A method for supporting heterogeneous-group formation through heuristics and visualization

Group formation is a key issue in e-learning environments that make use of collaborative work to enhance student performance. While there are many ways to arrange students to work in cooperative groups, recent works have shown that learning styles offer good opportunities to organize students. Particularly, it seems the case that regarding learning styles, heterogeneous groups tend to perform better than groups formed by students with similar characteristics. This work addresses the issue of supporting the authors’ task of forming effective learner groups to improve student and group performance. This support is provided through a supervised method which, backed by a visualization tool, is able to produce groups with a good level of heterogeneity. Moreover, this method is not time-consuming for teachers.This project has been funded by the Spanish Ministry of Science and Education (TIN2007-64718) and Comunidad Autonoma de Madrid (S2009/TIC-1650)

The impact of learning styles on student grouping for collaborative learning: a case study

The final publication is available at Springer via http://dx.doi.org/10.1007/s11257-006-9012-7Learning style models constitute a valuable tool for improving individual learning by the use of adaptation techniques based on them. In this paper, we present how the benefit of considering learning styles with adaptation purposes, as part of the user model, can be extended to the context of collaborative learning as a key feature for group formation. We explore the effects that the combination of students with different learning styles in specific groups may have in the final results of the tasks accomplished by them collaboratively. With this aim, a case study with 166 students of computer science has been carried out, from which conclusions are drawn. We also describe how an existing web-based system can take advantage of learning style information in order to form more productive groups. Our ongoing work concerning the automatic extraction of grouping rules starting from data about previous interactions within the system is also outlined. Finally, we present our challenges, related to the continuous improvement of collaboration by the use and dynamic modification of automatic grouping rules.This project has been funded by the Spanish Ministry of Science and Education, TIN2004-03140

When is a duck not a duck? When it is a Euro! Trust-based marketing communications in virtual communities

none3Ripubblicato in "Virtual technologies: Concepts, methodologies, tools, and applications" (a cura di J. Kisielnicki), New York: Information Sciences Reference, 2008G. GUIDO; PRETE I; D'ETTORRE RGuido, Gianluigi; Prete, MARIA IRENE; D'Ettorre, R

Utjecaj suradničkih tehnika učenja na samopoštovanje predavača: postignuća i nedostaci

Cooperative learning has been used effectively at the elementary and secondary levels, but it has only recently found its way to the college level. Therefore, in colleges, universities and work places throughout the world, tremendous efforts are underway to move from a lecture-based approach to more active, cooperative learning activities. This study investigates the effect of cooperative learning techniques on pre-service teachers’ cooperative learning usage, cooperative learning attitude, self-esteem, class and discussion group (case) grades, class and discussion group attendance. The effect of cooperative learning was examined via instructional techniques. Classes were divided into experimental and control groups. The groups were taught with either traditional lecture-based format (control) or cooperative learning techniques (experimental) during a 16-week semester. Independent t-tests were run to compare some of the variables in pre-test scores and to test whether the groups were equivalent at the beginning of the study. Multivariate ANOVA was then utilized to test the group differences on the seven dependent variables. Surprisingly, the results revealed that cooperative learning techniques did have a positive effect on all of the seven dependent variables. Cooperative learning group and traditionally taught group had significantly differed from each other. It appears that cooperative learning has many academic, social and personal benefits for those who participate in it.Suradničko učenje je tehnika koja je uspješno primjenjivana u osnovnim i srednjim školama, ali je tek nedavno našla svoje mjesto na sveučilišnoj razini. Na fakultetima, sveučilištima i radnim mjestima diljem svijeta prelazi se s pristupa utemeljenog na predavanjima na aktivno, suradničko učenje. U ovom radu istraživane su posljedice tehnika suradničkog učenja na predavače i njihovu primjenu tih tehnika, stav prema njima, samopoštovanje, uspjeh na razini razreda i grupe te prisutnost na nastavi u razredu i grupi. Rezultati suradničkog učenja istraživani su instruktivnim tehnikama. Razredi su podijeljeni na eksperimentalne i kontrolne skupine, koje su poučavane tradicionalnim predavanjima (kontrolna skupina) ili suradničkim tehnikama učenja (eksperimentalna skupina) tijekom 16-tjednog semestra. Varijable dobivene iz pre-test rezultata uspoređene su nezavisnim t-testom, kojim se utvrdila ekvivalentnost skupina u početku istraživanja. Razlike među skupinama provjerene su multivarijatnom analizom varijance na sedam zavisnih varijabli. Iznenađujuće, rezultati su pokazali pozitivan utjecaj suradničkih tehnika učenja na svih sedam zavisnih varijabli. Skupine u kojima se provodilo suradničko učenje te skupine poučavane na tradicionalan način značajno su se razlikovale. Čini se da suradničko učenje ima brojne akademske, društvene i osobne koristi za sudionike

Utjecaj suradničkih tehnika učenja na samopoštovanje predavača: postignuća i nedostaci

Cooperative learning has been used effectively at the elementary and secondary levels, but it has only recently found its way to the college level. Therefore, in colleges, universities and work places throughout the world, tremendous efforts are underway to move from a lecture-based approach to more active, cooperative learning activities. This study investigates the effect of cooperative learning techniques on pre-service teachers’ cooperative learning usage, cooperative learning attitude, self-esteem, class and discussion group (case) grades, class and discussion group attendance. The effect of cooperative learning was examined via instructional techniques. Classes were divided into experimental and control groups. The groups were taught with either traditional lecture-based format (control) or cooperative learning techniques (experimental) during a 16-week semester. Independent t-tests were run to compare some of the variables in pre-test scores and to test whether the groups were equivalent at the beginning of the study. Multivariate ANOVA was then utilized to test the group differences on the seven dependent variables. Surprisingly, the results revealed that cooperative learning techniques did have a positive effect on all of the seven dependent variables. Cooperative learning group and traditionally taught group had significantly differed from each other. It appears that cooperative learning has many academic, social and personal benefits for those who participate in it.Suradničko učenje je tehnika koja je uspješno primjenjivana u osnovnim i srednjim školama, ali je tek nedavno našla svoje mjesto na sveučilišnoj razini. Na fakultetima, sveučilištima i radnim mjestima diljem svijeta prelazi se s pristupa utemeljenog na predavanjima na aktivno, suradničko učenje. U ovom radu istraživane su posljedice tehnika suradničkog učenja na predavače i njihovu primjenu tih tehnika, stav prema njima, samopoštovanje, uspjeh na razini razreda i grupe te prisutnost na nastavi u razredu i grupi. Rezultati suradničkog učenja istraživani su instruktivnim tehnikama. Razredi su podijeljeni na eksperimentalne i kontrolne skupine, koje su poučavane tradicionalnim predavanjima (kontrolna skupina) ili suradničkim tehnikama učenja (eksperimentalna skupina) tijekom 16-tjednog semestra. Varijable dobivene iz pre-test rezultata uspoređene su nezavisnim t-testom, kojim se utvrdila ekvivalentnost skupina u početku istraživanja. Razlike među skupinama provjerene su multivarijatnom analizom varijance na sedam zavisnih varijabli. Iznenađujuće, rezultati su pokazali pozitivan utjecaj suradničkih tehnika učenja na svih sedam zavisnih varijabli. Skupine u kojima se provodilo suradničko učenje te skupine poučavane na tradicionalan način značajno su se razlikovale. Čini se da suradničko učenje ima brojne akademske, društvene i osobne koristi za sudionike

In pursuit of satisfaction and the prevention of embarrassment : affective state in group recommender systems

Peer reviewedPostprin

Social Learning Systems: The Design of Evolutionary, Highly Scalable, Socially Curated Knowledge Systems

In recent times, great strides have been made towards the advancement of automated reasoning and knowledge management applications, along with their associated methodologies. The introduction of the World Wide Web peaked academicians’ interest in harnessing the power of linked, online documents for the purpose of developing machine learning corpora, providing dynamical knowledge bases for question answering systems, fueling automated entity extraction applications, and performing graph analytic evaluations, such as uncovering the inherent structural semantics of linked pages. Even more recently, substantial attention in the wider computer science and information systems disciplines has been focused on the evolving study of social computing phenomena, primarily those associated with the use, development, and analysis of online social networks (OSN\u27s). This work followed an independent effort to develop an evolutionary knowledge management system, and outlines a model for integrating the wisdom of the crowd into the process of collecting, analyzing, and curating data for dynamical knowledge systems. Throughout, we examine how relational data modeling, automated reasoning, crowdsourcing, and social curation techniques have been exploited to extend the utility of web-based, transactional knowledge management systems, creating a new breed of knowledge-based system in the process: the Social Learning System (SLS). The key questions this work has explored by way of elucidating the SLS model include considerations for 1) how it is possible to unify Web and OSN mining techniques to conform to a versatile, structured, and computationally-efficient ontological framework, and 2) how large-scale knowledge projects may incorporate tiered collaborative editing systems in an effort to elicit knowledge contributions and curation activities from a diverse, participatory audience

Strengthening social and emotional education as a core curricular area across the EU : a review of the international evidence

Many children and young people in contemporary Europe are unfortunately coming to school carrying heavy social and emotional burdens, which are, of course, unfavourable to their learning and psychological wellbeing. Amongst the many challenges they may face that affect their education are: poverty and social inequality, bullying and cyberbullying, family conflict, consumerism, media exploitation and technological addiction, academic pressure and stress, loneliness and social isolation, migration, human trafficking, mobility, and changing family and community structures. Policymakers and educators across the world are increasingly coalescing around a specific approach to address these many challenges, namely, social and emotional education (SEE). SEE is intended for children to develop competences in both self-awareness and self-management, and to raise social awareness and improve the quality of their relationships. These competences combine to enhance their ability to understand themselves and others, to express and regulate their emotions, to develop healthy and caring relationships, to empathise and collaborate with others, to resolve conflict constructively, to enable them to make good, responsible and ethical decisions, and to overcome difficulties in social and academic tasks. Social and emotional education is something that can be offered by schools to all children, including those affected by the additional challenges arising from various forms of disadvantage. There is mounting evidence that social and emotional education is also related to positive academic attitudes and higher academic achievement, to increased prosocial behaviour, and to a decrease in anti-social behaviour, anxiety, depression and suicide. More broadly, it contributes to harmonious relationships, to social cohesion and inclusion in communities, to positive attitudes towards individual and cultural diversity, and to equity and social justice. In light of this, the objective of this report is to make recommendations — on the basis of international research, EU policy, and current practices in Member States — for the integration of social and emotional education as a core component of curricula across the EU. More specifically, the report seeks to: • Define and identify the key competences within social and emotional education; • Review the literature to assess the effectiveness of SEE across the school years and to identify key conditions for its effective integration into curricula; • Discuss how the universal provision of SEE may accommodate children and young people from different socio-economic, ethnic and cultural backgrounds; • Explore how SEE is integrated into the school curricula of Member States, and to identify examples of existing good practice from several countries; • Make recommendations at EU, national and school levels, for the effective, sustainable and feasible inclusion of SEE as a core feature of regular school curricula across the EU.peer-reviewe