Collaborative Learning and Knowledge Transfer in Consciousness Society

Starting from the expression "workplace learning†which states that the use of personal computers at work or at school reflects learning activities and work activities which are interchangeable at individual level, this paper presents collaborative models dedicated to processes of teaching, learning, assessment and research in education. One of the most important activities is represented by computer supported collaborative learning (CSCL) which, from its occurrence, presented a special interest for researchers in informatics. CSCL is based on human-computer interaction (HCI) and on computer supported cooperative work (CSCW). CSCL promotes in turn the development of computer supported collaborative research (CSCR). Information and communications technologies represent not only a media support but, most of all, a mean for accessing resources worldwide. The development of the information technology and of the information society brought benefits both to the traditional form of education, and to the distance education represented by the assisted instruction. The evolution of the information society led to the emergence of the society based on knowledge which represents an intermediary step between information society and consciousness society, who wants to be a moral society. This article highlights the transfer of data, information and knowledge (explicit and implicit) during assisted instruction processes along with the possibility to create collaborative content in consciousness society.CSCW, CSCL, CSCR Assisted Instruction, Consciousness Society

A systematic literature review of methodology used to measure effectiveness in digital game-based learning

In recent years, a growing number of studies is being conducted into the effectiveness of digital game-based learning (DGBL). Despite this growing interest, however, it remains difficult to draw general conclusions due to the disparities in methods and reporting. Guidelines or a standardized procedure for conducting DGBL effectiveness research would allow to compare results across studies and provide well-founded and more generalizable evidence for the impact of DGBL. This study presents a first step in this process by mapping current practices through a systematic literature review. The review included peer-reviewed journal and conference publications between 2000 and 2012. Other inclusion criteria were that (1) the study’s primary aim was effectiveness measurement of cognitive learning outcomes, (2) the focus was on digital games and (3) a pre-post design with a control group was used. Twenty-five publications were found eligible for this study. Important differences were found in the number of control groups used and the type of intervention implemented in the control group (e.g. traditional classroom teaching, use of multimedia, computer-based learning, paper exercises, other games, or no intervention). Regarding the implementation method of the DGBL intervention in the experimental group, two approaches can be distinguished: stand-alone intervention or as part of a larger program. Moreover, a wide variety of effectiveness measures was used: measures for learning outcomes were complemented with time measurements and/or with self-reported measurements for self-efficacy and motivation. Learning effect calculation also varied, introducing pre-test scores in the analysis, conducting a separate analysis on pre- and post-test scores or conducting an analysis on difference scores. Our study thus indicates that a variety of methods is being used in DGBL effectiveness research opening a discussion regarding the potential and requirements for future procedural guidelines

ICT (WEB.DESIGN)AND JAVANESE LANGUAGE LEARNING IN INDONESIA: REVITALIZATION INDIGENOUS LANGUGES

In this paper, I would like to focus on Javanese language as indigenous language in Indonesia that needs to preserve and develop especially Javanese letters and naturalness conversation. This paper also describes important areas in which technology plays a role in language and culture revitalization and explores efforts made by Indigenous communities to preserve, maintain and revitalize their Indigenous language with the help of computer technology. Why Javanese language?, The Javanese language is becoming endangered, even though it is one of the compulsory subjects taught at Javanese schools. Students become unmotivated when they learn the language at school because of boring and irrelevant teaching and learning materials. Furthermore, their closest mentors such as teachers, parents and relatives cannot provide motivating conditions to learn the Javanese language. In order to preserve the Javanese language through education at schools, ICT-Web Design is an approach proposed for Javanese language learning. The students can learn the usage of Javanese language at a proper Javanese letters, level of politeness through a natural dialogue with ICT. An approach that is not new, but which has been under-utilized and has yet to be proven useful in Indigenous communities is the integration of technology to supplement efforts in Indigenous language education, revitalization and maintenance programs. Many Indigenous communities have embraced technologies, such as audio, video, multimedia, Internet and etc as a means to revitalize their language. However, the language revitalization employs the following categories: Indigenous language preservation; documentation and material development; and building communicative community can be applied to other Indigenous languages as well

Beyond opening up the black box: Investigating the role of algorithmic systems in Wikipedian organizational culture

Scholars and practitioners across domains are increasingly concerned with algorithmic transparency and opacity, interrogating the values and assumptions embedded in automated, black-boxed systems, particularly in user-generated content platforms. I report from an ethnography of infrastructure in Wikipedia to discuss an often understudied aspect of this topic: the local, contextual, learned expertise involved in participating in a highly automated social-technical environment. Today, the organizational culture of Wikipedia is deeply intertwined with various data-driven algorithmic systems, which Wikipedians rely on to help manage and govern the "anyone can edit" encyclopedia at a massive scale. These bots, scripts, tools, plugins, and dashboards make Wikipedia more efficient for those who know how to work with them, but like all organizational culture, newcomers must learn them if they want to fully participate. I illustrate how cultural and organizational expertise is enacted around algorithmic agents by discussing two autoethnographic vignettes, which relate my personal experience as a veteran in Wikipedia. I present thick descriptions of how governance and gatekeeping practices are articulated through and in alignment with these automated infrastructures. Over the past 15 years, Wikipedian veterans and administrators have made specific decisions to support administrative and editorial workflows with automation in particular ways and not others. I use these cases of Wikipedia's bot-supported bureaucracy to discuss several issues in the fields of critical algorithms studies, critical data studies, and fairness, accountability, and transparency in machine learning -- most principally arguing that scholarship and practice must go beyond trying to "open up the black box" of such systems and also examine sociocultural processes like newcomer socialization.Comment: 14 pages, typo fixed in v

Flipping the roles: Analysis of a university course where students become co-creators of curricula

In this paper I present the transformation of a university course inspired by the theoretical background of the student voice approach (Fielding, 2004a and 2004b; Cook-Sather, 2006) and, in particular, the ways students are encouraged to be \u201cco-creators of curricula\u201d through partnership with faculty (Bovill, Cook\u2010Sather & Felten, 2011). I introduce active learning practices centered on \u201cstudent generated content\u201d (Sener, 2007; Bates et al., 2012), allowing a new rendering of the traditional lesson cycle: frontal lesson, individual study, and final exam. The change in students\u2019 attitude towards study and final exam support the effectiveness of this methodology

ImpacT2 project: preliminary study 1: establishing the relationship between networked technology and attainment

This report explored teaching practices, beliefs and teaching styles and their influences on ICT use and implementation by pupils. Additional factors explored included the value of school and LEA policies and teacher competence in the use of ICT in classroom settings. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 816 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of IC

Contests for Cooperation: A New Approach in German Innovation Policy

A new approach in German innovation policy organizes contests of proposals for developing innovation networks. Based on an overview of the different programs, we investigate the advantages, problems and limitations of such an approach. We find that this type of policy may have a relatively large impact and can, therefore, be regarded as a rather efficient instrument of innovation policy. Compared to conventional policies, administration of the program is a much more critical issue. The contest approach may stimulate learning effects on the side of the administration but may also require a high degree of flexibility. The main disadvantage is the additional time that is required for conducting the contest. As a distinct 'picking the winner' approach, the contest approach is not suited as a means for achieving a leveling-out of regional welfare levels.Innovation policy; Regional competition; Innovation networks