315,801 research outputs found
Team effectiveness and team development in CSCL
There is a wealth of research on computer-supported cooperative work (CSCW) that is neglected
in computer-supported collaborative learning (CSCL) research. CSCW research is
concerned with contextual factors, however, that may strongly influence collaborative learning
processes as well, such as task characteristics, team formation, team members’ abilities and
characteristics, and role assignment within a team. Building on a critical analysis of the degree
to which research on CSCW translates to CSCL, this article discusses the mediating variables
of teamwork processes and the dynamics of learning-teams. Based on work-team effectiveness
models, it presents a framework with key variables mediating learning-team effectiveness in
either face-to-face or online settings within the perspective of learning-team development
An assistant for group formation in CSCL based on constraint satisfaction
Group formation is a key aspect in computer-supported collaborative learning, since different characteristics of students might influence the group performance. In this article, we present an assistant that models group formation as a weighted constraint satisfaction problem (WCSP), and considers three students’ features, namely: psychological styles, team roles and social networks. Our WCSP formulation is able to combine constraints and preferences for individuals and groups. This assistant can aid teachers to form groups considering factors such as team role balance and distribution of psychological styles. We report on a pilot study to evaluate the proposal in different scenarios.Sociedad Argentina de Informática e Investigación Operativ
An assistant for group formation in CSCL based on constraint satisfaction
Group formation is a key aspect in computer-supported collaborative learning, since different characteristics of students might influence the group performance. In this article, we present an assistant that models group formation as a weighted constraint satisfaction problem (WCSP), and considers three students’ features, namely: psychological styles, team roles and social networks. Our WCSP formulation is able to combine constraints and preferences for individuals and groups. This assistant can aid teachers to form groups considering factors such as team role balance and distribution of psychological styles. We report on a pilot study to evaluate the proposal in different scenarios.Sociedad Argentina de Informática e Investigación Operativ
Using constraint satisfaction to aid group formation in CSCL
In computer-supported collaborative learning contexts, group formation is a key aspect, since different characteristics of students might influence the group performance. In this article, we present an intelligent assistant that models group formation as a weighted constraint satisfaction problem (WCSP). The assistant takes into account three students´ features, namely: psychological styles, team roles and social networks. The proposed WCSP approach is able to combine constraints and preferences both for individuals and groups. The main goal of the assistant is to aid teachers to form learning groups considering factors such as team role balance and distribution of psychological styles. We also describe a pilot study to evaluate our proposal in different scenarios.Fil: Diaz Pace, Jorge Andres. Consejo Nacional de Investigaciones CientÃficas y Técnicas. Centro CientÃfico Tecnológico Tandil. Instituto Superior de Ingenieria del Software; ArgentinaFil: Balmaceda, José MarÃa. Consejo Nacional de Investigaciones CientÃficas y Técnicas. Centro CientÃfico Tecnológico Tandil. Instituto Superior de Ingenieria del Software; ArgentinaFil: Schiaffino, Silvia Noemi. Consejo Nacional de Investigaciones CientÃficas y Técnicas. Centro CientÃfico Tecnológico Tandil. Instituto Superior de Ingenieria del Software; Argentin
An assistant for group formation in CSCL based on constraint satisfaction
Group formation is a key aspect in computer-supported collaborative learning, since different characteristics of students might influence the group performance. In this article, we present an assistant that models group formation as a weighted constraint satisfaction problem (WCSP), and considers three students’ features, namely: psychological styles, team roles and social networks. Our WCSP formulation is able to combine constraints and preferences for individuals and groups. This assistant can aid teachers to form groups considering factors such as team role balance and distribution of psychological styles. We report on a pilot study to evaluate the proposal in different scenarios.Sociedad Argentina de Informática e Investigación Operativ
A METHODOLOGY FOR ASSESSING AND DEVELOPING TEAMWORK IN COGNITIVELY DEMANDING JOBS
In cognitively demanding jobs such as control room operators in nuclear power plants, chemical works and
oil refineries, pilots and flight traffic operators, dispatchers, fire brigades, rescue services, surgeons, police
officers, etc., it is a crucial question that the members of the team have appropriate professional
competence as well as all sensory-motor, cognitive, communicational and social skills necessary to
identifying, diagnosing critical states and adequate intervening. Simulated malfunctions or other events
potentially offer excellent opportunities for establishing, refreshing and improving these skills, provided that
the simulation is embedded into an appropriate pedagogical and psychological environment. For efficient
teamwork both individual and group learning correct and informative feedback have an outstanding
importance: it provides crew members with a clear and relatively objective picture about team work
effectiveness as well as quality and quantity of individual contribution to it. For these purposes a
computer-supported methodology and a set of tools have been developed (`COSMOS´), by which the
instructor involves the operator team into the evaluation of a training session, thus supporting formation of
more realistic self-evaluation, more uniform ways of seeing things and shared mental models. This paper is
a report on a case study carried out with nuclear power plant operators
Together we stand, Together we fall, Together we win: Dynamic Team Formation in Massive Open Online Courses
Massive Open Online Courses (MOOCs) offer a new scalable paradigm for
e-learning by providing students with global exposure and opportunities for
connecting and interacting with millions of people all around the world. Very
often, students work as teams to effectively accomplish course related tasks.
However, due to lack of face to face interaction, it becomes difficult for MOOC
students to collaborate. Additionally, the instructor also faces challenges in
manually organizing students into teams because students flock to these MOOCs
in huge numbers. Thus, the proposed research is aimed at developing a robust
methodology for dynamic team formation in MOOCs, the theoretical framework for
which is grounded at the confluence of organizational team theory, social
network analysis and machine learning. A prerequisite for such an undertaking
is that we understand the fact that, each and every informal tie established
among students offers the opportunities to influence and be influenced.
Therefore, we aim to extract value from the inherent connectedness of students
in the MOOC. These connections carry with them radical implications for the way
students understand each other in the networked learning community. Our
approach will enable course instructors to automatically group students in
teams that have fairly balanced social connections with their peers, well
defined in terms of appropriately selected qualitative and quantitative network
metrics.Comment: In Proceedings of 5th IEEE International Conference on Application of
Digital Information & Web Technologies (ICADIWT), India, February 2014 (6
pages, 3 figures
Redes Bayesianas para detección de roles de equipos en aprendizaje colaborativo soportado por computadoras
El trabajo colaborativo soportado por computadoras permite a los estudiantes que se encuentran en lugares remotos trabajar de manera conjunta en el mismo entorno virtual y permite la comunicación de ideas e información entre los integrantes del grupo. Sin embargo, como no todos los estudiantes son iguales, es importante estudiar las caracterÃsticas de éstos para construir grupos de trabajo más productivos. La teorÃa de roles de equipo posibilita obtener buen desempeño en los equipos de trabajo considerando habilidades individuales, combinando las falencias de cada rol con las fortalezas de los otros. Generalmente, las personas tienen que completar extensos cuestionarios para poder determinar sus roles de equipo. En este trabajo, se propone un método alternativo para realizar esta detección a través de un sistema de aprendizaje colaborativo y a partir de la utilización de la técnica de Redes Bayesianas.Computer-supported collaborative learning allows students who are in different places to work together in the same virtual space, and supports the communication of ideas and information among learners. However, as not all students are identical, it is important to study users' characteristics to build more productive teams. Team Roles Theory allows obtaining very good team performance taking into account individual skills, combining the weaknesses of each role with the strengths of others. Originally, people have to complete extensive questionnaires to determine their team role. In this work we propose an alternative method to make this detection through a collaborative learning system and by using a Bayesian Network.Fil: Balmaceda, José MarÃa. Consejo Nacional de Investigaciones CientÃficas y Técnicas. Centro CientÃfico Tecnológico Conicet - Tandil. Instituto Superior de IngenierÃa del Software. Universidad Nacional del Centro de la Provincia de Buenos Aires. Instituto Superior de IngenierÃa del Software; ArgentinaFil: Schiaffino, Silvia Noemi. Consejo Nacional de Investigaciones CientÃficas y Técnicas. Centro CientÃfico Tecnológico Conicet - Tandil. Instituto Superior de IngenierÃa del Software. Universidad Nacional del Centro de la Provincia de Buenos Aires. Instituto Superior de IngenierÃa del Software; ArgentinaFil: Godoy, Daniela Lis. Consejo Nacional de Investigaciones CientÃficas y Técnicas. Centro CientÃfico Tecnológico Conicet - Tandil. Instituto Superior de IngenierÃa del Software. Universidad Nacional del Centro de la Provincia de Buenos Aires. Instituto Superior de IngenierÃa del Software; Argentin
Semantic Modeling for Group Formation
Group formation has always been a subject of interest in collaborative learning research. As it is concerned with assigning learners to the groups that maximize their benefits, computer-supported group formation can be viewed in this context as an active personalization for the individual as an entity within the group. While applying this personalization to all students in the class can cause conflicts due to the differences of needs and interests between the individuals, negotiating the allocations to groups to reach consensus can be a very challenging task. The automated process of grouping students while preserving the individual’s personalization needs to be supported by an appropriate learner model. In this paper, we propose a semantic learner model based on the Friend of Friend (FOAF) ontology, a vocabulary for mapping social networks. We discuss the model as we analyse the different types of groups and the learners’ features that need to be modeled for each of these types
Planning Collaborative Learning in Virtual Environments. La planificación del aprendizaje colaborativo en entornos virtuales
Collaborative learning has a strong presence in technologysupported education and, as a result, practices being developed in the form of Computer Supported Collaborative Learning (CSCL) are more and more common. Planning seems to be one of the critical issues when elaborating CSCL proposals, which necessarily take into account technological resources, methodology and group configuration as a means to boost exchange and learning in the community. The purpose of this study is to analyze the relevance of the CSCL planning phase and weigh up the significance of its key design components as well as examining group agreement typology and its usefulness in team building and performance. To do so, research was carried out using a nonexperimental quantitative methodology consisting of a questionnaire answered by 106 undergraduate students from 5 different CSCLbased subjects. Results prove the usefulness of the planning components and the drafting of group agreements and their influence on group building and interaction. In order to ensure the quality of learning, it is essential to plan CSCL initiatives properly and understand that organizational, pedagogical and technological decisions should converge around a single goal which is to sustain the cognitive and social aspects that configure individual and group learning
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