Observations of Collaborative Behavior in COMPS Computer Mediated Problem Solving

Abstract COMPS is a web-delivered computer-mediated problem solving environment for student collaborative exploratory learning. The primary mode of interaction is typed dialogue, but COMPS also provides problem-specific affordances for exploring a problem. This paper reports qualitatively on dialogues from students employed in four different activities: two logical reasoning problems in a quantitative literacy class and two different problems in object-oriented Java in an elementary programming class. In all domains we observe behaviors consistent with quality collaborative learning experiences: co-construction of knowledge, mixed initiative dialogue, coming to common agreement, and students adopting different roles in the problem-solving process. These observations confirm that COMPS indeed facilitates true collaborative activity

Web Application for Deploying COMPS Collaborative Problem-Solving Exercises

This project builds out the computer infrastructure of the COMPS project, turning it from purely a research tool to a facility that could have practical application. COMPS (Computer-Mediated Problem Solving) studies collaborative learning through problem solving dialogues. The web-hosted typed-chat collaboration tool has special features for student collaborations with involvement of teaching assistants. This project adds a web application to support deploying COMPS exercises in college classes. Instructors can register their classes and upload class rosters. They can upload problems for the students to work on, assign students to collaboration groups, and manage lab times. The web application has been built as a three-tier architecture which consists of web front end, back-end application, and database. The front end has been built on the Angular framework and backend has been built on the Java Spring Boot framework. We have used Postgres DB as a database for this application.This App/Site will be accessible to both students and professors. We have deployed it in the cloud during development and also on VU servers. Using freely available software running on industry-standard platforms, the application should be cost-effective, scalable, and easy to use

Group Cognition in Problem Solving Dialogues: Analyzing differences between voice and computer transcripts

This project shadows the work of student groups in Math 110, a quantitative literacy class, engaged in exploratory learning excercises. An instructor monitors these groups by both walking around the room and observing group conversation at another computer. Our goal is to put this exercise online, and as a result leave the entire monitoring process up to the computer, assuming the role that the instructor traditionally assumes. Using annotation techniques to decipher meaning in dialogue of students working in groups for a Math 110, we try to see how students collaborate to solve problems together. “Bits of realization”, conversation, and problem solving tags are sorted out and gathered to identify the main points that are expressed during the problem solving of the two-person game, Poison. Expanding upon previous research done by other students, we are able to add bits of realization that students encounter in their work. Our first effort is to explore the differences between voice recorded dialogue and computer-mediated chat dialogue

Student Understanding and Engagement in a Class Employing COMPS Computer Mediated Problem Solving: A First Look

COMPS computer-mediated group discussion exercises are being added to a second-semester computer programming class. The class is a gateway for computer science and computer engineering students, where many students have difficulty succeeding well enough to proceed in their major. This paper reports on first results of surveys on student experience with the exercises. It also reports on the affective states observed in the discussions that are candidates for analysis of group functioning. As a step toward computer monitoring of the discussions, an experiment in using dialogue features to identify the gender of the participants is described

Group Cognition in Problem Solving Dialogues: Analyzing differences between voice and computer transcripts

This project shadows the work of student groups in Math 110, a quantitative literacy class, engaged in exploratory learning excercises. An instructor monitors these groups by both walking around the room and observing group conversation at another computer. Our goal is to put this exercise online, and as a result leave the entire monitoring process up to the computer, assuming the role that the instructor traditionally assumes. Using annotation techniques to decipher meaning in dialogue of students working in groups for a Math 110, we try to see how students collaborate to solve problems together. “Bits of realization”, conversation, and problem solving tags are sorted out and gathered to identify the main points that are expressed during the problem solving of the two-person game, Poison. Expanding upon previous research done by other students, we are able to add bits of realization that students encounter in their work. Our first effort is to explore the differences between voice recorded dialogue and computer-mediated chat dialogue

Robust Grammatical Analysis for Spoken Dialogue Systems

We argue that grammatical analysis is a viable alternative to concept spotting for processing spoken input in a practical spoken dialogue system. We discuss the structure of the grammar, and a model for robust parsing which combines linguistic sources of information and statistical sources of information. We discuss test results suggesting that grammatical processing allows fast and accurate processing of spoken input.Comment: Accepted for JNL

Global consciousness: the transformative power of love autoethnography and personal narratives

The central theme of this dissertation is the transformational learning journey with Pepperdine University utilizing the research method of autoethnography personal narratives. Autoethnography is bold, yet vulnerable, genuine and authentic. It provides a heartfelt and soulful invitation to create a dynamic relationship between storyteller and the reader to share the lived experience and personal reflections of the researcher. The purpose of this dissertation is to explore my transformational learning journey with Pepperdine University utilizing theoretical framework of transformational learning. The top five elements of transformational learning are as follows: critical reflection, communication, soulful qualities, feelings and affect transformation and freedom and emancipation. This study explores three personal narratives as follows: Personal Narrative of Organizational Leadership which explores reflections in Organizational Leadership, Personal Narrative of Education which explores reflections in education and Dissertation Dialogues: Andragogy of the Expressed which explores reflections in the dissertation journey. This study explored the thematic connections with autoethnography as a transformational research method, transformational learning and the threads of my personal story to weave a beautiful tapestry of consciousness for the conceptual discussion. The transformational learning journey with Pepperdine University also weaved well metaphorically with the lyrics from the Beatles inspired movie Across the Universe. This study also explores the difference that makes a difference in the world which is the transformative power of love. My conclusions to my transformational learning journey explored via autoethnography personal narratives as a method and utilizing transformational learning as theoretical framework can be summarized as follows: Pepperdine University provides a supportive learning environment to foster critical reflection. Critical reflections lead to transformational learning. Communication is an important component of the transformational learning process. Transformational learning literally changes one in ways that are significant and involves soulful qualities. Transformational learning is an ongoing life journey and involves feelings and affective transformation. Transformational learning involves freedom and emancipation. In freely sharing my perspective, the best way I can articulate what transformational learning feels like is to make an analogy to spiraling constructivist circles which as one learns and grows is an evolving heightened consciousness

Promoting Andean children's learning of science through cultural and digital tools

Conference Theme: To see the world and a grain of sand: Learning across levels of space, time, and scaleIn Peru, there is a large achievement gap in rural schools. In order to overcome this problem, the study aims to design environments that enhance science learning through the integration of ICT with cultural artifacts, respecting the Andean culture and empower rural children to pursue lifelong learning. This investigation employs the Cultural-Historical Activity Theory (CHAT) framework, and the Design-Based Research (DBR) methodology using an iterative process of design, implementation and evaluation of the innovative practice.published_or_final_versio