Learning How to Learn Together (L2L2): Developing Tools to Support an Essential Complex Competence for the Internet Age

an essential complex competence for the Internet Age Yang Yang, University of Exeter, UK, y.yang@exeter.ac.uk Rupert Wegerif, University of Exeter, UK, r.b.wegerif@exeter.ac.uk Toby Dragon, Saarland University, Germany, toby.dragon@celtech.de Manolis Mavrikis, London Knowledge Lab, UK, m.mavrikis@lkl.ac.uk Bruce M. McLaren, Saarland Univeristy, Germany, bmclaren@cs.cmu.edu Abstract: Learning to learn together (L2L2) is a complex competence requiring that all the group members are able to coordinate, regulate and plan the learning task by balancing issues of individual ability, motivation and expectations through constant dialogue. In this paper we report on a project to define the complex competence of L2L2 and to support it with a set of web-based tools and associated pedagogy, the Metafora Project. The system we develop embodies our theory of L2L2 and the results of our design-based research suggest that this system can succeed in making key elements of L2L2 explicit in the talk and actions of groups of learners. Learning how to learn (L2L) is often referred to as the most important knowledge age skill since it equips people to adapt flexibly in a time of rapid change (OECD, 2001; 2004). However, we argue that the reality of Internet mediated learning is more about learning how to learn together (L2L2) with others than about learning to learn as an individual. L2L2 goes beyond L2L because it combines the dimension of task management, (how to organise complex inquiries with multiple stages and strands) with the dimension of social relationships (working with attitudes, expectations and identities in order to participate constructively in learning as a collective accomplishment). In this paper we report on a project that attempts to define the complex competence of L2L2 and to support it with a Metafora system (Wegerif et al, 2012), which includes a planning and reflection tool; a dynamic concept mapping space (Loll et al, 2011) and a chat, and associated pedagogy. In the first part of this paper we characterise L2L2, presenting elements of our design framework for teaching L2L2 and in the second part of this paper we describe design-based research used to test and refine the theory of L2L2 presented in the first part and to develop the working Metafora system.