Proposed framework

The elements of the activity system discussed above were used to organise the theoretical constructs of collaborative goal-oriented tasks, learners with different skills bases, and technology into theoretical framework. This framework was focused on establishing an environment that would support critical thinking performance. This schematic composite is depicted below and referred to in this study as the CoLeCTTE (Collaborative Learning and Critical Thinking in

Technology-enhanced Environments) framework as shown in Figure 2.6. To assist

reading, various elements and processes in the diagram are referred to by the coloured/dashed text borders in the discussion below. Relevant sections of the literature review are also referred to in the discussion of the framework below.

The CoLeCTTE framework consists of two areas of performance by the teacher and learners, the actors in the activity system: teacher and learner-to-learner. The teacher performance area begins with defining, designing and developing activities for learning groups to perform complex and critical thinking tasks. Tools and technology required by the activity are selected and appropriate training, if needed, is provided. The group activity is then initiated by the teacher and it is at this point that it overlaps with the learner-to-learner performance area. The learner-

to-learner performance area consists of the group spaces where the critical inquiry

process take place through activation, performance and goal/objective achievement. There are a number of processes within these areas, namely: define, design and develop, activate and initiate, task performance, delivery of outcomes, and evaluation.

The define, design and develop process is initiated by the teacher by defining the objectives and targeted outcomes of the activity, and designing and developing the collaborative activity and learning tasks that will support critical thinking behaviour. This process is guided by the principles underlying the design of complex, contextualised and collaborative activities set within technology

environments as discussed in Sections 2.2 and 2.4. The first part of the activate and

initiate process involves presentation of objectives and targeted outcomes of the

learning task and outlining the tasks, rules and requirements of the task in line with the principles of activity theory discussed in Section 2.5.1. The second part of the activate and initiate process begins to involve the learners, recognising that they have different eductive abilities, technological self-efficacy, motivation and learning approaches as discussed in Section 2.3. The process begins with self-reflection where learners reference back to what they know themselves during the process of goal and/or problem identification (self-referencing). The members’ existing knowledge becomes a function of identification and clarification of the problem or goal to be achieved through declarative reflection. Learners agree on what is to be achieved.

Task performance process isunderlined by eliciting critical thinking through performance of collaborative activities and set within technology

environments as discussed in Sections 2.3.1, 2.2 and 2.4. Tasks and sub-tasks are authentic, complex, problem-based and goal-oriented. Once the problem or goal has been identified, and members of the group have a point of self and group reference to the problem at hand, an internal group process takes place where members perform individual and group tasks within pre-defined scope and limitations. These process

can be monitored by a human agent (i.e., group leader or moderator) who may be responsible for collating group input or contributions. Garrison and colleagues (Garrison, Anderson, & Archer, 2001) proposed a process of critical thinking or inquiry which begins with triggering of the event (identification of the problem),

exploration (of ideas), integration (construction of meaning) and ends with resolution (implementation of the solution). However, when taken within the

context of constructivism, their process lacks a point of self-referencing where learners begin from their own mental models and knowledge as a starting point for meta-knowing and metacognition. This discovery process allows learners to construct and deconstruct what they already know in the process of working on a goal-oriented task (Bruner, 1966). It becomes essential for learners to create and recreate their own schemas as they work with complex and authentic learning tasks, and with ill-structured problems (Woolfolk, 2004). When learners begin to discuss and agree on what is to be learned during the activate and initiate process, self- referenced mental modelling extends to social construction in the group during task performance and delivery, so the cognitive and activity processes begin to interact as shown in Figure 2.7.

In the process of co-construction, there is minimal intervention on the part of the teacher, allowing students within the group to become actively engaged in deriving their own solutions to the problems or actions to achieve the goal (learner- centred) (Slavin, 2006). Interaction and feedback within the group (group

monitoring) serve to guide and direct contributions or performance such as group

discourse on their progress or even system feedback in the form of tokens or rewards, if these exist. The process of interaction and feedback hones performance of skills through practice and performance of the critical thinking task. This includes

self-regulation to allow for correction, and self-re-evaluation on the way to goal completion or continual performance of tasks (goal completion).

Figure 2.7. Self-referencing and social construction in groups within the CoLeCTTE

framework.

The delivery of outcomes process in the activity system involves

presentation of the product or learning artefact arising from the activity by the group. Presentation can take the form of a formal presentation, inviting critiques and

feedback from a wider audience or other strategies that will invite further critical discourse to be elicited. The process is completed by evaluation of the activity against the objectives and targeted outcomes of the task.

In the CoLeCTTE framework, technology serves as an enabler of the above processes. The affordances that the technology provide needs to be considered during the activity design process in terms of what is appropriate for the tasks to be performed. Technology should be positioned to facilitate the performance of authentic and complex tasks, especially if these are aimed at developing deep learning and critical thinking skills. The tools or technologies serve as the technical mediating agents in the performance of critical thinking tasks. Individual and group

self-referencing (self-reflection) task performance identification/ clarification solution formation/goal completion co-construction group monitoring social co-construction (declarative reflection)

tasks and sub-tasks are defined by the requirements and criteria in the group activity to achieve the overall group goal.