S. Crossley, M. Dascalu, D. McNamara, R. Baker, Stefan Trausan-Matu
This study uses Cohesion Network Analysis (CNA) indices to identify student patterns related to course completion in a massive open online course (MOOC). This analysis examines a subsample of 320 students who completed at least one graded assignment and produced at least 50 words in discussion forums in a MOOC on educational data mining. The findings indicate that CNA indices predict with substantial accuracy (76%) whether students complete the MOOC, helping us to better understand student retention in this MOOC and to develop more actionable automated signals of student success.
{"title":"Predicting Success in Massive Open Online Courses (MOOCs) Using Cohesion Network Analysis","authors":"S. Crossley, M. Dascalu, D. McNamara, R. Baker, Stefan Trausan-Matu","doi":"10.22318/CSCL2017.17","DOIUrl":"https://doi.org/10.22318/CSCL2017.17","url":null,"abstract":"This study uses Cohesion Network Analysis (CNA) indices to identify student patterns related to course completion in a massive open online course (MOOC). This analysis examines a subsample of 320 students who completed at least one graded assignment and produced at least 50 words in discussion forums in a MOOC on educational data mining. The findings indicate that CNA indices predict with substantial accuracy (76%) whether students complete the MOOC, helping us to better understand student retention in this MOOC and to develop more actionable automated signals of student success.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132255054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning by design (LBD) has a long association with learning about complex environmental systems. This investigation traces the development of ideas within a group of five students engaged in a collaborative design process. Tasked with the design of an online educational resource, about a waterway of local significance, this group was one of three for which multiple streams of data (audio and video) were collected. Ideas central to the progression of their design were identified and represented visually over time, showing the impact of each group member and the facilitator, and discourse was coded according to the content code of the CPACS scheme. Four phases of design were identified and Markov-transition diagrams of the content were interrogated. This paper makes a contribution to our knowledge of the phases of design evident during LBD tasks, which could have implications for the design and management of such projects in the future.
{"title":"Phases of Design: Following Idea Development and Patterns of Collaborative Discussion in a Learning By Design Project","authors":"K. Thompson, D. Ashe, P. Yeoman, M. Parisio","doi":"10.22318/CSCL2013.1.494","DOIUrl":"https://doi.org/10.22318/CSCL2013.1.494","url":null,"abstract":"Learning by design (LBD) has a long association with learning about complex environmental systems. This investigation traces the development of ideas within a group of five students engaged in a collaborative design process. Tasked with the design of an online educational resource, about a waterway of local significance, this group was one of three for which multiple streams of data (audio and video) were collected. Ideas central to the progression of their design were identified and represented visually over time, showing the impact of each group member and the facilitator, and discourse was coded according to the content code of the CPACS scheme. Four phases of design were identified and Markov-transition diagrams of the content were interrogated. This paper makes a contribution to our knowledge of the phases of design evident during LBD tasks, which could have implications for the design and management of such projects in the future.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128761086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Thompson, D. Ashe, D. Wardak, P. Yeoman, M. Parisio
The complex interaction of tool use (both physical and digital) in face-to-face collaborative learning situations, and the role that these tools play in facilitating group work is increasingly important as tools for learning become more sophisticated and specialized. In this paper, a group of five high school students is studied as they engage in a learning by design task to design an educational resource about a local waterway. They carried out this design work in The Design Studio at the University of Sydney, using an iPad projected onto a whiteboard wall. Multiple streams of data were collected, visualized and analyzed, which allowed the overall patterns of tool use for all members of the group to be identified in relation to the development of their design. Two patterns of tool use are identified and analyzed according to the practice of sketching identified in other fields of design.
{"title":"Identification of Patterns of Tool Use and Sketching Practices in a Learning By Design Task","authors":"K. Thompson, D. Ashe, D. Wardak, P. Yeoman, M. Parisio","doi":"10.22318/CSCL2013.1.478","DOIUrl":"https://doi.org/10.22318/CSCL2013.1.478","url":null,"abstract":"The complex interaction of tool use (both physical and digital) in face-to-face collaborative learning situations, and the role that these tools play in facilitating group work is increasingly important as tools for learning become more sophisticated and specialized. In this paper, a group of five high school students is studied as they engage in a learning by design task to design an educational resource about a local waterway. They carried out this design work in The Design Studio at the University of Sydney, using an iPad projected onto a whiteboard wall. Multiple streams of data were collected, visualized and analyzed, which allowed the overall patterns of tool use for all members of the group to be identified in relation to the development of their design. Two patterns of tool use are identified and analyzed according to the practice of sketching identified in other fields of design.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122828080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The emergence of increasingly social and connected technologies is providing new opportunities for computer supported collaborative learning designs, (e.g., user-contributed content, tangible and embodied interactions, and augmented reality), while raising challenges and complexities in the scripting and orchestrating of these interactions. This poster responds to these challenges, introducing an orchestration framework (S3) within the context of two grade 11 physics classes in a smart classroom setting. As CSCL interventions become increasingly complex in terms of the interactions we require between students, teachers, materials, and the learning environments, there is a growing need to structure these interactions in the form of pedagogical scripts (Dillenbourg & Jermann, 2007). Further, with the increasing complexity and duration of our CSCL scripts, there is greater need to give teachers the information and tools to orchestrate their enactment – even as they may unfold “on-the-fly” (i.e, requiring real-time decisions). Orchestration is achieved through direct social interactions as well as through technological supports. In response, we are developing SAIL Smart Space (S3), an open source framework that coordinates complex pedagogical sequences, including dynamic sorting and grouping of students, and the delivery of materials based on emergent semantic connections (Tissenbaum & Slotta, 2012). To inform our development of the S3 intelligent agent framework, we developed PLACE.web (Physics Learning Across Contexts and Environments) a 13-week high school physics curriculum where students capture examples of physics in the world around them (through pictures, videos, or open narratives), which they explain, tag, and upload to a shared social space. Within this knowledge community, peers are free to respond, debate, and vote on the ideas submitted by their peers. Driven by the KCI Model the goal of PLACE.Web is to create an environment where the class' collective knowledge base is ubiquitously accessible allowing students to engage with the ideas of their peers spontaneously and across multiple contexts. We will focus on the culminating activity, which occurred across three contexts, employed user contributed materials, leveraged the spatial aspects of the room, and used intelligent agents in a consequential way. Culminating Smart Classroom Activity The curriculum culminated in a one-week activity where students solved ill-structured physics problems based on excerpts from Hollywood films. The script for this activity consisted of three phases: (1) at home solving and tagging of physics problems; (2) in-class sorting and consensus; and (3) smart classroom activity. In the smart classroom, students were heavily scripted and scaffolded to solve a series of ill-structured physics problems using Hollywood movie clips as their domain (i.e., could IronMan Survive a shown fall). Four videos were presented to students, with the room physically mapped into
{"title":"Scripting and Orchestration of Collaborative Inquiry: An Increasing Complexity of Designs","authors":"Michael Tissenbaum, J. Slotta","doi":"10.22318/CSCL2013.2.367","DOIUrl":"https://doi.org/10.22318/CSCL2013.2.367","url":null,"abstract":"The emergence of increasingly social and connected technologies is providing new opportunities for computer supported collaborative learning designs, (e.g., user-contributed content, tangible and embodied interactions, and augmented reality), while raising challenges and complexities in the scripting and orchestrating of these interactions. This poster responds to these challenges, introducing an orchestration framework (S3) within the context of two grade 11 physics classes in a smart classroom setting. As CSCL interventions become increasingly complex in terms of the interactions we require between students, teachers, materials, and the learning environments, there is a growing need to structure these interactions in the form of pedagogical scripts (Dillenbourg & Jermann, 2007). Further, with the increasing complexity and duration of our CSCL scripts, there is greater need to give teachers the information and tools to orchestrate their enactment – even as they may unfold “on-the-fly” (i.e, requiring real-time decisions). Orchestration is achieved through direct social interactions as well as through technological supports. In response, we are developing SAIL Smart Space (S3), an open source framework that coordinates complex pedagogical sequences, including dynamic sorting and grouping of students, and the delivery of materials based on emergent semantic connections (Tissenbaum & Slotta, 2012). To inform our development of the S3 intelligent agent framework, we developed PLACE.web (Physics Learning Across Contexts and Environments) a 13-week high school physics curriculum where students capture examples of physics in the world around them (through pictures, videos, or open narratives), which they explain, tag, and upload to a shared social space. Within this knowledge community, peers are free to respond, debate, and vote on the ideas submitted by their peers. Driven by the KCI Model the goal of PLACE.Web is to create an environment where the class' collective knowledge base is ubiquitously accessible allowing students to engage with the ideas of their peers spontaneously and across multiple contexts. We will focus on the culminating activity, which occurred across three contexts, employed user contributed materials, leveraged the spatial aspects of the room, and used intelligent agents in a consequential way. Culminating Smart Classroom Activity The curriculum culminated in a one-week activity where students solved ill-structured physics problems based on excerpts from Hollywood films. The script for this activity consisted of three phases: (1) at home solving and tagging of physics problems; (2) in-class sorting and consensus; and (3) smart classroom activity. In the smart classroom, students were heavily scripted and scaffolded to solve a series of ill-structured physics problems using Hollywood movie clips as their domain (i.e., could IronMan Survive a shown fall). Four videos were presented to students, with the room physically mapped into","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123732082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper was presented at the 10th International Conference on Computer Supported Collaborative Learning (CSCL) held in Madison, USA from 15 – 19 June 2013
{"title":"AppleTree: An Assessment-Oriented Framework for Collaboration and Argumentation","authors":"Wenli Chen, C. Looi, Yun Wen, Wenting Xie","doi":"10.22318/CSCL2013.2.6","DOIUrl":"https://doi.org/10.22318/CSCL2013.2.6","url":null,"abstract":"This paper was presented at the 10th International Conference on Computer Supported Collaborative Learning (CSCL) held in Madison, USA from 15 – 19 June 2013","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"227 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133625819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Virtual Math Teams (VMT) Project is exploring an approach to the teaching and learning of basic school geometry through a CSCL approach. As one phase of a designbased-research cycle of design/trial/analysis, two teams of three adults worked on a dynamicgeometry task in the VMT online environment. The case study reported here analyzed the progression of their computer-supported collaborative interaction, showing that each team combined in different ways (a) exploration of a complex geometric figure through dynamic dragging of points in the figure in a shared GeoGebra virtual workspace, (b) step-by-step construction of a similar figure and (c) discussion of the dependencies needed to replicate the behavior of the dynamic figure. The teams thereby achieved a group-cognitive result that most of the group members might not have been able to achieve on their own. Based on a Vygotskian perspective, our CSCL approach to the teaching of geometry involves collaborative learning mediated by dynamic-geometry software—such as Geometer’s Sketchpad or GeoGebra—and student discourse. During the past decade, we have developed the Virtual Math Teams (VMT) environment and have recently integrated a multi-user version of GeoGebra into it (Stahl, 2009; Stahl et al., 2010). Our environment and associated pedagogy focus on supporting collaboration and fostering significant mathematical discourse. In developing this system, we have tested our prototypes with various small groups of users. Recently, two small groups worked together on a problem based on the construction of inscribed equilateral triangles (see Figure 1). The geometry problem is adapted to the VMT setting from (Öner, 2013). In her study, two co-located adults were videotaped working on one computer screen using Geometer’s Sketchpad. We have “replicated” the study with teams of three adults working on separate computers with our multi-user version of GeoGebra in the VMT environment, allowing them to construct, drag, observe and chat about a shared construction. Öner chose this problem because it requires students to explore a dynamic-geometry figure to identify dependencies in it and then to construct a similar figure, building in such dependencies. We believe that the identification and construction of geometric dependencies is central to the mastery of dynamic geometry (Stahl, 2012b; 2013). In this study, we analyzed the processes through which the two groups (A and B) identified and constructed the dependencies involved in an equilateral triangle inscribed in another equilateral triangle. We were able to replay the entire sessions of the groups in complete detail, observing all group interaction (text chat and dynamic-geometry actions) that group members observed—for logs and analysis, see (Stahl, 2013, Ch. 7). Group A went through a collaborative process in which they explored the given figure by varying it visually through the procedure of dragging various points and noticing how the figure respond
虚拟数学团队(VMT)项目正在探索一种通过CSCL方法进行基础学校几何教学的方法。作为设计/试验/分析的设计-研究周期的一个阶段，三个成年人组成的两个团队在VMT在线环境中完成了一个动态几何任务。这里报告的案例研究分析了他们的计算机支持的协作交互的进展，显示每个团队以不同的方式组合(a)通过在共享的GeoGebra虚拟工作空间中动态拖动图形中的点来探索复杂的几何图形，(b)逐步构建类似的图形，(c)讨论复制动态图形行为所需的依赖关系。团队因此获得了群体认知的结果，这是大多数团队成员可能无法单独实现的。基于维果茨基的观点，我们的CSCL几何教学方法包括由动态几何软件(如Geometer’s Sketchpad或geogebra)和学生话语介导的协作学习。在过去的十年中，我们开发了虚拟数学团队(VMT)环境，并在最近将GeoGebra的多用户版本集成到其中(Stahl, 2009;Stahl et al.， 2010)。我们的环境和相关的教学方法侧重于支持合作和培养重要的数学话语。在开发这个系统的过程中，我们已经在不同的小用户群体中测试了我们的原型。最近，两个小组合作解决了一个基于内切等边三角形构造的问题(见图1)。该几何问题适用于(Öner, 2013)中的VMT设置。在她的研究中，两个同处一处的成年人使用Geometer的Sketchpad在一个电脑屏幕上工作。我们在VMT环境下用我们的多用户版本GeoGebra在不同的计算机上“复制”了三个成年人组成的团队的研究，允许他们构建、拖动、观察和讨论共享的构建。Öner之所以选择这个问题，是因为它要求学生探索一个动态几何图形，找出其中的依赖关系，然后构建一个类似的图形，建立这样的依赖关系。我们认为，几何依赖关系的识别和构建是掌握动态几何的核心(Stahl, 2012b;2013)。在这项研究中，我们分析了两组(A和B)识别和构建在另一个等边三角形内嵌的等边三角形中涉及的依赖关系的过程。我们能够以完整的细节重放小组的整个会议，观察小组成员观察到的所有小组互动(文本聊天和动态几何动作)-用于日志和分析，参见(Stahl, 2013，第7章)。A组经历了一个协作过程，他们通过拖动不同点的过程在视觉上改变给定的图形，并注意图形如何响应。有些点可以自由移动;他们经常使其他点重新调整。有些点受到约束，不能自由移动。然后，研究小组想知道这种行为背后的制约因素。他们推测，某些关系是由内置依赖关系维持的。在没有完全弄清楚约束条件的情况下，他们开始尝试用试错法来构建这个图形，作为一种探索实验方法的方式。最后，小组成员利用GeoGebra的工具，通过定义图形的依赖关系，找出了如何完成内切等边三角形的构造。小组B也经历了类似的过程，只是在观察和推测的细节上有所不同。有趣的是，B组的推测导致了至少三种不同的建造方法。和A组一样，他们发起了一个协作的过程，在拖拽点的帮助下可视化地探索给定的图表。他们对图形中的约束条件进行了推测，并推测了在复制内切等边三角形的构造中需要建立哪些依赖关系。他们决定图1。关于内切三角形问题的讨论。CSCL 2013会议集第2卷:短篇论文，小组讨论，海报，演示和社区活动
{"title":"Discovering Dependencies: A Case Study of Collaborative Dynamic Mathematics","authors":"G. Stahl","doi":"10.22318/CSCL2013.2.357","DOIUrl":"https://doi.org/10.22318/CSCL2013.2.357","url":null,"abstract":"The Virtual Math Teams (VMT) Project is exploring an approach to the teaching and learning of basic school geometry through a CSCL approach. As one phase of a designbased-research cycle of design/trial/analysis, two teams of three adults worked on a dynamicgeometry task in the VMT online environment. The case study reported here analyzed the progression of their computer-supported collaborative interaction, showing that each team combined in different ways (a) exploration of a complex geometric figure through dynamic dragging of points in the figure in a shared GeoGebra virtual workspace, (b) step-by-step construction of a similar figure and (c) discussion of the dependencies needed to replicate the behavior of the dynamic figure. The teams thereby achieved a group-cognitive result that most of the group members might not have been able to achieve on their own. Based on a Vygotskian perspective, our CSCL approach to the teaching of geometry involves collaborative learning mediated by dynamic-geometry software—such as Geometer’s Sketchpad or GeoGebra—and student discourse. During the past decade, we have developed the Virtual Math Teams (VMT) environment and have recently integrated a multi-user version of GeoGebra into it (Stahl, 2009; Stahl et al., 2010). Our environment and associated pedagogy focus on supporting collaboration and fostering significant mathematical discourse. In developing this system, we have tested our prototypes with various small groups of users. Recently, two small groups worked together on a problem based on the construction of inscribed equilateral triangles (see Figure 1). The geometry problem is adapted to the VMT setting from (Öner, 2013). In her study, two co-located adults were videotaped working on one computer screen using Geometer’s Sketchpad. We have “replicated” the study with teams of three adults working on separate computers with our multi-user version of GeoGebra in the VMT environment, allowing them to construct, drag, observe and chat about a shared construction. Öner chose this problem because it requires students to explore a dynamic-geometry figure to identify dependencies in it and then to construct a similar figure, building in such dependencies. We believe that the identification and construction of geometric dependencies is central to the mastery of dynamic geometry (Stahl, 2012b; 2013). In this study, we analyzed the processes through which the two groups (A and B) identified and constructed the dependencies involved in an equilateral triangle inscribed in another equilateral triangle. We were able to replay the entire sessions of the groups in complete detail, observing all group interaction (text chat and dynamic-geometry actions) that group members observed—for logs and analysis, see (Stahl, 2013, Ch. 7). Group A went through a collaborative process in which they explored the given figure by varying it visually through the procedure of dragging various points and noticing how the figure respond","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"47 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116936612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Free, open, online help forums are open to the public and allow students to anonymously seek homework help from volunteers who have the time, willingness, and experience to respond. These forums offer affordable, accessible, and efficient help given as a social, public endeavor. Some forums exhibit a strong sense of virtual community, especially amongst well-established helpers who are core participants. To investigate how newcomers enter into such activity, five helpers were recruited to participate for eight consecutive weeks in an existing popular forum for mathematics homework help covering arithmetic through advanced mathematics. We explore characteristics of the activity of the newcomer helper who made the most progress in moving from peripheral to fuller participation in terms of membership, influence, and immersion.
{"title":"Experiences of a Newbie Helper in a Free Open Online Mathematics Help Forum Community","authors":"C. Sande","doi":"10.11114/JETS.V1I1.25","DOIUrl":"https://doi.org/10.11114/JETS.V1I1.25","url":null,"abstract":"Free, open, online help forums are open to the public and allow students to anonymously seek homework help from volunteers who have the time, willingness, and experience to respond. These forums offer affordable, accessible, and efficient help given as a social, public endeavor. Some forums exhibit a strong sense of virtual community, especially amongst well-established helpers who are core participants. To investigate how newcomers enter into such activity, five helpers were recruited to participate for eight consecutive weeks in an existing popular forum for mathematics homework help covering arithmetic through advanced mathematics. We explore characteristics of the activity of the newcomer helper who made the most progress in moving from peripheral to fuller participation in terms of membership, influence, and immersion.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121078209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In order to collaborate effectively in group discourse on a topic like mathematical patterns, group participants must organize their activities so that they have a shared understanding of the significance of their utterances, inscriptions and behaviors--adequate for sustaining productive interaction. The need for participants to coordinate their actions becomes particularly salient in dual-interaction environments, where, e.g., chat postings and graphical drawings must work together; analysts of such interactions must identify the subtle and complex ways in which meaning making proceeds. This paper considers the methodological requirements on analyzing interaction in dual-interaction environments by reviewing several exemplary CSCL studies. It reflects on the nature of social organization, grounding and indexicality that frame the interaction to be analyzed.
{"title":"Interaction analysis of dual-interaction CSCL environments","authors":"M. Çakır, G. Stahl","doi":"10.3115/1600053.1600055","DOIUrl":"https://doi.org/10.3115/1600053.1600055","url":null,"abstract":"In order to collaborate effectively in group discourse on a topic like mathematical patterns, group participants must organize their activities so that they have a shared understanding of the significance of their utterances, inscriptions and behaviors--adequate for sustaining productive interaction. The need for participants to coordinate their actions becomes particularly salient in dual-interaction environments, where, e.g., chat postings and graphical drawings must work together; analysts of such interactions must identify the subtle and complex ways in which meaning making proceeds. This paper considers the methodological requirements on analyzing interaction in dual-interaction environments by reviewing several exemplary CSCL studies. It reflects on the nature of social organization, grounding and indexicality that frame the interaction to be analyzed.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"595 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123142812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We describe a study in which students in two science classes worked on a collaborative learning task using either a shared display or individual displays. The purpose is to inform how display interactions support group collaboration and individual learning when using media technologies. We examined individual learning outcomes as well as behavioral differences between students using the two display types. Preliminary results indicate collaborating with a shared display may result in more effective task organization and subsequently higher conceptual understanding.
{"title":"Organized mischief: comparing shared and private displays on a collaborative learning task","authors":"N. Moraveji, Robb Lindgren, R. Pea","doi":"10.3115/1599503.1599525","DOIUrl":"https://doi.org/10.3115/1599503.1599525","url":null,"abstract":"We describe a study in which students in two science classes worked on a collaborative learning task using either a shared display or individual displays. The purpose is to inform how display interactions support group collaboration and individual learning when using media technologies. We examined individual learning outcomes as well as behavioral differences between students using the two display types. Preliminary results indicate collaborating with a shared display may result in more effective task organization and subsequently higher conceptual understanding.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123149564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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