International Conference on Computer Supported Collaborative Learning最新文献

{"title":"Understanding Teachers' Collaboration for Designing Technology-Enhanced Learning","authors":"Chunli Wang, X. Gu","doi":"10.22318/CSCL2019.971","DOIUrl":"https://doi.org/10.22318/CSCL2019.971","url":null,"abstract":"","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134337430","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":"Predicting Success in Massive Open Online Courses (MOOCs) Using Cohesion Network Analysis","authors":"S. Crossley, M. Dascalu, D. McNamara, R. Baker, Stefan Trausan-Matu","doi":"10.22318/CSCL2017.17","DOIUrl":"https://doi.org/10.22318/CSCL2017.17","url":null,"abstract":"This study uses Cohesion Network Analysis (CNA) indices to identify student patterns related to course completion in a massive open online course (MOOC). This analysis examines a subsample of 320 students who completed at least one graded assignment and produced at least 50 words in discussion forums in a MOOC on educational data mining. The findings indicate that CNA indices predict with substantial accuracy (76%) whether students complete the MOOC, helping us to better understand student retention in this MOOC and to develop more actionable automated signals of student success.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132255054","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":"Phases of Design: Following Idea Development and Patterns of Collaborative Discussion in a Learning By Design Project","authors":"K. Thompson, D. Ashe, P. Yeoman, M. Parisio","doi":"10.22318/CSCL2013.1.494","DOIUrl":"https://doi.org/10.22318/CSCL2013.1.494","url":null,"abstract":"Learning by design (LBD) has a long association with learning about complex environmental systems. This investigation traces the development of ideas within a group of five students engaged in a collaborative design process. Tasked with the design of an online educational resource, about a waterway of local significance, this group was one of three for which multiple streams of data (audio and video) were collected. Ideas central to the progression of their design were identified and represented visually over time, showing the impact of each group member and the facilitator, and discourse was coded according to the content code of the CPACS scheme. Four phases of design were identified and Markov-transition diagrams of the content were interrogated. This paper makes a contribution to our knowledge of the phases of design evident during LBD tasks, which could have implications for the design and management of such projects in the future.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128761086","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":"Identification of Patterns of Tool Use and Sketching Practices in a Learning By Design Task","authors":"K. Thompson, D. Ashe, D. Wardak, P. Yeoman, M. Parisio","doi":"10.22318/CSCL2013.1.478","DOIUrl":"https://doi.org/10.22318/CSCL2013.1.478","url":null,"abstract":"The complex interaction of tool use (both physical and digital) in face-to-face collaborative learning situations, and the role that these tools play in facilitating group work is increasingly important as tools for learning become more sophisticated and specialized. In this paper, a group of five high school students is studied as they engage in a learning by design task to design an educational resource about a local waterway. They carried out this design work in The Design Studio at the University of Sydney, using an iPad projected onto a whiteboard wall. Multiple streams of data were collected, visualized and analyzed, which allowed the overall patterns of tool use for all members of the group to be identified in relation to the development of their design. Two patterns of tool use are identified and analyzed according to the practice of sketching identified in other fields of design.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122828080","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":"Scripting and Orchestration of Collaborative Inquiry: An Increasing Complexity of Designs","authors":"Michael Tissenbaum, J. Slotta","doi":"10.22318/CSCL2013.2.367","DOIUrl":"https://doi.org/10.22318/CSCL2013.2.367","url":null,"abstract":"The emergence of increasingly social and connected technologies is providing new opportunities for computer supported collaborative learning designs, (e.g., user-contributed content, tangible and embodied interactions, and augmented reality), while raising challenges and complexities in the scripting and orchestrating of these interactions. This poster responds to these challenges, introducing an orchestration framework (S3) within the context of two grade 11 physics classes in a smart classroom setting. As CSCL interventions become increasingly complex in terms of the interactions we require between students, teachers, materials, and the learning environments, there is a growing need to structure these interactions in the form of pedagogical scripts (Dillenbourg & Jermann, 2007). Further, with the increasing complexity and duration of our CSCL scripts, there is greater need to give teachers the information and tools to orchestrate their enactment – even as they may unfold “on-the-fly” (i.e, requiring real-time decisions). Orchestration is achieved through direct social interactions as well as through technological supports. In response, we are developing SAIL Smart Space (S3), an open source framework that coordinates complex pedagogical sequences, including dynamic sorting and grouping of students, and the delivery of materials based on emergent semantic connections (Tissenbaum & Slotta, 2012). To inform our development of the S3 intelligent agent framework, we developed PLACE.web (Physics Learning Across Contexts and Environments) a 13-week high school physics curriculum where students capture examples of physics in the world around them (through pictures, videos, or open narratives), which they explain, tag, and upload to a shared social space. Within this knowledge community, peers are free to respond, debate, and vote on the ideas submitted by their peers. Driven by the KCI Model the goal of PLACE.Web is to create an environment where the class' collective knowledge base is ubiquitously accessible allowing students to engage with the ideas of their peers spontaneously and across multiple contexts. We will focus on the culminating activity, which occurred across three contexts, employed user contributed materials, leveraged the spatial aspects of the room, and used intelligent agents in a consequential way. Culminating Smart Classroom Activity The curriculum culminated in a one-week activity where students solved ill-structured physics problems based on excerpts from Hollywood films. The script for this activity consisted of three phases: (1) at home solving and tagging of physics problems; (2) in-class sorting and consensus; and (3) smart classroom activity. In the smart classroom, students were heavily scripted and scaffolded to solve a series of ill-structured physics problems using Hollywood movie clips as their domain (i.e., could IronMan Survive a shown fall). Four videos were presented to students, with the room physically mapped into","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123732082","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":"AppleTree: An Assessment-Oriented Framework for Collaboration and Argumentation","authors":"Wenli Chen, C. Looi, Yun Wen, Wenting Xie","doi":"10.22318/CSCL2013.2.6","DOIUrl":"https://doi.org/10.22318/CSCL2013.2.6","url":null,"abstract":"This paper was presented at the 10th International Conference on Computer Supported Collaborative Learning (CSCL) held in Madison, USA from 15 – 19 June 2013","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"227 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133625819","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":"Discovering Dependencies: A Case Study of Collaborative Dynamic Mathematics","authors":"G. Stahl","doi":"10.22318/CSCL2013.2.357","DOIUrl":"https://doi.org/10.22318/CSCL2013.2.357","url":null,"abstract":"The Virtual Math Teams (VMT) Project is exploring an approach to the teaching and learning of basic school geometry through a CSCL approach. As one phase of a designbased-research cycle of design/trial/analysis, two teams of three adults worked on a dynamicgeometry task in the VMT online environment. The case study reported here analyzed the progression of their computer-supported collaborative interaction, showing that each team combined in different ways (a) exploration of a complex geometric figure through dynamic dragging of points in the figure in a shared GeoGebra virtual workspace, (b) step-by-step construction of a similar figure and (c) discussion of the dependencies needed to replicate the behavior of the dynamic figure. The teams thereby achieved a group-cognitive result that most of the group members might not have been able to achieve on their own. Based on a Vygotskian perspective, our CSCL approach to the teaching of geometry involves collaborative learning mediated by dynamic-geometry software—such as Geometer’s Sketchpad or GeoGebra—and student discourse. During the past decade, we have developed the Virtual Math Teams (VMT) environment and have recently integrated a multi-user version of GeoGebra into it (Stahl, 2009; Stahl et al., 2010). Our environment and associated pedagogy focus on supporting collaboration and fostering significant mathematical discourse. In developing this system, we have tested our prototypes with various small groups of users. Recently, two small groups worked together on a problem based on the construction of inscribed equilateral triangles (see Figure 1). The geometry problem is adapted to the VMT setting from (Öner, 2013). In her study, two co-located adults were videotaped working on one computer screen using Geometer’s Sketchpad. We have “replicated” the study with teams of three adults working on separate computers with our multi-user version of GeoGebra in the VMT environment, allowing them to construct, drag, observe and chat about a shared construction. Öner chose this problem because it requires students to explore a dynamic-geometry figure to identify dependencies in it and then to construct a similar figure, building in such dependencies. We believe that the identification and construction of geometric dependencies is central to the mastery of dynamic geometry (Stahl, 2012b; 2013). In this study, we analyzed the processes through which the two groups (A and B) identified and constructed the dependencies involved in an equilateral triangle inscribed in another equilateral triangle. We were able to replay the entire sessions of the groups in complete detail, observing all group interaction (text chat and dynamic-geometry actions) that group members observed—for logs and analysis, see (Stahl, 2013, Ch. 7). Group A went through a collaborative process in which they explored the given figure by varying it visually through the procedure of dragging various points and noticing how the figure respond","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"47 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116936612","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":"Experiences of a Newbie Helper in a Free Open Online Mathematics Help Forum Community","authors":"C. Sande","doi":"10.11114/JETS.V1I1.25","DOIUrl":"https://doi.org/10.11114/JETS.V1I1.25","url":null,"abstract":"Free, open, online help forums are open to the public and allow students to anonymously seek homework help from volunteers who have the time, willingness, and experience to respond. These forums offer affordable, accessible, and efficient help given as a social, public endeavor. Some forums exhibit a strong sense of virtual community, especially amongst well-established helpers who are core participants. To investigate how newcomers enter into such activity, five helpers were recruited to participate for eight consecutive weeks in an existing popular forum for mathematics homework help covering arithmetic through advanced mathematics. We explore characteristics of the activity of the newcomer helper who made the most progress in moving from peripheral to fuller participation in terms of membership, influence, and immersion.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121078209","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":"Interaction analysis of dual-interaction CSCL environments","authors":"M. Çakır, G. Stahl","doi":"10.3115/1600053.1600055","DOIUrl":"https://doi.org/10.3115/1600053.1600055","url":null,"abstract":"In order to collaborate effectively in group discourse on a topic like mathematical patterns, group participants must organize their activities so that they have a shared understanding of the significance of their utterances, inscriptions and behaviors--adequate for sustaining productive interaction. The need for participants to coordinate their actions becomes particularly salient in dual-interaction environments, where, e.g., chat postings and graphical drawings must work together; analysts of such interactions must identify the subtle and complex ways in which meaning making proceeds. This paper considers the methodological requirements on analyzing interaction in dual-interaction environments by reviewing several exemplary CSCL studies. It reflects on the nature of social organization, grounding and indexicality that frame the interaction to be analyzed.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"595 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":"123142812","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":"Organized mischief: comparing shared and private displays on a collaborative learning task","authors":"N. Moraveji, Robb Lindgren, R. Pea","doi":"10.3115/1599503.1599525","DOIUrl":"https://doi.org/10.3115/1599503.1599525","url":null,"abstract":"We describe a study in which students in two science classes worked on a collaborative learning task using either a shared display or individual displays. The purpose is to inform how display interactions support group collaboration and individual learning when using media technologies. We examined individual learning outcomes as well as behavioral differences between students using the two display types. Preliminary results indicate collaborating with a shared display may result in more effective task organization and subsequently higher conceptual understanding.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"81 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":"123149564","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}