Emmanuel Giguet, N. Lucas, François-Marie Blondel, Eric Bruillard
In this article, we present the Calico website, a shared space where researchers and practitioners in education share and explore discussion forum objects coming from different e-learning platforms. The platform is briefly described. The focus is set on the different kinds of representation provided by the Calico toolkit.
{"title":"Share and explore discussion forum objects on the Calico website","authors":"Emmanuel Giguet, N. Lucas, François-Marie Blondel, Eric Bruillard","doi":"10.3115/1599503.1599562","DOIUrl":"https://doi.org/10.3115/1599503.1599562","url":null,"abstract":"In this article, we present the Calico website, a shared space where researchers and practitioners in education share and explore discussion forum objects coming from different e-learning platforms. The platform is briefly described. The focus is set on the different kinds of representation provided by the Calico toolkit.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"79 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":"121122300","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 poster presents research from a larger three-year study of teacher planning and enacting, where an on-line learning community was established for teacher professional development. This study employed a design research methodology to iteratively develop a computer-supported community. Nine secondary science teachers (N=9) designed, enacted and revised a project-based science lesson while participating in two interventions (reflection and peer exchange). Computer-supported collaborative tools such as wikis and a website were used to foster teacher knowledge, social exchange and collaboration of effective instructional strategies.
{"title":"Designing on-line communities to enhance teacher professional development","authors":"C. Madeira, J. Slotta","doi":"10.3115/1599503.1599530","DOIUrl":"https://doi.org/10.3115/1599503.1599530","url":null,"abstract":"This poster presents research from a larger three-year study of teacher planning and enacting, where an on-line learning community was established for teacher professional development. This study employed a design research methodology to iteratively develop a computer-supported community. Nine secondary science teachers (N=9) designed, enacted and revised a project-based science lesson while participating in two interventions (reflection and peer exchange). Computer-supported collaborative tools such as wikis and a website were used to foster teacher knowledge, social exchange and collaboration of effective instructional strategies.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"34 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":"123979349","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 small-scale study investigating the use of the MicroWorlds Pro multimedia programming environment as an authoring tool for constructing models, simulations and multimedia applications with students of Senior High School. We implemented two alternate instructional strategies: simulation development from scratch and use of a preconstructed microworld, and observed how the students collaborate and interact with the programming environment. The findings highlight the overall process and the differences in the students' levels of engagement and performance, indicating some special features of the programming environment that contribute to or cause difficulty in the creation of an effective learning environment.
{"title":"Supporting student engagement in simulation development","authors":"K. Glezou, M. Grigoriadou","doi":"10.3115/1600053.1600114","DOIUrl":"https://doi.org/10.3115/1600053.1600114","url":null,"abstract":"This paper presents a small-scale study investigating the use of the MicroWorlds Pro multimedia programming environment as an authoring tool for constructing models, simulations and multimedia applications with students of Senior High School. We implemented two alternate instructional strategies: simulation development from scratch and use of a preconstructed microworld, and observed how the students collaborate and interact with the programming environment. The findings highlight the overall process and the differences in the students' levels of engagement and performance, indicating some special features of the programming environment that contribute to or cause difficulty in the creation of an effective learning environment.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"18 784 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":"123196824","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}
I. Howley, Sourish Chaudhuri, Rohit Kumar, C. Rosé
The motivating effects of collaborative learning have long been argued, however a careful analysis of the relationship between the motivation orientation of a student and perceptions of himself, his partners, his collaborative behaviors, and learning in a collaborative context have not been as thoroughly explored. In this paper we present an exploratory analysis of data from a collaborative learning study from the standpoint of motivation type of students and their partners. Overall, what we see is that a student's own motivation orientation may color their perception of the exchange of help in the collaboration, sometimes obscuring the reality of the help actually exchanged.
{"title":"Motivation and collaborative behavior: an exploratory analysis","authors":"I. Howley, Sourish Chaudhuri, Rohit Kumar, C. Rosé","doi":"10.3115/1599503.1599523","DOIUrl":"https://doi.org/10.3115/1599503.1599523","url":null,"abstract":"The motivating effects of collaborative learning have long been argued, however a careful analysis of the relationship between the motivation orientation of a student and perceptions of himself, his partners, his collaborative behaviors, and learning in a collaborative context have not been as thoroughly explored. In this paper we present an exploratory analysis of data from a collaborative learning study from the standpoint of motivation type of students and their partners. Overall, what we see is that a student's own motivation orientation may color their perception of the exchange of help in the collaboration, sometimes obscuring the reality of the help actually exchanged.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"53 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":"125481791","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 study examines a secondary level game-based learning curriculum centered on a multi-player 3D game, in which students collaboratively make sense of phenomena related to the behavior of charged particles in electric and magnetic fields. We study the interaction among the students while they enlist resources in the form of the game and curriculum materials that serve as scaffolds for sense-making. Through the consideration of coordination of the perception-conception of resources with actions related to scientific inquiry processes, potential sites for generative conversations were identified. We suggest future directions for the design and study of game-based learning curriculum to foster generative conversations that better shape students' sense-making trajectories.
{"title":"Generative conversations in game-based learning","authors":"Lai Har Judy Lee, Yam San Chee","doi":"10.3115/1600053.1600115","DOIUrl":"https://doi.org/10.3115/1600053.1600115","url":null,"abstract":"This study examines a secondary level game-based learning curriculum centered on a multi-player 3D game, in which students collaboratively make sense of phenomena related to the behavior of charged particles in electric and magnetic fields. We study the interaction among the students while they enlist resources in the form of the game and curriculum materials that serve as scaffolds for sense-making. Through the consideration of coordination of the perception-conception of resources with actions related to scientific inquiry processes, potential sites for generative conversations were identified. We suggest future directions for the design and study of game-based learning curriculum to foster generative conversations that better shape students' sense-making trajectories.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"24 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":"123230523","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":"Transforming learning in science classrooms: a hybrid knowledge community approach","authors":"Hedieh Najafi","doi":"10.3115/1599503.1599594","DOIUrl":"https://doi.org/10.3115/1599503.1599594","url":null,"abstract":"","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"95 2 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":"130549103","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 Practice Scaffolding Interactive Platform (PracSIP) is a social learning platform which supports students in collaborative project based learning by simulating a professional practice. A PracSIP puts the core tools of the simulated practice at the students' disposal, it organizes collaboration, structures the students' activity, and interactively supports subject learning. A PracSIP facilitates students' development of complex competencies, and at the same time it supports the students' development of skills defined in the curriculum. The paper introduces the concept, presents the theoretical foundations, and gives an example of a PracSIP.
Practice Scaffolding Interactive Platform (PracSIP)是一个社会学习平台，通过模拟专业实践，支持学生进行基于协作项目的学习。PracSIP为学生提供了模拟实践的核心工具，它组织协作，组织学生的活动，并交互式地支持学科学习。PracSIP促进学生复杂能力的发展，同时它支持学生在课程中定义的技能的发展。本文介绍了该系统的概念、理论基础，并给出了一个应用实例。
{"title":"A practice scaffolding interactive platform","authors":"Jeppe Bundsgaard","doi":"10.3115/1600053.1600129","DOIUrl":"https://doi.org/10.3115/1600053.1600129","url":null,"abstract":"A Practice Scaffolding Interactive Platform (PracSIP) is a social learning platform which supports students in collaborative project based learning by simulating a professional practice. A PracSIP puts the core tools of the simulated practice at the students' disposal, it organizes collaboration, structures the students' activity, and interactively supports subject learning. A PracSIP facilitates students' development of complex competencies, and at the same time it supports the students' development of skills defined in the curriculum. The paper introduces the concept, presents the theoretical foundations, and gives an example of a PracSIP.","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":"130744671","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}
Verbal communication, particularly the ability to give directions and understand them, is a key not only for learning but also for every day life. Since one main objective of schools for pupils with cognitive disability or learning difficulties is to prepare pupils to manage their every day life on their own, we expect that teaching pupils how to learn and work collaboratively by sharing tasks, give directions to each other and understand them, will support this process and provide them in becoming more independent. In this paper we will present an environment which supports implicit scripted collaborative task solving without increasing cognitive load.
{"title":"A technical framework to support implicit structured collaboration","authors":"Andreas Lingnau, Martina Bientzle","doi":"10.3115/1600053.1600130","DOIUrl":"https://doi.org/10.3115/1600053.1600130","url":null,"abstract":"Verbal communication, particularly the ability to give directions and understand them, is a key not only for learning but also for every day life. Since one main objective of schools for pupils with cognitive disability or learning difficulties is to prepare pupils to manage their every day life on their own, we expect that teaching pupils how to learn and work collaboratively by sharing tasks, give directions to each other and understand them, will support this process and provide them in becoming more independent. In this paper we will present an environment which supports implicit scripted collaborative task solving without increasing cognitive load.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"59 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":"130886669","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 design study developed and tested a peer assessment tool and reflection tool for enhancing group functioning in a computer-supported collaborative learning environment. The underlying assumption was that group functioning can be positively influenced by making group members aware of how their behavior is perceived by themselves, their peers, and the group as a whole. This awareness, which is conditional for behavioral change, is achieved through a peer assessment tool and a reflection tool. A 2×2 factorial between-subjects design was used. Participants were 39 fourth-year high school students who worked in groups of 3 or 4 on a collaborative writing task. Results show that groups with peer assessment tool developed better teams, had lower levels of group conflicts, and had a more positive attitude towards collaborative problem solving, than groups without a peer assessment tool. Thus, peer feedback on social behavior of group members can enhance group functioning in CSCL-groups.
{"title":"The design of peer feedback and reflection tools in a CSCL environment","authors":"Chris Phielix, F. Prins, P. Kirschner","doi":"10.3115/1600053.1600143","DOIUrl":"https://doi.org/10.3115/1600053.1600143","url":null,"abstract":"This design study developed and tested a peer assessment tool and reflection tool for enhancing group functioning in a computer-supported collaborative learning environment. The underlying assumption was that group functioning can be positively influenced by making group members aware of how their behavior is perceived by themselves, their peers, and the group as a whole. This awareness, which is conditional for behavioral change, is achieved through a peer assessment tool and a reflection tool. A 2×2 factorial between-subjects design was used. Participants were 39 fourth-year high school students who worked in groups of 3 or 4 on a collaborative writing task. Results show that groups with peer assessment tool developed better teams, had lower levels of group conflicts, and had a more positive attitude towards collaborative problem solving, than groups without a peer assessment tool. Thus, peer feedback on social behavior of group members can enhance group functioning in CSCL-groups.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"179 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":"130505631","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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