The fundamental challenge for the next generation of Computer-Supported Collaborative Learning (CSCL) systems is to contribute to the invention, fostering and support of cultures of participation in which humans can express themselves and engage in personally meaningful activities. New models for knowledge creation, accumulation, and sharing are needed that allow, encourage, and support all participants to be active contributors in personally meaningful activities. In our research, we have explored and contrasted two different models: MODEL-AUTHORITATIVE (based on strong input filters, relatively small information repositories, and weak output filters) and MODEL-DEMOCRATIC (based on weak input filters, large and diverse information repositories, and strong output filters to find relevant and reliable information). We postulate that MODEL-DEMOCRATIC democratizes design, requires support for meta-design, and fosters social creativity thereby creating new challenges and opportunities for computer-supported collaborative learning. Examples from different lifelong learning settings based on MODEL-DEMOCRATIC are described and analyzed and some general findings are derived and discussed.
{"title":"Democratizing design: new challenges and opportunities for computer-supported collaborative learning","authors":"G. Fischer","doi":"10.3115/1600053.1600096","DOIUrl":"https://doi.org/10.3115/1600053.1600096","url":null,"abstract":"The fundamental challenge for the next generation of Computer-Supported Collaborative Learning (CSCL) systems is to contribute to the invention, fostering and support of cultures of participation in which humans can express themselves and engage in personally meaningful activities. New models for knowledge creation, accumulation, and sharing are needed that allow, encourage, and support all participants to be active contributors in personally meaningful activities. In our research, we have explored and contrasted two different models: MODEL-AUTHORITATIVE (based on strong input filters, relatively small information repositories, and weak output filters) and MODEL-DEMOCRATIC (based on weak input filters, large and diverse information repositories, and strong output filters to find relevant and reliable information). We postulate that MODEL-DEMOCRATIC democratizes design, requires support for meta-design, and fosters social creativity thereby creating new challenges and opportunities for computer-supported collaborative learning. Examples from different lifelong learning settings based on MODEL-DEMOCRATIC are described and analyzed and some general findings are derived and discussed.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"62 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":"125298258","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}
Digital game-based learning attracts increasingly attention due to its positive influences on learning. Different games promote different aspects of learning. This paper attempts to propose a performance-based learning (PeBL) approach to create stage contexts in game-based learning environments. A My-Pet-and-Our-Stage system is developed according to this PeBL approach, and contains My-Pet and Our-Stage, which contains pet-nurturing mode and task learning mode, pet-performance mode and pet-performance mode, respectively. The learners in order to gain identity-making in front-stage, and therefore the learners need to be effort-making in back-stage. Since these the animal companions are driven by learner models.
{"title":"Designing the game-based environment to facilitate learners' interaction in performance-based learning by virtual pets","authors":"Calvin C. Y. Liao, Zhi-Hong Chen, T. Chan","doi":"10.3115/1600053.1600116","DOIUrl":"https://doi.org/10.3115/1600053.1600116","url":null,"abstract":"Digital game-based learning attracts increasingly attention due to its positive influences on learning. Different games promote different aspects of learning. This paper attempts to propose a performance-based learning (PeBL) approach to create stage contexts in game-based learning environments. A My-Pet-and-Our-Stage system is developed according to this PeBL approach, and contains My-Pet and Our-Stage, which contains pet-nurturing mode and task learning mode, pet-performance mode and pet-performance mode, respectively. The learners in order to gain identity-making in front-stage, and therefore the learners need to be effort-making in back-stage. Since these the animal companions are driven by learner models.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"87 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":"116564781","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 symposium addresses the challenges educational systems are exposed to in the transformation towards the knowledge and learning society. It will focus on the following aspects: • CSCL and a socio-cultural understanding of human learning • CSCL and innovative approaches to teaching and learning The aim of the symposium is to establish a dialogue between the researchers within the area of CSCL and education policy makers in various countries, the EU and internationally. It concerns all levels of the educational system from primary school to higher education and vocational adult training.
{"title":"CSCL and the transformation of education","authors":"S. Vosniadou, L. Dirckinck-Holmfeld","doi":"10.3115/1599503.1599599","DOIUrl":"https://doi.org/10.3115/1599503.1599599","url":null,"abstract":"The symposium addresses the challenges educational systems are exposed to in the transformation towards the knowledge and learning society. It will focus on the following aspects: • CSCL and a socio-cultural understanding of human learning • CSCL and innovative approaches to teaching and learning \u0000 \u0000The aim of the symposium is to establish a dialogue between the researchers within the area of CSCL and education policy makers in various countries, the EU and internationally. It concerns all levels of the educational system from primary school to higher education and vocational adult training.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"1 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":"122064538","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}
Research on argumentation has increased our understanding of knowledge construction, group learning, and scaffolding structures in CSCL although analyses of argumentation pose many difficulties. This could be due to the many theoretical positions that can be taken when approaching discourse data. In this paper, we use three popular analytic methods (interactional, content-specific, and linguistic) to compare the same fragment of scientific argumentation by Grade 4 children in Singapore. We show the complementary emphases and strengths of each disciplinary position as well as their weaknesses. The results imply that analytic methods arising from different disciplinary positions can potentially broaden our overall understanding of using argumentation in CSCL.
{"title":"Analyzing CSCL-mediated science argumentation: how different methods matter","authors":"J. Yeo, Yew-Jin Lee, Aik-Ling Tan, S. Tan, S. Lum","doi":"10.3115/1600053.1600070","DOIUrl":"https://doi.org/10.3115/1600053.1600070","url":null,"abstract":"Research on argumentation has increased our understanding of knowledge construction, group learning, and scaffolding structures in CSCL although analyses of argumentation pose many difficulties. This could be due to the many theoretical positions that can be taken when approaching discourse data. In this paper, we use three popular analytic methods (interactional, content-specific, and linguistic) to compare the same fragment of scientific argumentation by Grade 4 children in Singapore. We show the complementary emphases and strengths of each disciplinary position as well as their weaknesses. The results imply that analytic methods arising from different disciplinary positions can potentially broaden our overall understanding of using argumentation in CSCL.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"110 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":"128363583","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}
D. Suthers, N. Law, Kristine Lund, C. Rosé, Chris Teplovs
{"title":"Common objects for productive multivocality in analysis","authors":"D. Suthers, N. Law, Kristine Lund, C. Rosé, Chris Teplovs","doi":"10.3115/1599503.1599580","DOIUrl":"https://doi.org/10.3115/1599503.1599580","url":null,"abstract":"","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"8 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":"124640052","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}
{"title":"Modeling, creating and enacting online collaborative scripts","authors":"M. Ronen, Dan Kohen-Vacs, A. Harrer, Y. Kali","doi":"10.3115/1599503.1599577","DOIUrl":"https://doi.org/10.3115/1599503.1599577","url":null,"abstract":"","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"37 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":"130517939","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 analysis of multimodal computer-mediated human interaction data is difficult: the diverse nature of this data and its sheer quantity is challenging enough, but a further obstacle is introduced by the complex nature of these interactions. In this paper, we describe the kinds of activities performed by researchers wishing to analyze this data. We present a model for analysis based on these activities. We then introduce Tatiana (Trace Analysis Tool for Interaction Analysts) as an environment based on this model and designed to assist researchers in managing, synchronizing, visualizing and analyzing their data by iteratively creating artifacts which further their understanding or exhibit their current understanding of their data. We show how Tatiana can be used to perform analyses and its potential for sharing corpora and analyses within the research community.
{"title":"Tatiana: an environment to support the CSCL analysis process","authors":"G. Dyke, Kristine Lund, J. Girardot","doi":"10.3115/1600053.1600062","DOIUrl":"https://doi.org/10.3115/1600053.1600062","url":null,"abstract":"The analysis of multimodal computer-mediated human interaction data is difficult: the diverse nature of this data and its sheer quantity is challenging enough, but a further obstacle is introduced by the complex nature of these interactions. In this paper, we describe the kinds of activities performed by researchers wishing to analyze this data. We present a model for analysis based on these activities. We then introduce Tatiana (Trace Analysis Tool for Interaction Analysts) as an environment based on this model and designed to assist researchers in managing, synchronizing, visualizing and analyzing their data by iteratively creating artifacts which further their understanding or exhibit their current understanding of their data. We show how Tatiana can be used to perform analyses and its potential for sharing corpora and analyses within the research community.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"189 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":"126666812","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 aim of the study is to explore the gender difference in learning achievement and knowledge elaboration process in CSCL. A sample of ninety-six secondary school students, aged 16, participated in the two-week experiment. Students were randomly paired to solve six problems about Newtonian mechanics. Their pre- and post-test performances and online interactions were analyzed. We found that female students' learning performance and knowledge elaboration process were sensitive to their partner gender, but that's not the case for male students. Besides, due to a divergent knowledge elaboration process, mixed-gender dyads run the risk of disadvantaging female students in CSCL.
{"title":"How gender composition influences individual knowledge elaboration in CSCL","authors":"N. Ding","doi":"10.3115/1600053.1600079","DOIUrl":"https://doi.org/10.3115/1600053.1600079","url":null,"abstract":"The aim of the study is to explore the gender difference in learning achievement and knowledge elaboration process in CSCL. A sample of ninety-six secondary school students, aged 16, participated in the two-week experiment. Students were randomly paired to solve six problems about Newtonian mechanics. Their pre- and post-test performances and online interactions were analyzed. We found that female students' learning performance and knowledge elaboration process were sensitive to their partner gender, but that's not the case for male students. Besides, due to a divergent knowledge elaboration process, mixed-gender dyads run the risk of disadvantaging female students in CSCL.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"279 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":"129191037","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}
A. Collins, G. Fischer, Brigid Barron, Chen-Chung Liu, H. Spada
The Long Tail. The phrase "The Long Tail" was first coined by Chris Anderson in an October 2004 Wired magazine article to describe how our culture and economy is increasingly shifting away from a focus on a relatively small number of "hits" (mainstream products and markets) at the head of the demand curve toward a huge number of niches in the tail (as exemplified by companies such as Amazon or Netflix, that sell a large number of unique items in relatively small quantities). Goal of the Symposium. The goal of the symposium is to present initial components of an analytical framework and an analysis of success stories in order to launch a discussion of how the participatory Web 2.0 provides unique possibilities for an educational interpretation of the "Long Tail" thereby creating new feasibility spaces for collaborative learning.
{"title":"Long-tail learning: a unique opportunity for CSCL?","authors":"A. Collins, G. Fischer, Brigid Barron, Chen-Chung Liu, H. Spada","doi":"10.3115/1599503.1599512","DOIUrl":"https://doi.org/10.3115/1599503.1599512","url":null,"abstract":"The Long Tail. The phrase \"The Long Tail\" was first coined by Chris Anderson in an October 2004 Wired magazine article to describe how our culture and economy is increasingly shifting away from a focus on a relatively small number of \"hits\" (mainstream products and markets) at the head of the demand curve toward a huge number of niches in the tail (as exemplified by companies such as Amazon or Netflix, that sell a large number of unique items in relatively small quantities). \u0000 \u0000Goal of the Symposium. The goal of the symposium is to present initial components of an analytical framework and an analysis of success stories in order to launch a discussion of how the participatory Web 2.0 provides unique possibilities for an educational interpretation of the \"Long Tail\" thereby creating new feasibility spaces for collaborative learning.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"13 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":"130675599","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}
Marc-Antoine Nüssli, Patrick Jermann, Mirweis Sangin, P. Dillenbourg
This study aims to explore the possibility of using machine learning techniques to build predictive models of performance in collaborative induction tasks. More specifically, we explored how signal-level data, like eye-gaze data and raw speech may be used to build such models. The results show that such low level features have effectively some potential to predict performance in such tasks. Implications for future applications design are shortly discussed.
{"title":"Collaboration and abstract representations: towards predictive models based on raw speech and eye-tracking data","authors":"Marc-Antoine Nüssli, Patrick Jermann, Mirweis Sangin, P. Dillenbourg","doi":"10.3115/1600053.1600065","DOIUrl":"https://doi.org/10.3115/1600053.1600065","url":null,"abstract":"This study aims to explore the possibility of using machine learning techniques to build predictive models of performance in collaborative induction tasks. More specifically, we explored how signal-level data, like eye-gaze data and raw speech may be used to build such models. The results show that such low level features have effectively some potential to predict performance in such tasks. Implications for future applications design are shortly discussed.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"93 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":"126204528","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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