The CALICO research network, which includes four research laboratories and six teacher training institutes, is devoted to the study of forums in postgraduate education. Among the numerous studies the research network has been performed, the case of preservice school librarian teachers is notable. Since 2002, two training institutes (Caen and Rouen) have shared an e-learning platform which fosters hybrid formation situations based on exchange, mutualisation and collective work. For the past 5 years, significant research has been undertaken in order to better understand the organization of such forums, the activity of participants and groups, and the evolution of discourse and so on, involving very different tools and methods. This text provides a guided tour of these research efforts, explaining their importance and putting the main results obtained into perspective. It is a step towards a better characterisation of the role and nature of the various forums used during training sessions.
{"title":"Forums for preservice teachers' development: lessons learned from five years of research","authors":"Nicole Clouet, Dominique Roué, Eric Bruillard","doi":"10.3115/1600053.1600085","DOIUrl":"https://doi.org/10.3115/1600053.1600085","url":null,"abstract":"The CALICO research network, which includes four research laboratories and six teacher training institutes, is devoted to the study of forums in postgraduate education. Among the numerous studies the research network has been performed, the case of preservice school librarian teachers is notable. Since 2002, two training institutes (Caen and Rouen) have shared an e-learning platform which fosters hybrid formation situations based on exchange, mutualisation and collective work. For the past 5 years, significant research has been undertaken in order to better understand the organization of such forums, the activity of participants and groups, and the evolution of discourse and so on, involving very different tools and methods. This text provides a guided tour of these research efforts, explaining their importance and putting the main results obtained into perspective. It is a step towards a better characterisation of the role and nature of the various forums used during training sessions.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"205 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":"132785964","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 presents a study that investigated collaborative activity in a tangible tabletop environment to support learning about the physics of light. In co-located groups of three, children performed exploratory activities, using tangible artefacts, to find out about light. Analysis suggests that the environment can support various collaborative activities, but of central interest, demonstrated the role of peer interference in learning activities. Verbal negotiation and synchronization of actions emerged as conflict-resolution strategies and an implicit agreement by the children for sharing the physical and virtual resources of the system was noticed. The physicality and 'present at hand' nature of the input devices contributed to balanced levels of participation, particularly through action. Overall, the interference-prone tabletop environment contributed to creating a highly collaborative environment in which individual exploration was discouraged, leading the group through a productive process of collective exploration and knowledge construction.
{"title":"What have you done! the role of 'interference' in tangible environments for supporting collaborative learning","authors":"Taciana Pontual Falcão, S. Price","doi":"10.3115/1600053.1600103","DOIUrl":"https://doi.org/10.3115/1600053.1600103","url":null,"abstract":"This paper presents a study that investigated collaborative activity in a tangible tabletop environment to support learning about the physics of light. In co-located groups of three, children performed exploratory activities, using tangible artefacts, to find out about light. Analysis suggests that the environment can support various collaborative activities, but of central interest, demonstrated the role of peer interference in learning activities. Verbal negotiation and synchronization of actions emerged as conflict-resolution strategies and an implicit agreement by the children for sharing the physical and virtual resources of the system was noticed. The physicality and 'present at hand' nature of the input devices contributed to balanced levels of participation, particularly through action. Overall, the interference-prone tabletop environment contributed to creating a highly collaborative environment in which individual exploration was discouraged, leading the group through a productive process of collective exploration and knowledge construction.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"108 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":"115830655","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 chat communication between students engaged in a collaborative modeling task, using a system dynamics modeling approach, was analysed. The analysis revealed a pattern to how students begin new problems in a chat and the analysis of the objects of learning identified issues with both communication between students and the design of one of the tasks. We describe a number of the emerging interactional practices and draw conclusions regarding the instructional use of modeling problems.
{"title":"Students engaged in collaborative modeling","authors":"P. Reimann, Anindito Aditomo, K. Thompson","doi":"10.3115/1600053.1600058","DOIUrl":"https://doi.org/10.3115/1600053.1600058","url":null,"abstract":"The chat communication between students engaged in a collaborative modeling task, using a system dynamics modeling approach, was analysed. The analysis revealed a pattern to how students begin new problems in a chat and the analysis of the objects of learning identified issues with both communication between students and the design of one of the tasks. We describe a number of the emerging interactional practices and draw conclusions regarding the instructional use of modeling problems.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"184 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":"123149260","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 focuses on learners' knowledge construction in computer supported collaborative learning. It investigates how far individual knowledge (prior knowledge), collaborative knowledge (the quality of collaborative knowledge construction), and instructional support may contribute to the outcomes of learners' knowledge construction. It analyzes predictors for learners' learning outcomes with respect to procedural knowledge (successful application of rules for case-solving) and conceptual knowledge (cued answer of theory concepts) under consideration of learners' knowledge about theory definitions. To find answers to this issue, results of two studies are presented. They show that predicting factors for learners' construction of conceptual knowledge lie mainly in the individual while procedural knowledge benefits of collaborative knowledge construction.
{"title":"Conceptual and procedural knowledge construction in computer supported collaborative learning","authors":"Bernhard Ertl","doi":"10.3115/1600053.1600074","DOIUrl":"https://doi.org/10.3115/1600053.1600074","url":null,"abstract":"This paper focuses on learners' knowledge construction in computer supported collaborative learning. It investigates how far individual knowledge (prior knowledge), collaborative knowledge (the quality of collaborative knowledge construction), and instructional support may contribute to the outcomes of learners' knowledge construction. It analyzes predictors for learners' learning outcomes with respect to procedural knowledge (successful application of rules for case-solving) and conceptual knowledge (cued answer of theory concepts) under consideration of learners' knowledge about theory definitions. To find answers to this issue, results of two studies are presented. They show that predicting factors for learners' construction of conceptual knowledge lie mainly in the individual while procedural knowledge benefits of collaborative knowledge construction.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"73 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":"125264361","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 key guidance factor of computer supported collaborative learning (CSCL) is the specification of a discussion task. Aspects of the discussion task may affect the quality of group discussion for higher-order learning. This experiment investigated the effects of two aspects of discussion task on asynchronous text discussion of an online higher-education course. Groups completed discussion assignments that varied in degree of task context and outcome specification. Content analysis was used to assess conceptual conflict and level of information processing of online messages. Results indicate that conceptual conflict is associated with higher-order discussion, but differences in task context and product do not have large effects on the quantity or quality of online discussion.
{"title":"The effects of task characteristics on online discussion","authors":"Robert L. Jorczak","doi":"10.3115/1600053.1600137","DOIUrl":"https://doi.org/10.3115/1600053.1600137","url":null,"abstract":"A key guidance factor of computer supported collaborative learning (CSCL) is the specification of a discussion task. Aspects of the discussion task may affect the quality of group discussion for higher-order learning. This experiment investigated the effects of two aspects of discussion task on asynchronous text discussion of an online higher-education course. Groups completed discussion assignments that varied in degree of task context and outcome specification. Content analysis was used to assess conceptual conflict and level of information processing of online messages. Results indicate that conceptual conflict is associated with higher-order discussion, but differences in task context and product do not have large effects on the quantity or quality of online discussion.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"98 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":"134179022","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 my thesis we analyze the Computer Supported Written Communication (CSWC) behaviour of sixty pre-service teachers engaged in a collaborative long term project based learning unit. With a process-oriented user-centred design approach [Bannon, 1991] we compare the interchanged Text messages of project groups (twenty groups of three people) with their personal perception. A preliminary study has been implemented to capture the capability to formulate and write down thoughts on a keyboard-based computer interface. Two surveys are proposed, one at the beginning and one at the end of the project. The content of the interchanged written communication is analyzed by qualitative content analysis following the communicative model of collaborative learning [Cecez-Kecmanovic, 2000]. The preliminary research showed that the range of typing efficiency was more homogenous than the content quality. The results of the surveys and the content analysis and the project outcome is presented.
{"title":"The impact of computer supported written communication in a collaborative project based learning scenario","authors":"M. Notari","doi":"10.3115/1599503.1599595","DOIUrl":"https://doi.org/10.3115/1599503.1599595","url":null,"abstract":"In my thesis we analyze the Computer Supported Written Communication (CSWC) behaviour of sixty pre-service teachers engaged in a collaborative long term project based learning unit. With a process-oriented user-centred design approach [Bannon, 1991] we compare the interchanged Text messages of project groups (twenty groups of three people) with their personal perception. A preliminary study has been implemented to capture the capability to formulate and write down thoughts on a keyboard-based computer interface. Two surveys are proposed, one at the beginning and one at the end of the project. The content of the interchanged written communication is analyzed by qualitative content analysis following the communicative model of collaborative learning [Cecez-Kecmanovic, 2000]. The preliminary research showed that the range of typing efficiency was more homogenous than the content quality. The results of the surveys and the content analysis and the project outcome is presented.","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":"132344321","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}
Karsten Stegmann, Sara Streng, Max Halbinger, Jonas Koch, F. Fischer, H. Hussmann
External computer-supported collaboration scripts may support learners in collaboratively using new technologies. This contribution introduces a framework that offers an object-oriented package of classes and methods that supports eXtremely Simple Scripting (XSS), i.e., the rapid implementation of CSCL scripts for the use with new technologies. We report two examples on how this framework has been used to implement computer-supported collaboration scripts in mobile learning with tablet-PCs and with an interactive table.
{"title":"eXtremely simple scripting (XSS): a framework to speed up the development of computer-supported collaboration scripts","authors":"Karsten Stegmann, Sara Streng, Max Halbinger, Jonas Koch, F. Fischer, H. Hussmann","doi":"10.22318/CSCL2009.2.195","DOIUrl":"https://doi.org/10.22318/CSCL2009.2.195","url":null,"abstract":"External computer-supported collaboration scripts may support learners in collaboratively using new technologies. This contribution introduces a framework that offers an object-oriented package of classes and methods that supports eXtremely Simple Scripting (XSS), i.e., the rapid implementation of CSCL scripts for the use with new technologies. We report two examples on how this framework has been used to implement computer-supported collaboration scripts in mobile learning with tablet-PCs and with an interactive table.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"103 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":"132574670","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}
Huang-Yao Hong, F. Chen, Hsiu-Mei Chang, Calvin C. Y. Liao, Wen-Ching Chan
This paper compares the effectiveness of two multimedia environments-- Blackboard Learning System™ and Knowledge Forum™--in terms of their underlying design approaches to support collaborative learning and knowledge work. The two design approaches are (1) a conventional theme-based approach, i.e., to center group collaboration and meaning interaction around themes, and (2) an idea-centered approach, i.e., to center group collaboration and meaning interaction around sustained idea exchange and improvement. Findings suggest that an idea-centered design approach seems more likely to construct an environment that fosters more dynamic group and meaning interactions, thus enabling more sustained collaborative learning and knowledge building.
{"title":"Exploring the effectiveness of an idea-centered design to foster a computer-supported knowledge building environment","authors":"Huang-Yao Hong, F. Chen, Hsiu-Mei Chang, Calvin C. Y. Liao, Wen-Ching Chan","doi":"10.3115/1600053.1600075","DOIUrl":"https://doi.org/10.3115/1600053.1600075","url":null,"abstract":"This paper compares the effectiveness of two multimedia environments-- Blackboard Learning System™ and Knowledge Forum™--in terms of their underlying design approaches to support collaborative learning and knowledge work. The two design approaches are (1) a conventional theme-based approach, i.e., to center group collaboration and meaning interaction around themes, and (2) an idea-centered approach, i.e., to center group collaboration and meaning interaction around sustained idea exchange and improvement. Findings suggest that an idea-centered design approach seems more likely to construct an environment that fosters more dynamic group and meaning interactions, thus enabling more sustained collaborative learning and knowledge building.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"119 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":"117293004","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 proposal reports a study examining the impact of the online discussion design on adult students' perceptions of online learning and their online interaction performance. Specifically, in this causal-comparative study we collected data with surveys and the content analysis of online discussion scripts to explore the learning impact of online discussion types (instructor-led versus student-led), the discussion grouping design (class-wide, group discussions, versus the integrated), and the computer-mediate communication (CMC) environment (asynchronous versus hybrid). The study indicated that the online discussions that were student-led and integrating class-wide and group forums predicted higher learning satisfaction and deeper learning for adult students.
{"title":"Online discussion design on adult students' learning perceptions and patterns of online interactions","authors":"Fengfeng Ke, Kui Xie","doi":"10.3115/1600053.1600086","DOIUrl":"https://doi.org/10.3115/1600053.1600086","url":null,"abstract":"This proposal reports a study examining the impact of the online discussion design on adult students' perceptions of online learning and their online interaction performance. Specifically, in this causal-comparative study we collected data with surveys and the content analysis of online discussion scripts to explore the learning impact of online discussion types (instructor-led versus student-led), the discussion grouping design (class-wide, group discussions, versus the integrated), and the computer-mediate communication (CMC) environment (asynchronous versus hybrid). The study indicated that the online discussions that were student-led and integrating class-wide and group forums predicted higher learning satisfaction and deeper learning for adult students.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"11 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":"115347156","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}
Although instant messaging is a very popular tool for collaboration and it has been used for a wide variety of CSCL tasks, there are only a few applications for assisting the tutors in evaluating the conversations of the students. Due to the difficulty of this task, chat is seldom used in a formal education context. In order to tackle this problem, several applications were developed which assist the tutors when evaluating chat conversations. This paper presents a comparison of the evaluation results when using these applications on a set of three multi-user chat sessions.
{"title":"Computer-assisted evaluation of CSCL chat conversations","authors":"Traian Rebedea, Stefan Trausan-Matu","doi":"10.3115/1599503.1599565","DOIUrl":"https://doi.org/10.3115/1599503.1599565","url":null,"abstract":"Although instant messaging is a very popular tool for collaboration and it has been used for a wide variety of CSCL tasks, there are only a few applications for assisting the tutors in evaluating the conversations of the students. Due to the difficulty of this task, chat is seldom used in a formal education context. In order to tackle this problem, several applications were developed which assist the tutors when evaluating chat conversations. This paper presents a comparison of the evaluation results when using these applications on a set of three multi-user chat sessions.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"26 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":"116198708","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：