{"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 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}
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}
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 exploratory study investigated the interplay between science discourse and group dynamics of two groups of 6th graders over time as they learned in a technology-rich, inquiry-based science environment. Analysis showed that the group with problematic dynamics engaged in less science talk and failed to improve over time. Despite dynamics and dialogue differences between groups, both groups primarily focused on procedural aspects instead of science. Future studies of group collaboration over time are discussed.
{"title":"Interplay of group dynamics and science talk in a design based classroom","authors":"A. Bopardikar, Dana Gnesdilow, S. Puntambekar","doi":"10.3115/1599503.1599526","DOIUrl":"https://doi.org/10.3115/1599503.1599526","url":null,"abstract":"This exploratory study investigated the interplay between science discourse and group dynamics of two groups of 6th graders over time as they learned in a technology-rich, inquiry-based science environment. Analysis showed that the group with problematic dynamics engaged in less science talk and failed to improve over time. Despite dynamics and dialogue differences between groups, both groups primarily focused on procedural aspects instead of science. Future studies of group collaboration over time are discussed.","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":"126560416","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 work presents a prototype method (DeACS) for identifying useful adaptation patterns to be embedded in systems for adaptive collaboration scripting. Collaboration scripts are didactic scenarios that guide and support the collaborative learning activity while adaptive collaboration scripting is the idea that computer-supported collaboration scripts can be adapted during run time, to provide learning experiences tailored to individual and group characteristics. An adaptation pattern is described as a well-defined adaptation process that can be initiated by the system when specific conditions are identified during script implementation. In order to model the proposed method twelve postgraduate students were engaged in a pyramid-type collaboration script and the analysis of the learning experience provided the basis for identifying a number of possible adaptation patterns. The paper discusses also next steps for advancing the design and evaluation of adaptation patterns in systems for scripted collaboration.
{"title":"Adaptation patterns in systems for scripted collaboration","authors":"A. Karakostas, S. Demetriadis","doi":"10.3115/1600053.1600122","DOIUrl":"https://doi.org/10.3115/1600053.1600122","url":null,"abstract":"This work presents a prototype method (DeACS) for identifying useful adaptation patterns to be embedded in systems for adaptive collaboration scripting. Collaboration scripts are didactic scenarios that guide and support the collaborative learning activity while adaptive collaboration scripting is the idea that computer-supported collaboration scripts can be adapted during run time, to provide learning experiences tailored to individual and group characteristics. An adaptation pattern is described as a well-defined adaptation process that can be initiated by the system when specific conditions are identified during script implementation. In order to model the proposed method twelve postgraduate students were engaged in a pyramid-type collaboration script and the analysis of the learning experience provided the basis for identifying a number of possible adaptation patterns. The paper discusses also next steps for advancing the design and evaluation of adaptation patterns in systems for scripted collaboration.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"122 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":"127854237","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 basic hypothesis of this research project is that since the perception and appropriation of affordances vary across cultural dimensions, representational guidance may be culturally relative. An experimental study was conducted to evaluate this hypothesis. The study design consisted of three independent groups of dyads from similar or different cultures (American-American, American-Chinese, and Chinese-Chinese) doing collaborative problem-solving in a knowledge-mapping learning environment. Participants interacted through an asynchronous computer interface providing multiple tools for interaction (diagrammatic workspace, embedded notes, threaded discussion). Based on empirical findings documenting cross-cultural variations in communication and cognition, several research hypotheses were advanced. Statistical results show that members of different cultures appropriated the resources of the interface differently in their interaction, and formed differential relations with and impressions of each other. However, analyses of the individually written essays show no statistically significant differences in learning outcomes. Implications for CSCL are discussed.
{"title":"Is representational guidance culturally relative?","authors":"Ravikiran Vatrapu, D. Suthers","doi":"10.3115/1600053.1600132","DOIUrl":"https://doi.org/10.3115/1600053.1600132","url":null,"abstract":"The basic hypothesis of this research project is that since the perception and appropriation of affordances vary across cultural dimensions, representational guidance may be culturally relative. An experimental study was conducted to evaluate this hypothesis. The study design consisted of three independent groups of dyads from similar or different cultures (American-American, American-Chinese, and Chinese-Chinese) doing collaborative problem-solving in a knowledge-mapping learning environment. Participants interacted through an asynchronous computer interface providing multiple tools for interaction (diagrammatic workspace, embedded notes, threaded discussion). Based on empirical findings documenting cross-cultural variations in communication and cognition, several research hypotheses were advanced. Statistical results show that members of different cultures appropriated the resources of the interface differently in their interaction, and formed differential relations with and impressions of each other. However, analyses of the individually written essays show no statistically significant differences in learning outcomes. Implications for CSCL are discussed.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"25 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":"127352337","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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