Constructing Social Systems through Computer-Mediated Communication

The question whether computer-mediated communication can support the formation of genuine social systems is addressed in this paper. Our hypothesis, that technology creates new forms of social systems beyond real-life milieus, includes the idea that the technology itself may influence how social binding emerges within on-line environments. In real-life communities, a precondition for social coherence is the existence of social conventions. By observing interaction in virtual environments, we found the use of a range of social conventions. These results were analyzed to determine how the use and emergence of conventions might be influenced by the technology. One factor contributing to the coherence of on-line social systems, but not the only one, appears to be the degree of social presence mediated by the technology. We suggest that social systems can emerge by computer-mediated communication and are shaped by the media of the specific environment

Dialogue and the machine: an interactional perspective on computer dialogue models, mediation and artifacts

The topic of this thesis is the notion of dialogue and how machines have not only influenced the development of our understanding of this fundamental human social activity but also the possibilities for engaging in mediated dialogue. In particular, the concern is with its adoption and distortion from a computational point of view. An interactional perspective is developed that provides insight into the problems and limitations of computer dialogue models, motivates the investigation of the achievement of dialogue mediated 'through' machines, and informs the conception and design of computer systems (or artifacts) that support the metaphor of dialogue 'with' machines. To motivate a reconstruction of the notion of dialogue and a different understanding of the status of machines in terms of action, a critical analysis of computer models of dialogue, concerning theory, data and implementation, is given. In general, computer models lack a consideration of interaction as a constitutive domain, assume the interchange model of dialogue, promote a sanitised view of data, and are a poor foundation for the design of machines that are to engage in dialogue-like behaviour with a user. An alternative interactional perspective is derived from hermeneutics and ethnomethodology in which it is argued that the machine is an intelligible - not intelligent - artifact, and communicative activity is circumstantial, situated and interactively constituted. Instead of reifying dialogue as the repeated exchange of discrete messages between isolated cognitive processors (the interchange model), dialogue is understood here to be the collection of practices in which parties are mutually engaged in coordinating communicative actions and achieving shared understanding out of the materials at hand. The empirical methodology of the thesis comes from conversation analysis and forms the basis for the investigation of the achievement of dialogue 'through' machines. A detailed audio-visual study of a particular computer-mediated communication modality is presented. Parties engaged in cooperatively constructing mutual orientation in dialogue (in a virtual dialogue space) were recorded and features of their conduct were rendered for analysis with the aid of a notation system specially developed for this study. The findings are that the computer-mediated dialogue activity is a skilled, interactive accomplishment in which dialogic presence, monitoring and participation are contingently created and maintained. An emergent transformation of the dialogue activity demonstrates the situated work of constructing participation, a process that is shaped by the dynamics of that activity. A brief study of copresent collaboration documents two further features: the embodiment of actions and their complementarity. The consequences of the interactional perspective and the empirical study for computer models and dialogue 'with' machines are discussed. Suggestions are also made about an alternative use of computer modelling for dialogue 'between' machines, and about the future of dialogue mediation and artifacts

Facilitating collaborative knowledge construction in computer-mediated learning with structuring tools

Collaborative knowledge construction in computer-mediated learning environments puts forward difficulties regarding what tasks learners work on and how learners interact with each other. For instance, learners who collaboratively construct knowledge in computer-mediated learning environments sometimes do not participate actively or engage in off-task talk. Computer-mediated learning environments can be endorsed with socio-cognitive structuring tools that structure the contents to be learned and suggest specific interactions for collaborative learners. In this article, two studies will be reported that applied content- and interaction-oriented structuring tools in computer-mediated learning environments based on electronic bulletin boards and videoconferencing technologies. In each study the factors "content-oriented structuring tool" and "interaction-oriented structuring tool" have been independently varied in a 2X2-factorial design. Results show that interaction-oriented structuring tools substantially foster the processes of collaborative knowledge construction as well as learning outcomes. The content-oriented structuring tools facilitate the processes of collaborative knowledge construction, but have no or negative effects on learning outcome. The findings will be discussed against the background of recent literatGemeinsame Wissenskonstruktion in computervermittelten Lernumgebungen birgt Schwierigkeiten in Bezug darauf, welche Aufgaben Lernende bearbeiten und wie sie dabei miteinander interagieren. Lernende, die gemeinsam Wissen in computervermittelten Lernumgebungen konstruieren, nehmen z. B. manchmal nicht aktiv an der Bearbeitung von Lernaufgaben teil oder beschäftigen sich mit inhaltsfremden Themen. Computervermittelte Lernumgebungen können mit Hilfe sozio-kognitiver Strukturierungswerkzeuge unterstützt werden, die die Lerninhalte vorstrukturieren und den Lernenden spezifische Interaktionen nahe legen. In diesem Beitrag werden zwei Studien berichtet, die inhalts- und interaktionsbezogene Strukturierungswerkzeuge in computervermittelten Lernumgebungen, die auf web-basierten Diskussionsforen und Videokonferenz-Technologien beruhen, zum Einsatz gebracht und analysiert haben. In jeder der Studien wurden die Faktoren "inhaltsbezogenes Strukturierungswerkzeug" und "interaktionsbezogenes Strukturierungswerkzeug" unabhängig voneinander in einem 2X2-Design variiert. Die Ergebnisse zeigen, dass interaktionsbezogene Strukturierungswerkzeuge die Prozesse sowie die Ergebnisse gemeinsamer Wissenskonstruktion substanziell fördern können. Die inhaltsbezogenen Strukturierungswerkzeuge unterstützen die Prozesse gemeinsamer Wissenskonstruktion, zeitigen aber keine oder negative Effekte auf die Lernergebnisse. Die Befunde werden vor dem Hintergrund aktueller theoretischer Ansätze diskut

Editorial - Introduction to the special issue on deliberation with computers: exploring the distinctive contribution of new technologies to collaborative thinking and learning

Abstract not available

Fostering shared knowledge with active graphical representation in different collaboration scenarios

This study investigated how two types of graphical representation tools influence the way in which learners use shared and unshared knowledge resources in two different collaboration scenarios, and how learners represent and transfer shared knowledge under these different conditions. Moreover, the relation between the use of knowledge resources, representation, and the transfer of shared knowledge was analyzed. The type of graphical representation (content-specific vs. content-unspecific) and the collaboration scenario (video conferencing vs. face-to-face) were varied. 64 university students participated. Results show that the learning partners converged in their profiles of resource use. With the content-specific graphical representation, learners used more appropriate knowledge resources. Learners in the computer-mediated scenarios showed a greater bandwidth in their profiles of resource use. A relation between discourse and outcomes could be shown for the transfer but not for the knowledge representation aspectIn dieser Studie werden die Wirkungen von verschiedenen Arten graphischer Repräsentation auf die Nutzung geteilter und ungeteilter Wissensressourcen in zwei verschiedenen Kooperationsszenarien untersucht. Des Weiteren wird analysiert, wie Lernende geteiltes und ungeteiltes Wissen unter diesen verschiedenen Bedingungen repräsentieren und transferieren. Schließlich wird die Beziehung zwischen der Nutzung von Wissensressourcen auf der einen Seite sowie der Repräsentation und dem Transfer geteilten Wissens auf der anderen Seite geprüft. Mit der Art der graphischen Repräsentation (inhaltsspezifisch vs. inhaltsunspezifisch) und dem Kooperationsszenario (Videokonferenz vs. face-to-face) werden zwei Faktoren experimentell variiert. 64 Studierende nahmen an der Studie teil. Ergebnisse zeigen, dass die Lernpartner in ihren Profilen der Ressourcennutzung konvergierten. Lernende, die durch die inhaltsspezifische graphische Repräsentation unterstützt wurden, verwendeten angemessenere Wissensressourcen. Lernende in den computervermittelten Szenarien weisen eine größere Bandbreite in ihren Profilen der Ressourcennutzung auf. Eine direkte Wirkung vom Diskurs der Lernenden auf die Entwicklung geteilten Wissens konnte für den Transfer, aber nicht für die Wissensrepräsentation gezeigt werde

Investigating the socio-constructivist dimension of online interactions: the case of synchronous audio-graphic conferencing systems

This study explores the quality of interactive patterns in audio-graphic conferencing environments and learners' involvement in interaction. Supporters of this technology claim that online interactions support socio-constructivist language learning. However, the existing literature does not indicate whether the quality of interaction required for realising constructivist principles of learning can affectively be ensured in such environments. The study is based on the Open University's online audio-graphic tuition environment, Lyceum. It investigates the verbal and written interactions of adult Open University students learning French. The data is analysed by different models of analysis pertaining to different socio-constructivist and cognitive models of analysis. The results show that students use high forms of thinking to engage in a cyclical rather than a linear process of knowledge construction. However, there is no evidence that this process is supported by the audio-graphic system itself. The tutor's style and task design play a more important role in supporting the learning process

Emerging and scripted roles in computer-supported collaborative learning

Emerging and scripted roles pose an intriguing approach to analysing and facilitating CSCL. The concept of emerging roles provides a perspective on how learners structure and self-regulate their CSCL processes. Emerging roles appear to be dynamic over longer periods of time in relation to learners’ advancing knowledge, but are often unequally distributed in ad hoc CSCL settings, e.g. a learner being the ‘typist’ and another being the ‘thinker’. Empirical findings show that learners benefit from structuring or scripting CSCL. Scripts can specify roles and facilitate role rotation for learners to equally engage in relevant learning roles and activities. Scripted roles can, however, collide with emerging roles and therefore need to be carefully attuned to the advancing capabilities of the learners

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

Piloting a new approach: Making use of technology to present a distance learning computer science course

Computer‐Mediated Communication (CMC) systems have been described and evaluated in a number of ways by different researchers in the field. This paper proposes that computer conferencing systems should be designed to encourage students to participate in three dimensions previously treated by separate researchers. These can be summarized as a knowledge dimension, a social dimension and a motivational dimension. This paper reports on how one particular conference, that of M205‐STILE, was constructed to take account of these dimensions and to facilitate students’ computer‐supported cooperative learning