Contrasting analytical approaches to trace collaborative learning with knowledge objects

Social, discursive and regulatory aspects of collaborative learning have been examined extensively. Yet, there is less research and systematic analysis on how the collaboratively constructed knowledge objects introduce and structure the conditions for collaborative processes and learning. In this symposium, we share and contrast methods and approaches to analyzing collaboration activities that involve digital knowledge objects being developed jointly (i.e., essays, posts in online discussions, versions of a product) in four different educational contexts in tertiary education. The four contributions, from Netherlands, Australia, Norway and Finland present a range of analytical approaches, collaboration analytics and qualitative interpretations of collaborative learning with knowledge objects. The contributions are part of an overarching effort to develop analytics-based approaches, frameworks and instruments that allow to systematically capture the complexities of the collaborative process, for further use in research and for supporting educational practice.