We demonstrate a prototype assessment technology designed to enable unobtrusive, real time assessment of group dynamics from speech. As part of that work, we describe a test bed for experimentation with alternative approaches for automatic processing of speech for this purpose. Furthermore, we present a specific successful technique for predicting activity levels and amount of overlapping speech in recordings of actual student group meetings recorded over a semester of a graduate engineering design project course.
{"title":"GRASP: the group learning assessment platform","authors":"G. Gweon, Rohit Kumar, C. Rosé","doi":"10.3115/1599503.1599566","DOIUrl":"https://doi.org/10.3115/1599503.1599566","url":null,"abstract":"We demonstrate a prototype assessment technology designed to enable unobtrusive, real time assessment of group dynamics from speech. As part of that work, we describe a test bed for experimentation with alternative approaches for automatic processing of speech for this purpose. Furthermore, we present a specific successful technique for predicting activity levels and amount of overlapping speech in recordings of actual student group meetings recorded over a semester of a graduate engineering design project course.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"36 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":"122264952","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}
Christof Wecker, Karsten Stegmann, Florian Bernstein, M. Huber, G. Kalus, S. Rathmayer, I. Kollar, F. Fischer
We present a single solution for the following two problems: (1) to provide just-in-time support for collaborative learning tasks on top of arbitrary web pages (e. g. in order to foster online search competence) and (2) to transfer collaboration scripts implemented on a particular platform to other platforms. S-COL solves both by using fixed browser-side scripts and scaffolds and triggering them by recognizing types of functionally equivalent web pages, and combines this with collaborative web-browsing.
{"title":"Sustainable script and scaffold development for collaboration on varying web content: the S-COL technological approach","authors":"Christof Wecker, Karsten Stegmann, Florian Bernstein, M. Huber, G. Kalus, S. Rathmayer, I. Kollar, F. Fischer","doi":"10.3115/1600053.1600127","DOIUrl":"https://doi.org/10.3115/1600053.1600127","url":null,"abstract":"We present a single solution for the following two problems: (1) to provide just-in-time support for collaborative learning tasks on top of arbitrary web pages (e. g. in order to foster online search competence) and (2) to transfer collaboration scripts implemented on a particular platform to other platforms. S-COL solves both by using fixed browser-side scripts and scaffolds and triggering them by recognizing types of functionally equivalent web pages, and combines this with collaborative web-browsing.","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":"130093109","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}
Vlad Posea, Stefan Trausan-Matu, Eelco Mossel, P. Monachesi
The lifelong learner of our times may use multiple social media applications to keep in touch with the emerging knowledge and with the relevant people in his domains of interest. However this kind of activity is not supported by the existing applications. This poster proposes a scenario and an application to help users manage their social learning activities in order to find the most relevant and most trusted information produced in the network.
{"title":"Supporting collaborative learning across social media applications","authors":"Vlad Posea, Stefan Trausan-Matu, Eelco Mossel, P. Monachesi","doi":"10.3115/1599503.1599553","DOIUrl":"https://doi.org/10.3115/1599503.1599553","url":null,"abstract":"The lifelong learner of our times may use multiple social media applications to keep in touch with the emerging knowledge and with the relevant people in his domains of interest. However this kind of activity is not supported by the existing applications. This poster proposes a scenario and an application to help users manage their social learning activities in order to find the most relevant and most trusted information produced in the network.","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":"131555388","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 low-price computers has made possible numerous new ways of classroom learning. The personal devices that are applied in a manner without interoperation with appropriate peripherals may interfere with face-to-face collaboration since the personal devices were design for personal usages. To improve the collaboration that takes place in small face-to-face groups in repeated episodes, we seek to strengthen relationships by encouraging non-verbal contact, which is known to be a key component to increasing intimacy in personal relationships. Through gathering the small group learning interactions in a collaborative learning scenario, this study proposed that classroom environments require, in addition to personal devices, special design of boundary objects to sustain and support social learning activities. An experimental classroom was developed with LCD displays and shared-display groupware. Analysis of student learning activity found that students working with only personal devices tended to learn together in a disjoint interaction pattern. Contrarily, in the environment with shared-displays as boundary objects students demonstrated a joint and coherent interaction pattern since they took more notice of the shared group work.
{"title":"Making classrooms socio-technical environments for supporting collaborative learning: the role of personal devices and boundary objects","authors":"Chen-Chung Liu, Chen-Wei Chung, Shu-Yuan Tao","doi":"10.3115/1600053.1600102","DOIUrl":"https://doi.org/10.3115/1600053.1600102","url":null,"abstract":"The emergence of low-price computers has made possible numerous new ways of classroom learning. The personal devices that are applied in a manner without interoperation with appropriate peripherals may interfere with face-to-face collaboration since the personal devices were design for personal usages. To improve the collaboration that takes place in small face-to-face groups in repeated episodes, we seek to strengthen relationships by encouraging non-verbal contact, which is known to be a key component to increasing intimacy in personal relationships. Through gathering the small group learning interactions in a collaborative learning scenario, this study proposed that classroom environments require, in addition to personal devices, special design of boundary objects to sustain and support social learning activities. An experimental classroom was developed with LCD displays and shared-display groupware. Analysis of student learning activity found that students working with only personal devices tended to learn together in a disjoint interaction pattern. Contrarily, in the environment with shared-displays as boundary objects students demonstrated a joint and coherent interaction pattern since they took more notice of the shared group work.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"66 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":"131170461","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 introduces process modeling and mining as an approach to process analysis for CSCL. This approach is particularly relevant for collaborative learning that takes a project-based form, and is applied in this study to online chat data from teams working on a complex task. The groups differed in terms of the number of members and the amount of scaffolding aimed at group processes and task requirements. The models, produced using the HeuristicsMiner algorithm, showed that the group with fewer members that received more instruction in the task requirements had a more linear decision-making process than the group that received instruction in group processes, however neither were an example of a linear, unitary phase model. This approach has relevance both for CSCL research methods and for providing feedback to students on their decision-making processes.
{"title":"Using process mining to identify models of group decision making in chat data","authors":"P. Reimann, Jimmy Frèrejean, K. Thompson","doi":"10.3115/1600053.1600068","DOIUrl":"https://doi.org/10.3115/1600053.1600068","url":null,"abstract":"This paper introduces process modeling and mining as an approach to process analysis for CSCL. This approach is particularly relevant for collaborative learning that takes a project-based form, and is applied in this study to online chat data from teams working on a complex task. The groups differed in terms of the number of members and the amount of scaffolding aimed at group processes and task requirements. The models, produced using the HeuristicsMiner algorithm, showed that the group with fewer members that received more instruction in the task requirements had a more linear decision-making process than the group that received instruction in group processes, however neither were an example of a linear, unitary phase model. This approach has relevance both for CSCL research methods and for providing feedback to students on their decision-making processes.","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":"131099284","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}
Within discursive knowledge construction, students are expected to negotiate within their collaboration as soon as they face opinions, concepts, or meanings differing from their own. Therefore, negotiation has become a central issue of CSCL research. In an experimental field study with 16 groups of 3 individuals each, we examined whether the demand to use technically supported communication (e-negotiation) within an asynchronous and spatially distributed setting has a positive influence on group discussions and knowledge integration. Our results indicate that the implementation of e-negotiation is in fact advantageous, but does not automatically lead to a successful result. Employed intensively, e-negotiation allows group members to emphasize incompatible ideas and therefore offers advantages especially in creative problem-solving processes.
{"title":"Negotiation-tools in CSCL-scenarios: do they have a valid use?","authors":"Angela Carell, Thomas Herrmann","doi":"10.3115/1600053.1600134","DOIUrl":"https://doi.org/10.3115/1600053.1600134","url":null,"abstract":"Within discursive knowledge construction, students are expected to negotiate within their collaboration as soon as they face opinions, concepts, or meanings differing from their own. Therefore, negotiation has become a central issue of CSCL research. In an experimental field study with 16 groups of 3 individuals each, we examined whether the demand to use technically supported communication (e-negotiation) within an asynchronous and spatially distributed setting has a positive influence on group discussions and knowledge integration. Our results indicate that the implementation of e-negotiation is in fact advantageous, but does not automatically lead to a successful result. Employed intensively, e-negotiation allows group members to emphasize incompatible ideas and therefore offers advantages especially in creative problem-solving processes.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"47 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":"131200143","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 the design of a mobile media application for informal learning. Mobltz supports multimedia conversations and digital storytelling using mobile phones. Designed to be accessible in places in which a mobile phone may be the only Internet access, it facilitates shared understanding by privileging the "telling" of the story over the final story itself. Stories can be remixed and retold. The application is a work in progress; in the poster session at CSCL we will report on patterns of use from three informal learning situations.
{"title":"Mobltz: a mobile multimedia tool for informal learning","authors":"Sarah Lewis, R. Pea, Joseph Rosen","doi":"10.3115/1599503.1599539","DOIUrl":"https://doi.org/10.3115/1599503.1599539","url":null,"abstract":"We describe the design of a mobile media application for informal learning. Mobltz supports multimedia conversations and digital storytelling using mobile phones. Designed to be accessible in places in which a mobile phone may be the only Internet access, it facilitates shared understanding by privileging the \"telling\" of the story over the final story itself. Stories can be remixed and retold. The application is a work in progress; in the poster session at CSCL we will report on patterns of use from three informal learning situations.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"36 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":"133367236","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 present a study exploring learning in an informal online community (OC) for foodservice professionals according to three planes (i.e., community, interpersonal, and individual planes). Among these planes, this paper focuses on the interpersonal plane (i.e., how do participants interact with each other and what do they share through their interactions?) and highlight the importance of initiators' roles and the subsequent interaction patterns. To investigate interaction and learning processes, we collected 227 discussion threads posted in the year 2006, analyzed them through a multi-layered analysis approach, and graphically presented the results to show the complex components of interactions at a glance. Finally, we discuss the characteristics of interaction and learning processes in this OC and the relationship between initiators roles and interaction patterns.
{"title":"Roles of initiators and interaction patterns: exploring an informal online community at the interpersonal plane","authors":"G. Heo, Alain Breuleux","doi":"10.3115/1600053.1600056","DOIUrl":"https://doi.org/10.3115/1600053.1600056","url":null,"abstract":"We present a study exploring learning in an informal online community (OC) for foodservice professionals according to three planes (i.e., community, interpersonal, and individual planes). Among these planes, this paper focuses on the interpersonal plane (i.e., how do participants interact with each other and what do they share through their interactions?) and highlight the importance of initiators' roles and the subsequent interaction patterns. To investigate interaction and learning processes, we collected 227 discussion threads posted in the year 2006, analyzed them through a multi-layered analysis approach, and graphically presented the results to show the complex components of interactions at a glance. Finally, we discuss the characteristics of interaction and learning processes in this OC and the relationship between initiators roles and interaction patterns.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"49 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":"133639113","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}
Niels Pinkwart, Frank Loll, Oliver Scheuer, B. McLaren
Workshop Content Many CSCL systems at least implicitly relate to argumentation since they allow students to learn and construct knowledge collaboratively. There has been considerable effort in developing and assessing educational technology to support argumentation within the CSCL community. Many of these efforts have been shown to be effective for specific argumentation domains. At the same time, the general design problem of how to support a learner’s acquisition of argumentation skills via computer support has not been solved and is still an important item on today’s CSCL research agenda. Also, the affordances of new technologies (e.g., Web 2.0, Social Software, collaborative virtual environments, mobile devices, etc.) for argumentative CSCL systems have not been thoroughly investigated yet. The central goal of this workshop is to bring together two types of researchers, (a) those with an educational/psychological background who are interested in approaches to support the acquisition of argumentation skills and empirical studies, and (b) those with a more technology-oriented perspective who are interested in groupware systems for argumentation and the novel opportunities that come with “Social Software”, emerging web technologies, and other modern programming principles and technologies. These two groups will have the opportunity to meet and discuss the technological implications of recent empirical findings on argumentation and to discuss which aspects of novel technologies are worth further empirical investigation from the viewpoint of argumentation.
{"title":"CSCL argumentation systems: how do empirical results and emerging technologies inform system development?","authors":"Niels Pinkwart, Frank Loll, Oliver Scheuer, B. McLaren","doi":"10.3115/1599503.1599585","DOIUrl":"https://doi.org/10.3115/1599503.1599585","url":null,"abstract":"Workshop Content Many CSCL systems at least implicitly relate to argumentation since they allow students to learn and construct knowledge collaboratively. There has been considerable effort in developing and assessing educational technology to support argumentation within the CSCL community. Many of these efforts have been shown to be effective for specific argumentation domains. At the same time, the general design problem of how to support a learner’s acquisition of argumentation skills via computer support has not been solved and is still an important item on today’s CSCL research agenda. Also, the affordances of new technologies (e.g., Web 2.0, Social Software, collaborative virtual environments, mobile devices, etc.) for argumentative CSCL systems have not been thoroughly investigated yet. The central goal of this workshop is to bring together two types of researchers, (a) those with an educational/psychological background who are interested in approaches to support the acquisition of argumentation skills and empirical studies, and (b) those with a more technology-oriented perspective who are interested in groupware systems for argumentation and the novel opportunities that come with “Social Software”, emerging web technologies, and other modern programming principles and technologies. These two groups will have the opportunity to meet and discuss the technological implications of recent empirical findings on argumentation and to discuss which aspects of novel technologies are worth further empirical investigation from the viewpoint of argumentation.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"43 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":"116992655","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}
CSCL depends critically on technology development, yet the process of development is not much discussed in a research context. This panel is aimed at helping the CSCL community think more critically about how it develops technology and uses it.
{"title":"Toward a technology community in the learning sciences","authors":"J. Slotta, Turadg Aleahmad","doi":"10.3115/1599503.1599509","DOIUrl":"https://doi.org/10.3115/1599503.1599509","url":null,"abstract":"CSCL depends critically on technology development, yet the process of development is not much discussed in a research context. This panel is aimed at helping the CSCL community think more critically about how it develops technology and uses it.","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":"123957769","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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