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International Conference on Computer Supported Collaborative Learning最新文献

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Self-regulation in ACT: a case study in peer-assessment activities ACT中的自我调节:同行评估活动的案例研究
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1600053.1600142
A. Gogoulou, E. Gouli, Christos Tsakostas, M. Grigoriadou
{"title":"Self-regulation in ACT: a case study in peer-assessment activities","authors":"A. Gogoulou, E. Gouli, Christos Tsakostas, M. Grigoriadou","doi":"10.3115/1600053.1600142","DOIUrl":"https://doi.org/10.3115/1600053.1600142","url":null,"abstract":"Having as an objective to support students in collaborating/communicating fruitfully with respect to the underlying collaborative learning setting, we developed ACT, a synchronous communication tool which supports mechanisms for students' self-regulation as well as for the adaptation and personalization of the communication. The selfregulation mechanism enables the diagnosis and the evaluation of students' collaborative behavior both at the cognitive and social level and provides feedback at awareness, metacognitive and guiding level. The use of ACT in the context of a peer-assessment activity showed that the tool can help students in self-regulation and improve their collaboration behavior.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"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":"128362158","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}
引用次数: 3
Human guidance of synchronous E-discussions: the effects of different moderation scripts on peer argumentation 同步电子讨论的人为引导:不同审核脚本对同伴辩论的影响
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1600053.1600125
B. Schwarz, C. Asterhan, J. Gil
{"title":"Human guidance of synchronous E-discussions: the effects of different moderation scripts on peer argumentation","authors":"B. Schwarz, C. Asterhan, J. Gil","doi":"10.3115/1600053.1600125","DOIUrl":"https://doi.org/10.3115/1600053.1600125","url":null,"abstract":"Researchers and educators have considered synchronicity as a less desirable mode of communication than a-synchronicity in learning tasks involving discussions. This is because synchronicity does not easily allow students to take into consideration collaborative scripts in the heat of discussions. Also, moderation by teachers of synchronous discussions has been considered as extremely challenging so far. We describe here a study in which we trained students-teachers to moderate synchronous discussions and asked them to moderate discussions in two different ways of guidance, social and argumentation guidance. We show that moderation of synchronous discussions is feasible as effects of moderation on argumentative, social and interactive aspects of the discussion reflect the kind of guidance suggested. Also we show differences between girls and boys in the way they participate in synchronous discussions and respond to the moderator's suggestions.","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":"129812329","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}
引用次数: 9
A comparative analysis of understanding practices in the VMT environment VMT环境中理解实践的比较分析
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1599503.1599514
T. Koschmann, G. Stahl
{"title":"A comparative analysis of understanding practices in the VMT environment","authors":"T. Koschmann, G. Stahl","doi":"10.3115/1599503.1599514","DOIUrl":"https://doi.org/10.3115/1599503.1599514","url":null,"abstract":"The oriented question of this symposium is, what are the appropriate methods and frameworks for studying practice in CSCL environments? To foster a useful dialogue on methodology, we apply a \"comparative analysis\" of computer-mediated interactions taken from a common data source of Virtual Math Teams (VMT) environment.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"69 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":"129941517","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}
引用次数: 1
Grassroots open, online, calculus help forums 草根开放，在线，微积分帮助论坛
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1600053.1600060
C. Sande
{"title":"Grassroots open, online, calculus help forums","authors":"C. Sande","doi":"10.3115/1600053.1600060","DOIUrl":"https://doi.org/10.3115/1600053.1600060","url":null,"abstract":"The emergence of free, open, online, help forums has transformed tutoring from a private and individual activity into a public and collective endeavor. These forums support asynchronous exchanges between individuals from around the world. Students visit these forums seeking help on specific queries from coursework and receive help from anonymous others. In contrast to help forums designed and supervised by educational researchers, these forums have a grassroots origin. This paper investigates one such calculus help forum for evidence that forum tutors are scaffolding students to contribute to the successful solution of the exercise they posted. An analysis of 200 exchanges on limit and related rates revealed the presence of effective guided problem solving (marked by leading questions and hints), albeit to a limited extent. This work points to the need for discovering ways to augment constructive interactions in popular help forums that have become part of the student learning experience.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"109 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":"126965551","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}
引用次数: 4
Representational scripting effects on group performance 代表性脚本对团队绩效的影响
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1600053.1600131
B. Slof, G. Erkens, P. Kirschner
{"title":"Representational scripting effects on group performance","authors":"B. Slof, G. Erkens, P. Kirschner","doi":"10.3115/1600053.1600131","DOIUrl":"https://doi.org/10.3115/1600053.1600131","url":null,"abstract":"This study investigated the effects of a tool designed for supporting the online collaborative performance of learners carrying out complex learning tasks. Appropriate collaborative cognitive activities may be evoked by structuring the whole learning task into phases and providing congruent external representations for each stage (i.e., representational scripting). It was hypothesized that this combination would lead to increased individual learning and better results for the collaborative task. In groups, 47 secondary education students worked on a complex business-economics problem in four experimental conditions, namely one where groups received task-congruent representations for all stages and three where they received one of the representations for all three phases (task-incongruent). The results indicate that groups that received task-congruent representations in a phased order scored higher on the collaborative task, though this did not result in increased individual learning.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"9 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":"130720622","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}
引用次数: 0
The 'talk factory' software: scaffolding students' argumentation around an interactive whiteboard in primary school science “谈话工厂”软件:在小学科学课上围绕一块互动白板搭建学生的论证
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1599503.1599547
Marilena Petrou, Lucinda Kerawalla, E. Scanlon
{"title":"The 'talk factory' software: scaffolding students' argumentation around an interactive whiteboard in primary school science","authors":"Marilena Petrou, Lucinda Kerawalla, E. Scanlon","doi":"10.3115/1599503.1599547","DOIUrl":"https://doi.org/10.3115/1599503.1599547","url":null,"abstract":"Interactions between students can be ineffective when they fail to understand how to talk together and what they should aim to achieve (Dawes, Mercer & Wegerif, 2004). Research suggests that argumentation skills need to be taught explicitly to children and recent work developed students' collaborative argumentation as a means of improving their understanding of science (Aufschnaiter, Erduran, Osborne & Simon, 2008). Talk Factory is designed to generate graphical representations of the content and processes of students' collaborative argumentation in real time to assist with these difficulties. We discuss the theoretical underpinning of our work and our participatory design approach.","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":"133014065","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}
引用次数: 0
From Maratea to Rhodes: twenty years of CSCL 从马拉提亚到罗得岛:中国远洋20年
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1599503.1599508
C. O'Malley
{"title":"From Maratea to Rhodes: twenty years of CSCL","authors":"C. O'Malley","doi":"10.3115/1599503.1599508","DOIUrl":"https://doi.org/10.3115/1599503.1599508","url":null,"abstract":"The first international workshop on CSCL was held in Maratea, Italy in 1989. This panel brings together some of the contributors to that event, who are now key figures in the field, to reflect upon what they were researching then, and the subsequent developments of that research and its impacts. They will also reflect upon what they see as the key research questions for CSCL over the next ten or twenty years.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"14 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":"115290577","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}
引用次数: 0
Exploring interactional moves in a CSCL environment for Chinese language learning 探索汉语教学环境下的互动行为
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1600053.1600106
C. Looi, Wenli Chen, Yun Wen
{"title":"Exploring interactional moves in a CSCL environment for Chinese language learning","authors":"C. Looi, Wenli Chen, Yun Wen","doi":"10.3115/1600053.1600106","DOIUrl":"https://doi.org/10.3115/1600053.1600106","url":null,"abstract":"This work analyzes the interactions of small groups of students doing collaborative learning activities in the primary classroom for learning Chinese as a second language. We take the perspective of identifying the characteristics of interactional moves as students interact and negotiate meaning in the computer-mediated collaborative learning (CSCL) environment called GroupScribbles (GS). Much work in group cognition and in interactional analysis of small groups looks at problem-solving in subjects like mathematics and science. In language learning, the task posed for collaborative activities does not focus on problem-solving, but it may be targeted towards enriching students' vocabulary and proficiency in language expression, developing their thoughts and writing through cogitating with new words, vocabulary and sentence construction. We hope the work can illuminate how students can co-construct knowledge mediated by GS representations for Chinese language learning. In the paper, we look at collaborative situations in which the group members are not seated together in the classroom, and so they have to collaborate through the GS medium.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"4 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":"125159740","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}
引用次数: 6
Automating the analysis of collaborative discourse: identifying idea clusters 协作话语的自动化分析:识别思想集群
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1599503.1599558
Nobuko Fujita, Chris Teplovs
{"title":"Automating the analysis of collaborative discourse: identifying idea clusters","authors":"Nobuko Fujita, Chris Teplovs","doi":"10.3115/1599503.1599558","DOIUrl":"https://doi.org/10.3115/1599503.1599558","url":null,"abstract":"This poster explores CSCL practices relating to the use of a tool that employs information visualization techniques and large-scale text processing and analysis to complement qualitative analysis of collaborative discourse. Results from latent semantic analysis and qualitative analysis of online discussion transcripts are compared. Findings suggest that such tools that automate analyses of large text-based data sets can offer CSCL researchers a quantitative and unbiased way of identifying a subset of data to study in depth.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"89 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":"125111125","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}
引用次数: 12
Collaborative augmented reality in schools 学校的协作增强现实
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1599503.1599540
Lyn Pemberton, Marcus Winter
{"title":"Collaborative augmented reality in schools","authors":"Lyn Pemberton, Marcus Winter","doi":"10.3115/1599503.1599540","DOIUrl":"https://doi.org/10.3115/1599503.1599540","url":null,"abstract":"Augmented Reality as an interactive real-time technology combining real and virtual objects in a real 3D space carries enormous educational potential. We describe a project (ARISE: Augmented Reality in School Environments) that aims to realise this potential by developing a collaborative, robust and affordable Augmented Reality learning platform for schools. The learning affordances of Augmented Reality are discussed, and an educational application is described that supports remote collaboration between students in a shared 3D workspace, where students from different countries present, discuss and manipulate virtual objects relating to their local culture. The evaluation of the application is based on a distributed summer school project involving students from two European countries. In addition to more conventional evaluation approaches, special requirements for evaluating remote collaboration in a shared Augmented Reality workspace have been met with a customised approach involving synchronised video observations in both locations with subsequent editing of the material into and a single screen giving a comprehensive overview of the collaboration from both ends. The results of the evaluation study are currently being analysed, but preliminary findings suggest that the Augmented Reality learning platform has been well received by students and teachers, and is well suited for remote collaborative learning.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"18 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":"121280929","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}
引用次数: 24
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