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International Conference on Computer Supported Collaborative Learning最新文献

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Productive tensions in CSCL: should design be driven by theory, research or practice? 中海油服的生产紧张:设计应该由理论、研究还是实践驱动?
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1599503.1599511
F. Hesse, G. Stahl
{"title":"Productive tensions in CSCL: should design be driven by theory, research or practice?","authors":"F. Hesse, G. Stahl","doi":"10.3115/1599503.1599511","DOIUrl":"https://doi.org/10.3115/1599503.1599511","url":null,"abstract":"The relationship among theory, research and practice in the design of instructional technology and educational interventions is complex and controversial. It differs by discipline--e.g., psychology, education, computer science, sociology. \u0000 \u0000In some cases theory is used to derive special expectations to be tested in order to confirm and refine a developed and differentiated theory which can be used to guide design and intervention. In other cases (such as grounded theory, action research or ethnography) theory and analytic categories emerge largely from the data or even as a reflection on practice and the needs of practitioners. For design-based research, theory, research and practice co-evolve together through iterative trials in naturalistic circumstances. In this symposium, the nature of theories, their relevance for research and practice and their benefits with respect to traditions of the disciplines contributing to CSCL will be discussed as major forces for productive tensions in our field. \u0000 \u0000Researchers from the CSCL-Community and Authors of ijCSCL papers representing different positions on this issue will briefly present their arguments. Discussants will respond to each of these presentations. The audience will be challenged to conclude on productive roles for theory, research and practice in CSCL. In this context we will have two short contributions from participants for the theory part, two for the practice part and one contribution from a discussant.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"302 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":"114858228","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
A tool for 21st century learning and assessment 21世纪学习和评估的工具
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1599503.1599519
Vanessa Svihla, R. Phillips, Drue Gawel, N. Vye, Megan Brown, J. Bransford
{"title":"A tool for 21st century learning and assessment","authors":"Vanessa Svihla, R. Phillips, Drue Gawel, N. Vye, Megan Brown, J. Bransford","doi":"10.3115/1599503.1599519","DOIUrl":"https://doi.org/10.3115/1599503.1599519","url":null,"abstract":"Twenty-first century assessment must reveal and drive meaningful learning. Typical assessments focus on what students have learned but not necessarily how prepared they are to learn in the future. Through design experiments, we have created and researched Preparation for Future Learning assessments in which students use real-world resources to learn to solve problems. Our goal is to provide valid measures of students' existing strengths as well as skills and knowledge that they need to learn.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"76 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":"114497161","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: 2
VMT-Basilica: an environment for rapid prototyping of collaborative learning environments with dynamic support VMT-Basilica:一个具有动态支持的协作学习环境的快速原型环境
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1599503.1599568
Rohit Kumar, Sourish Chaudhuri, I. Howley, C. Rosé
{"title":"VMT-Basilica: an environment for rapid prototyping of collaborative learning environments with dynamic support","authors":"Rohit Kumar, Sourish Chaudhuri, I. Howley, C. Rosé","doi":"10.3115/1599503.1599568","DOIUrl":"https://doi.org/10.3115/1599503.1599568","url":null,"abstract":"In this interactive poster we demonstrate the VMT-Basilica environment that provides facilities for rapid prototyping of computer supported collaborative learning environments that support collaboration in a way that is responsive to what is happening in the collaboration rather than behaving in a \"one size fits all fashion\".","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"16 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":"114766755","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
Fostering online collaborative learning using wikis: a pilot study 利用维基促进在线协作学习:一项试点研究
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1599503.1599542
Andri Ioannou, Agni Stylianou-Georgiou
{"title":"Fostering online collaborative learning using wikis: a pilot study","authors":"Andri Ioannou, Agni Stylianou-Georgiou","doi":"10.3115/1599503.1599542","DOIUrl":"https://doi.org/10.3115/1599503.1599542","url":null,"abstract":"A classroom that operates as learning community should not be bounded to one weekly face to face meeting. Collaboration and social interaction are enabled to continue online using Web 2.0 technologies. We examined the affordances of wikis to support online collaborative learning within a learning community. The study was conducted with 24 students in an educational psychology graduate level course.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"55 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":"133592331","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
CSCL for teacher professional development CSCL教师专业发展
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1600053.1600093
Bruno Poellhuber, Catherine Allen, Martine Chomienne
{"title":"CSCL for teacher professional development","authors":"Bruno Poellhuber, Catherine Allen, Martine Chomienne","doi":"10.3115/1600053.1600093","DOIUrl":"https://doi.org/10.3115/1600053.1600093","url":null,"abstract":"Within the last fifteen years, many colleges of the province of Quebec in Canada have been faced with low admission rates in some less popular technical programs. The increased financial burden for these institutions and the enhanced task burden for teachers working with small groups of students threaten the quality of teaching and learning. In order to cope with this situation, computer-mediated collaboration (telecollaboration) was used to provide teachers with the opportunity to work with colleagues from other colleges who teach similar courses. In this short paper, the impacts of telecollaboration on resources diversity and teacher professional development are examined. After four semesters of experimentation, questionnaires and interviews suggest that teachers learned from their colleagues as they shared ideas and acquired pedagogical and technopedagogical knowledge and skills.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"78 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":"134512666","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
Recognizing creative thinking in graphical e-discussions using artificial intelligence graph-matching techniques 使用人工智能图形匹配技术识别图形电子讨论中的创造性思维
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1600053.1600069
R. Wegerif, B. McLaren, M. Chamrada, Oliver Scheuer, N. Mansour, J. Miksatko
{"title":"Recognizing creative thinking in graphical e-discussions using artificial intelligence graph-matching techniques","authors":"R. Wegerif, B. McLaren, M. Chamrada, Oliver Scheuer, N. Mansour, J. Miksatko","doi":"10.3115/1600053.1600069","DOIUrl":"https://doi.org/10.3115/1600053.1600069","url":null,"abstract":"Many approaches to analyzing online argumentation focus on explicit reasoning and overlook the creative emergence of new ideas. The value of a dialogic analytic framework including creative emergence was tested through applying it to the coding and analysis of undergraduate synchronous e-discussions using a graphical interface within the EU funded project ARGUNAUT. Qualitative analysis found that critical reasoning functioned to 'deepen' the graph through unpacking assumptions whilst creative emergence of new perspectives produced 'widening' moves. This distinction between deepening and widening was successfully used as the basis for an artificial intelligence (AI) graph-matching algorithm. Given examples of deepening and widening from real e-discussions, the AI algorithm was able to successfully find other occurrences of such moves within new e-discussions. This supports our claim to distinguish between these two aspects of shared thinking and has the potential to provide awareness indicators as a support for e-moderation.","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":"133389935","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
Multi-level analysis 多层次分析
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1599503.1599575
U. Cress
{"title":"Multi-level analysis","authors":"U. Cress","doi":"10.3115/1599503.1599575","DOIUrl":"https://doi.org/10.3115/1599503.1599575","url":null,"abstract":"","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"3 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":"123608915","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: 76
Scaffolding for computer supported writing to learn activities in vocational training 职业培训中计算机辅助写作学习活动的脚手架
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1599503.1599555
M. Gavota, Mireille Bétrancourt, Daniel K. Schneider, Urs Richle
{"title":"Scaffolding for computer supported writing to learn activities in vocational training","authors":"M. Gavota, Mireille Bétrancourt, Daniel K. Schneider, Urs Richle","doi":"10.3115/1599503.1599555","DOIUrl":"https://doi.org/10.3115/1599503.1599555","url":null,"abstract":"Dual-T project investigates how ICT can support learning activities involving sharing and reflection about professional experience in order to harmonize school learning with practical experience. In this study we tested the effects of low and high scaffolding on collaborative writing activities on professional procedures. We expected longer, more correct texts to emerge from strongly scaffolded activities than from weakly scaffolded activities.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"28 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":"123862771","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
Ontogenetic and sociogenetic perspectives on learning, technology, and medical image diagnosis 学习、技术和医学影像诊断的个体发生和社会遗传学观点
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1599503.1599591
A. Gegenfurtner
{"title":"Ontogenetic and sociogenetic perspectives on learning, technology, and medical image diagnosis","authors":"A. Gegenfurtner","doi":"10.3115/1599503.1599591","DOIUrl":"https://doi.org/10.3115/1599503.1599591","url":null,"abstract":"This two-page document aims to provide an overview of my dissertation's work-in-progress at the Centre for Learning Research, University of Turku. My advisors are Professor Erno Lehtinen, University of Turku, and Professor Roger Saljo, University of Gothenburg.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"87 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":"124814193","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
Testing and validating frames for online organizations 测试和验证在线组织的框架
International Conference on Computer Supported Collaborative Learning Pub Date : 2009-06-08 DOI: 10.3115/1600053.1600100
L. Scherff, Josie Prado, N. Singer
{"title":"Testing and validating frames for online organizations","authors":"L. Scherff, Josie Prado, N. Singer","doi":"10.3115/1600053.1600100","DOIUrl":"https://doi.org/10.3115/1600053.1600100","url":null,"abstract":"In this paper we suggest that online environments can function as alternate \"organizations\" for pre-service and beginning teachers who may find themselves struggling in schools. Building on prior work on framing and reframing in organizations and schools, the authors present a new frame of analysis specifically geared for web-based learning/support communities. Data consist of transcripts from three forms of online discourse--an email listserv, an electronic discussion board, and a course-related wiki--from three groups of preservice secondary teachers (grades 6-12) located in three U.S. states. The development and testing of the new frame and its potential use is relevant for teachers, teacher educators, and school administrators.","PeriodicalId":120843,"journal":{"name":"International Conference on Computer Supported Collaborative Learning","volume":"39 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":"125098798","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
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