usually hese p ocesses a e cen ed a ound e y conc e e p oblems, o en implemen ed as p ojec -based lea ning. Such kinds o cou ses ha e a high ealism o con ex and he lea ning en i onmen is in con ol o he g oup o lea ne s. Knowledge is pe sonally expe ienced and ansla ed in o compe encies by he au hen ic lea ning con ex gi en (J. He ing on and Pa ke 2013). Mo e pa icula ly, in p ojec -based lea ning p io knowledge is sha ed among he pee g oup and in eg a ed in o compe encies by s uden s. 5 Con ex ual ac o s o he design o c ea i e online lea ning spaces While he sec ion be o e dwelled on he no ion o c ea i i y as such, his sec ion desc ibes a numbe o con ex ual ac o s in con ol o he eache o acili a o who se s 582 Educ In Technol (2017) 22:575–597 up and uns a cou se o p ojec using c ea i e online collabo a ion. I should be no ed ha he choice o ac o s can nei he be exhaus i e no e i ied a his ime, ins ead hey o m pa o a amewo k o e alua ion o c ea i e online collabo a ion cou ses ha is de eloped i e a i ely du ing he li e ime o he OnC ea e p ojec . A he end o his sec ion, Table 3summa izes he indings as a numbe o key con ex ual ac o s. 5.1 Facili a ion and ins uc o eedback Design and acili a ion o he c ea i e p ocesses - he s uden s’wo k - and he design o he lea ning en i onmen a e essen ial in e ms o es ablishing an e ec i e lea ne communi y. The ins uc o ’s p esence has an e ec on s uden sa is ac ion, sense o communi y and emo ional connec edness, h ough design and acili a ion o he social and cogni i e p ocesses (Jäminki 2008;Sheae al.2005;Swane al.2009). Swan and Shih (2005) no ed ha also he cou se design a ec s he es ablishmen o sense o communi y and emo ional connec edness. Since bo h he cogni i e and social p ocesses ake place in online se ings, an essen ial pa o high quali y acili a ion is he a ailabili y o he ins uc o and he cla i y and accu acy o he eedback gi en o and in e ac ion wi h he s uden s. Richa dson and Swan (2003) and Swan e al. (2000) no ed ha s uden - eache in e ac ion has a co ela ion wi h lea ning ou comes. Ins uc o a ailabili y in hese se ings e e s o being able o con ac he ins uc o h ough di e en communica ion channels, easily and in imely manne (B indley e al. 2009). A special challenge is commen ing on isual a i ac s, such as d a s and collec ions o ma e ial. In a physical se ing, he ins uc o may simply poin o and commen on pa icula aspec s o a d a . In an online se ing, his is limi ed depending on he channel used o gi ing eedback: The closes subs i u e o he index inge is he mouse poin e in an online mee ing using sc een sha ing, he a hes si ua ion is a commen in w i en ex , whe e he loca ion and quali y o a isual a i ac ha e i s o be desc ibed in wo ds be o e he ac ual commen may ollow. 5.2 Technology en i onmen and ools suppo Designing a usable and use (s uden ) iendly echnological se ing o he c ea i e p ocesses o ake place in, equi es holis ic use -cen ic design hinking. As in any sys em o applica ion use, pe cei ed usabili y and use ulness o he ool ha e a di ec impac on he ac ual use and use expe ience (s uden expe ience)(Bagozzie al.1992; Da is e al. 1989). F om he pedagogic pe spec i e, he e ec i eness o an in o ma ion sys em is de ined by how well i aligns wi h he chosen model o lea ning and how well he model i sel is aligned wi h he pa icula lea ning si ua ion (Leidne and Ja enpaa 1995). Also, since online se ings all sho o adi ional emo ional cues and in o mal con e sa ions, subs i u es o hese a e equi ed wi hin he chosen ools o be used (Thayne e al. 2015). B indley e al. (2009) w i e ha he accessibili y o he en i onmen mus no be dependen on he de ices he s uden s use. Gi en he sa e assump ion ha he pe sonal echnological en i onmen o he s uden popula ion can be di e se, his issue is a design challenge o be aken se iously, bo h, om ins i u ional and indi idual pe spec i es. The ac ha echnological independency imp o es accessibili y, ac s as a s ong ele ance Educ In Technol (2017) 22:575–597 583 6.2.6 Emo ional cues Emo ional cues as such we e no men ioned by he pa ne s. Howe e , closes o his is he p ac ice o gi e space o colloquial con e sa ion and ac i i ies in online collabo a- ion as desc ibed by some pa ne s. In he Mediacul u e 2020 (Thayne and Coope 2014) p ojec , Lincoln delibe a ely se up a Facebook Bco ee lounge^ o in o mal discussions. In Magdebu g, online mee ings o en s a wi h opening con e sa ions and wa m-up exe cises o build up mu ual empa hy. 6.2.7 In e ope abili y wi h di e en de ices C ea i e online collabo a ion appea s o happen on compu e s in he i s place. The e was no indica ion in he good p ac ice esea ch ha o he de ices play a subs an ial ole. Mo e impo an seems he lexibili y in con en deli e y. In he special case o online collabo a ion wi h A ican coun ies, he expe ience o Kassel is ha he a ailabili y o compu e equipmen is a lesse p oblem han he uns able a ailabili y o elec ici y and in e ne connec i i y. This is why in such cases he basic con en should be es ic ed o downloadable ex and image esou ces. Simila p oblems we e men ioned by Lapland when hey o e ed a mas e cou se on ma ke ing o in e na ional s uden s. Fo a numbe o s uden s, hei home uni e si ies in de eloping coun ies es ic ed he use o he in e ne access, so he s uden s had o wo k om home o public in e ne ca és wi h weak connec ions. The solu ion was ha local eLea ning se ices downloaded and dis ibu ed he ma e ial o he s uden s. Po sdam lea ned om in e na ional pa icipan s in hei MOOC The Fu u e o S o y elling ha YouTube is banned in ce ain coun ies and ha pa icipan s om A ica had o buy hei download- olume a he beginning o a mon h and would need o know in ad ance i download- in ensi e con en will be exchanged in a cou se. 6.2.8 Pla o m suppo The pa ne uni e si ies all ha e echnical suppo o hei espec i e online lea ning managemen sys ems (mainly Moodle). Howe e , he e seems o be a Bdigi al di ide^ be ween acul y membe s. Some use he ple ho a o ools o e ed wi h con idence, o he s simply use he sys em o pos lec u e slides. The e is li le exchange on his wi hin he acul ies. In Magdebu g, aining o eaching wi h Moodle is a ailable, a Kassel he suppo is es ic ed pu ely o echnical issues. 6.3 Discussion o he esul s Ac oss he di e en analysis ca ego ies, a pic u e o p e ailing ends in c ea i e online collabo a ion wi hin he conso ium eme ged. These will se e as esea ch hypo heses o shape he u he esea ch agenda wi hin he OnC ea e p ojec . 1) Inno a i e collabo a ion concep s use mash-ups o cu ing-edge se ices The numbe o men ions o cloud s o age se ices and apps was conside able, no ably Google D i e and Google Apps. The same holds ue o Facebook as a place o in o mal discussions and i ual socializing. I appea ed ha online 590 Educ In Technol (2017) 22:575–597 collabo a ion se ings a e usually buil a ound hese basic ools and a e enhanced wi h specialized ools such as online pinboa ds o dedica ed p ojec managemen se ices. 2) Exis ing lea ning managemen sys ems ail o suppo eal c ea i e collabo a ion Rela ed o he a o emen ioned obse a ion, exis ing comp ehensi e eLea ning solu- ions o en lack accep ance o a a ie y o easons. A s ong disad an age is he hie a chic ole model, whe e only he eache can modi y he cou se en i onmen , along wi h sho comings o he in eg a ed se o ools. 3) The classic eache -s uden ole model de elops owa ds an open pee cul u e All pa ne s men ioned e o s o empowe he s uden s o e lec and con ol hei own lea ning p og ess h ough a ious me hods o sel -assessmen and pee collab- o a ion. The ocus o he eache changes owa ds acili a ing he e lec ed esea ch and applica ion o knowledge o build up compe encies. 4) Basic connec i i y and equipmen issues mainly apply o highly in e cul u al se ings While online collabo a ion was in i s in ancy, connec i i y issues we e a p e ailing opic ha se iously impai ed communica ion o made i impossible. Du ing his s udy such issues we e only men ioned when ac ing in in e cul u al con ex s beyond Eu ope. Howe e , as he numbe o in e cul u al cou ses and p ojec s can be expec ed o inc ease, hese issues s ill need o be conside ed. 5) The c ea i e p ocess is no pe cei ed as se iously limi ed in an online se ing This is a wide in e p e a ion o he indings o he s udy, bu de i ed om he ac ha he challenges o unp edic able esul s and unique asks whe e no men ioned as causing pa icula p oblems in an online con ex . The e may be wo complemen a y explana ions o ha . The i s is ha unp edic abili y and uniqueness in mos p ojec s ela e o he ac ual implemen a ion, bu no o he gene al o m o he desi ed esul . This would mean ha he c ea ion o gene ic online spaces o ce ain g oups o c ea i e p ocess is possible. The second explana ion is ha he adap ion o ools happens mos ly on he le el o me hods and usage con en ions de eloped in a cons an p ocess o social idea ion and nego ia ion. Ve y simila o a physical blackboa d, also he online ools used by he OnC ea e conso ium could la gely be insensi i e o he ac ual me hod and con en hey a e used o . 7 Cou se implemen a ion The OnC ea e p ojec implemen ed a numbe o pilo cou ses in o de o explo e new o ms o c ea i e online collabo a ion. These seek o implemen in p ac ice he indings o he esea ch pa o he OnC ea e p ojec . The pu pose o in oducing one pa icula cou se he e is gi ing a u he illus a i e example o how he chosen ca ego ies o analysing he c ea i e p ocess and i s con ex ual ac o s online ansla e o a p ac ical con ex . 7.1 B anding design cou se The B anding Design Cou se is a collabo a ion be ween ou uni e si ies om he OnC ea e ne wo k, namely Magdebu g, Tampe e UoAS, Lincoln and Po sdam. The objec i e o he cou se is o lea n designing logos and w i ing elemen a y s yle guides o co po a e design. Fou uni s each add ess pa icula challenges c ea i e online collabo a ion (Table 4). Educ In Technol (2017) 22:575–597 591 The cou se ook place in he o m o wo 1-day wo kshops ollowed by 2 weeks o online collabo a ion each. Each wo kshop in oduced 2 uni s wi h p ac ical exe cises on he design p ocess, while i e a ions and e inemen s we e done in smalle g oups in he ollowing online phase. The i s wo kshop ook place on si e in Magdebu g, bu in eg a ed u he online pa icipan s ia a pe manen Google Hangou p ojec ion on one wall o he oom, while a second p ojec ion was used o display a ious collabo- a ion ools ha we e chosen acco ding o he ask a hand. Compa ing he speci ic challenges o he cou se wi h he cha ac e is ics o c ea i e collabo a ion (Table 2) we can asse ha he mu ual sha ed unde s anding was c ea ed especially by he ac ha he g oups had o do join esea ch based upon a p ojec b ie ing. The eam membe s published hei indings on an online pinboa d se ice, namely Real imeboa d. Fu he , he moodboa d echnique wo ked well o communica e a common ame o base design decisions on. Moodboa ds a e collec ions o isual a i ac s ha app oxima e possible logo ideas in shape, colou and one. In he o line wo ld, moodboa ds usually ha e a sc apbook-look and a e collec ed using magazine copies and glue & scisso s. Fo he online collabo a ion in he cou se he moodboa ds ha e been ealized mos ly as collec ions on pin e es .com. When i comes o unique asks one can say ha a b and design and mo e speci ically a logo design has a qui e clea scope when i comes o he o m o he end p oduc , compa ed e.g. o p oduc design. So he asks a e in ha sense unique ha each logo b ie ing is e y indi idual and he e a e coun less possibili ies o sol e he p oblem. Howe e , he me e s eps o he design p ocess a e p e y clea . While hose p ocesses a e no s anda dized in online collabo a i e en i onmen s ye , i can be assumed hey could be in he nea u u e. The main challenge is o ind he igh ools o exchange and discuss d a s. S uden s sha ed sou ce iles on a cloud s o age se ice o co-c ea ion, PDF ia cloud s o age o mail o commen ing and some eedback was ga he ed using Adobe Behance, a sha ing pla - o m o digi al a wo k ha has a Bwo k-in-p og ess^ ea u e ha o e s public commen s. Join decision-making appea ed o be a he easy in he cou se, as i was always clea wha was o be decided (i.e. choosing a design o i e a e om an a ay o d a s) and he g oup size was small wi h 3 membe s pe g oup. Also, gi en he na u e o a compac cou se, he s uden s se led quickly o a inal d a o i e a e and abandoned al e na i es ea ly o keep he wo kload o he cou se wi hin easonable bounda ies. The eams wo k ully as pee s, he e was no hie a chy. Qui e ema kably, e en s uden s wi h a backg ound in design discussed openly and an equal le el wi h s uden s om o he disciplines. They did no show any pa onizing beha iou o impa ience, which could ha e been expec ed gi en he di e ences in design Table 4 Cou se ou line o OnC ea e b anding design cou se Uni C ea i e collabo a ion challenges Reading and esponding o a design b ie -Resea ch on b and alues, compe i ion, inspi a ion and o he con ex ual equi emen s -Fi s ough idea ion Mood c ea ion -Moodboa ding, collec ing and so ing colou , shape and ex samples Logo c ea ion -I e a i e ske ching, selec ion, e inemen and inaliza ion S yleguide c ea ion -De elopmen o a s yleguide documen 592 Educ In Technol (2017) 22:575–597 expe iences wi hin he g oup. The design esul s showed a good a ie y. In he sense o he c ea i e ou pu hey we e unp edic able, ye o cou se hey all we e logos, ollow- ing well-de ined ules and design p ocesses. In con as o mo e open c ea ion p ocesses ollowing o example he design hinking pa adigm (Lugmay e al. 2013) he s ongly p ede e mined o mal na u e o he c ea i e ou pu in isual design alle ia es he p oblem o implemen ing e y lexible p ocesses. Mo eo e , lexibili y can also be eached by using ools o e ing e sa ile uses. Online pinboa ds, o example, can be used o clus e esea ch esul s as well as o isualize a moodboa d o a s o yboa d. The me hods a e implemen ed ia compe encies inhe en o he eam membe , no he so wa e. The cou se implemen ed some speci ic measu es o acili a e c ea i e collabo a ion. Fi s , we used an au hen ic challenge and b ie ing o he cou se assignmen . Fo he i s un o he cou ses, we decided o ask o a logo o he OnC ea e p ojec . The coo dina o o he OnC ea e p ojec was a ailable o an in e iew based on he b ie ing, so he cus ome needs we e no jus made up and g an ed a su icien dep h o esea ch indings o inspi e well- hough design. The ole o he eache s in his cou se was compa ably conse a i e. They p epa ed he cou se sel -lea ning ma e ial in a join e o be ween ou uni e si ies (i.e. Po sdam, TAMK, Lincoln and Magdebu g), ga e in oduc o y online lec u es, acili a ed some o he me hods, especially collabo- a i e design esea ch and moodboa ding and ga e eedback in mul iple i e a ions when he s uden s s a ed he isual design. So while a pee cul u e was p e ailing among he s uden s, he eache s we e no pa o i . Access o acili a ion was cons an ly a ailable h ough an asynch onous o um and Google Hangou cha . A pa o he online collabo a ion happened h oughou an en i e day using a pe manen Google Hangou session, Real imeboa d and Pin e es , 5 which in oduced an exci ing mul i-sc een collabo a ion en i onmen . The s ongly ideo- ocused online mee ing se ice Google Hangou seemed o con ey a good eeling o p esence and immediacy ha el app op ia e o he na u e o he c ea i e p ocess. The e we e no able obse a ions ega ding he use o online ools in he cou se in he p ojec : Fi s , he use o he online pinboa d se ice Real imeboa d yielded a small bu exci ing example o adap a ion o collabo a ion me hods om he physical wo ld o an online se ing: The eams we e collec ing and so ing esea ch esul s and equi emen s on i ual pos -i no es, which wo ks as a di ec analogy o he me hod on a physical boa d. Howe e , when hey we e discussing he esea ch indings and equi emen s wi h he OnC ea e p ojec leade as s akeholde o he b anding de elopmen p ocess, hey s a ed o modi y he size o pos -i no es p opo ionally o i s impo ance. This is an example o an implici ly eme ging me hod igge ed by he a o dances o he so wa e pla o m used. The second obse a ion was he compa ison be ween physical and analogue me hods o moodboa ding. A moodboa d is a collec ion o shapes, colou s and mo i es ha communica es an idea o he isual language o be de eloped o he b anding design. Typically, a physical moodboa d is compiled using images om used pape s and magazines wi h glue and scisso s. One g oup in he cou se c ea ed such a con en ional moodboa d, while he o he s used pin e es .com o collec images om he web. In compa ison, he web e sion showed a la ge a ie y in images, which is 5 h p://www.pin e es .com Educ In Technol (2017) 22:575–597 593 ob ious as he s uden s could use he whole web as a sou ce o images, while he layou consis ed o he ypical pin e es .com e ical columns. The ad an age o physical moodboa ds was he ee placemen o i ems, which allows o add a second laye o meaning by g ouping and emphasizing. Also, he e was an cu ious downside on d awing on web con en o moodboa ding: Usually moodboa ding means looking o images ha con ey some hing, ha is simila o a co e c ea i e idea. On he web, he s uden s some imes ended o ind exac ly wha hey we e looking o , e.g. exac ly he logo s yle imagined. I his is no e lec ed by he pa icipan s, i migh ac ually cu b c ea i i y, as he ound design i em migh al eady be sa is ac o y. 8 Discussion o he d a amewo k The d a amewo k by and la ge p o ided a iable ca ego iza ion o he esea ch esul s o he good p ac ice esea ch in he OnC ea e p ojec . Howe e , ce ain ca ego- ies showed an excellen i , while o he s seemed no o i any co e aspec s o c ea i e online collabo a ion in he p ac ice o he uni e si ies in ol ed. The c ea i e challenge o mu ual exchange o iewpoin s and knowledge seems o be a co e conce n o eache s wi hin he OnC ea e conso ium. A lo o good p ac ice examples add essed his and wi h con incing solu ions. Al hough no dwelled on, join decision-making appea s also o be ele an o online collabo a ion cu icula. And la hie a chies bo h wi hin s uden eams and be ween s uden s and eache s i show a gene al end o es ablishing a pee cul u e in lea ning wi hin he conso ium. Thus i is sensible o use he h ee a o emen ioned ca ego ies o u u e i e a ions o he amewo k. The challenges o unique asks and unp edic able esul s we e no as much ecog- nized as posing p oblems in p ac ice. I migh be wo hwhile o change he iewing angle he e o he main equi emen ha could be expec ed om a heo e ical poin o iew, which is he lexibili y o c ea i e p ocesses. An impo an pa ame e migh be he deg ee o p e-de e mina ion o he o m o he inal c ea i e p oduc , as discussed ea lie . Also, i migh e y well be ha hese wo challenges a e agnos ic owa ds whe he he p ocess is physical, digi al, o any mix be ween bo h. Among he con ex ual ac o s o online c ea i e lea ning spaces, we see ha he alignmen be ween he model o lea ning and he communica ion model o he lea ning pla o m is a p ime issue. I inds i s exp ession in a clea endency o es new web ools in inno a i e eaching cou ses ins ead o elying on he espec i e lea ning managemen pla o ms deployed a he uni e si ies. In one pa icula case, his e en led o he de elopmen o a bespoke solu ion. I also appea s ha his alignmen plays an impo an ole in ensu ing a good pe cei ed use expe ience. A consequence migh be o emo e he gene ic ac o use expe ience, as o he ac o s desc ibe al eady mo e a ge ed aspec s o use expe ience. I would be ad isable hen o speak o he in e ac ion model o he pla o m. Unde in e ope abili y wi h di e en de ices he expec a ions we e o lea n whe he and how di e en mobile de ices and ope a ing sys ems used and suppo ed. Howe e , he issues conce n a ge p oblems o in e cul u al collabo a ion wi h less de eloped egions and add essed basic p oblems o access o he pla o m. In e ms o how di e en de ices and lea ning con ex s could be in eg a ed in o a c ea i e online 594 Educ In Technol (2017) 22:575–597 lea ning space he p ope ca ego y o look a could a he be mul imodal and con ex - speci ic in e ac ion, which in u n would be a sub-aspec o he alignmen o he in e ac ion model o he lea ning pla o m. The con inuous e lec ion o he collabo a ion p ocess seems o be an es ablished p ac ice in online cou ses among he in e iewed uni e si ies. The endency o do his openly wi hin he g oup and no only be ween he eache and he s uden goes well along wi h he desi e o c ea e a pee lea ning cul u e in online collabo a ion cou ses. The ac o s access o acili a ion and ins uc o eedback a e s ongly ela ed o his, as hey de e mine he ole o he eache . To be mo e speci ic, access o acili a ion should be abou how and h ough which channels he eache communica es wi h he s uden s, while ins uc o eedback should be abou wha kind o eedback is gi en. Su p isingly, e y ew good p ac ice examples explici ly add essed he lack o non- e bal communica ion in online collabo a ion se ings and he need o subs i u ion by p o iding emo ional cues. The e a e a numbe o possible explana ions o his, which p o ide in e es ing leads o u u e esea ch. One hypo hesis would be ha online collabo a ion so a has been esea ched om a pe spec i e ha se s physical collab- o a ion as a e e ence and esea che s ha e been biased by hei own expe iences in physical collabo a ion, while online collabo a ion has been new o hem. Ye now communica ion h ough online channels in oice, ideo, ex and isuals is pa o s uden s’and eache s’daily li es. Thus, hey de eloped genuine men al models abou online based communica ion and know how o ead and communica e sub ex in new media, so hey do no ac ually pe cei e he same communica i e es ic ion ha people deeply oo ed in physical collabo a ion do expe ience. A second, mo e conse a i e hypo hesis would be ha in he majo pa s o he good p ac ice examples he s uden s we e al eady amilia wi h a leas some o he cou se pa icipan s and hey wo ked oge he o a leas a couple o weeks o e en mon hs. This is di e en om a si ua ion whe e a eam is buil and collabo a es pu ely online. Al hough he la e seems o be a p e ailing assump ion when esea ching on online collabo a ion, i is p obably a he he excep ion han he ule. 9 Conclusions and a eas o u u e esea ch The i s esea ch phase o he OnC ea e p ojec has e ealed common ends in he implemen a ion o c ea i e online collabo a ion among he pa icipa ing uni e si ies. Al hough hese canno be gene alized om a scien i ic iew poin , hey may se e as p ac ical inspi a ion o uni e si ies seeking o p omo e he up ake o c ea i e online collabo a ion in cou ses and p ojec s: 1) Encou age coaching and pee -d i en lea ning 2) Nou ish a cul u e o open eedback and e lec ion 3) Encou age you s a and s uden s o expe imen wi h he la es online collabo a- ion ools 4) C ea e au hen ic con ex s o c ea i e p ojec s, e.g. by app oaching indus y pa ne s 5) E alua e and esea ch c ea i e online collabo a ion wi hin i s own con ex (and no om he pe spec i e o a physical collabo a ion) Educ In Technol (2017) 22:575–597 595 Apa om a con ibu ion o he p ac ical discussion on c ea i e online collabo a ion in educa ion, he esea ch esul s open a numbe o op ions o u u e esea ch, which will help o i e a e om he d a amewo k in oduced in his pape owa ds a ma u e amewo k o he concep ion and e alua ion o c ea i e online collabo a ion p ocesses. A i s esea ch s and is on he de elopmen o an open pee cul u e and he b eakup o adi ional hie a chies in he class oom. A ascina ing ques ion would be whe he his de elopmen is only suppo ed o a he d i en by he a ailabili y o new collabo a ion echnologies. As well, he changing ole o he eache in a wo ld o abundan access o ins uc ional ma e ial is a alid ques ion and a shi owa ds coaching and acili a ion migh be a consequence o ha . A second esea ch s and lies a he in e sec ion o educa ion and use expe ience design and is abou how we can enable eache s o ecognize and desc ibe in e ac ion models o pa icula online ools and ma ch hem wi h hei in ended ins uc ional design. Finally, he quali y o he impac o online collabo a ion on he c ea i e p ocess and ou pu has o be in es iga ed in dep hs. 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