EFG - 12

Collaboration is increasingly prevalent as the importance of skilled teamwork is critical to effectiveness and innovation in our modern society. Solving problems as a team may involve only verbal exchanges or concerted verbal and physical action, such as in a crisis situation in the operation room. Students preparing to enter professions where teamwork is essential must learn not only to solve problems but also collaborate, and often to address complex problems as a team. Understanding collaboration still poses a challenge for research, and supporting students and teachers in the process is dependent of understanding both the micro-level aspects of collaboration (Damsa, 2014) and the (inter)disciplinary contents teams work with. As new technologies and methods emerge in the field of capturing and analysing digital collaboration (Echeverria et al, 2019; Gašević et al, 2019), new opportunities arise that can enable education to facilitate students to learn and solve problems collaboratively.

This EFG aims to generate conceptual, empirical and methodological knowledge about how student teams can learn in authentic learning settings, when guidance of team learning and performance is provided prior, after or during problem solving, enabled by digital technologies, i.e., a multimodal collaborative analytics. The field of learning analytics is evolving fast, yet, it is undertheorized. Methodological approaches from learning sciences and learning analytics (e.g., multimodal collaborative analytics, qualitative analysis of interactional data, experience sampling) have potential to surface previously invisible processes and elements of collaborative problem solving and teamwork. In the EFG, there will be a focus on exploring:

1. relevant characteristics and measurable indicators of collaborative problem solving (CPS)in particular domains in higher education, and which multimodal data types are needed to capture them empirically,

1. how automated feedback provided through multimodal analytics assist students in self- assessment and development of teamwork skills for CPS,
2. effects of and experiences with using automated feedback and structured reflection on student teams’ CPS performance,
3. types of skills students should attain in order to use automated feedback on teamwork effectively.