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

Dialogue as Data in Learning Analytics for Productive Educational Dialogue

This paper provides a novel, conceptually driven stance on the state of the contemporary analytic challenges faced in the treatment of dialogue as a form of data across on- and offline sites of learning. In prior research, preliminary steps have been taken to detect occurrences of such dialogue using automated analysis techniques. Such advances have the potential to foster effective dialogue using learning analytic techniques that scaffold, give feedback on, and provide pedagogic contexts promoting such dialogue. However, the translation of much prior learning science research to online contexts is complex, requiring the operationalization of constructs theorized in different contexts (often face-to-face), and based on different datasets and structures (often spoken dialogue). In this paper, we explore what could constitute the effective analysis of productive online dialogues, arguing that it requires consideration of three key facets of the dialogue: features indicative of productive dialogue; the unit of segmentation; and the interplay of features and segmentation with the temporal underpinning of learning contexts. The paper thus foregrounds key considerations regarding the analysis of dialogue data in emerging learning analytics environments, both for learning-science and for computationally oriented researchers

Structuring visual exploratory analysis of skill demand

The analysis of increasingly large and diverse data for meaningful interpretation and question answering is handicapped by human cognitive limitations. Consequently, semi-automatic abstraction of complex data within structured information spaces becomes increasingly important, if its knowledge content is to support intuitive, exploratory discovery. Exploration of skill demand is an area where regularly updated, multi-dimensional data may be exploited to assess capability within the workforce to manage the demands of the modern, technology- and data-driven economy. The knowledge derived may be employed by skilled practitioners in defining career pathways, to identify where, when and how to update their skillsets in line with advancing technology and changing work demands. This same knowledge may also be used to identify the combination of skills essential in recruiting for new roles. To address the challenges inherent in exploring the complex, heterogeneous, dynamic data that feeds into such applications, we investigate the use of an ontology to guide structuring of the information space, to allow individuals and institutions to interactively explore and interpret the dynamic skill demand landscape for their specific needs. As a test case we consider the relatively new and highly dynamic field of Data Science, where insightful, exploratory data analysis and knowledge discovery are critical. We employ context-driven and task-centred scenarios to explore our research questions and guide iterative design, development and formative evaluation of our ontology-driven, visual exploratory discovery and analysis approach, to measure where it adds value to users’ analytical activity. Our findings reinforce the potential in our approach, and point us to future paths to build on

Child\u27s play the developmental benefits of the play choices of modern children: Implications for school curricula

This paper presents data from the Irish Neighbourhood Play Study. The Irish Neighbourhood Play Study explored the play choices of children from 0 to 15 years of age. This paper reports the findings on the play choices of children and these are presented alongside the levels of engagement within each play type. Construction Play, Motor Play, Fantasy (Imaginative) Play and Social Play are all applied as broad categories with detailed data presented that drills down into what elements of play children are choosing within each category. The developmental benefits of each play type are then explored and discussed. These findings are viewed through an educational lens and contextualised within a curricular context. The critical questions arising from the findings concern the developmental benefits inherent to the types of play children choose for themselves and how these developmental benefits translate to the school context. This paper discusses these critical questions and suggests possible implications for school curricula when adopting play-based approaches

The impact of technology: value-added classroom practice: final report

This report extends Becta’s enquiries into the ways in which digital technologies are supporting learning. It looks in detail at the learning practices mediated by ICT in nine secondary schools in which ICT for learning is well embedded. The project proposes a broader perspective on the notion of ‘impact’ that is rather different from a number of previous studies investigating impact. Previous studies have been limited in that they have either focused on a single innovation or have reported on institutional level factors. However, in both cases this pays insufficient attention to the contexts of learning. In this project, the focus has been on the learning practices of the classroom and the contexts of ICT-supported learning. The study reports an analysis of 85 lesson logs, in which teachers recorded their use of space, digital technology and student outcomes in relation to student engagement and learning. The teachers who filled in the logs, as well as their schools’ senior managers, were interviewed as part of a ‘deep audit’ of ICT provision conducted over two days. One-hour follow-up interviews with the teachers were carried out after the teachers’ log activity. The aim of this was to obtain a broader contextualisation of their teaching

Improvable objects and attached dialogue: new literacy practices employed by learners to build knowledge together in asynchronous settings

Asynchronous online dialogue offers advantages to learners, but has appeared to involve only limited use of new literacy practices. To investigate this, a multimodal approach was applied to asynchronous dialogue. The study analysed the online discussions of small groups of university students as they developed collaboratively authored documents. Sociocultural discourse analysis of the dialogue was combined with visual analysis of its structural elements. The groups were found to employ new literacies that supported the joint construction of knowledge. The documents on which they worked together functioned as ‘improvable objects’ and the development of these was associated with engagement in ‘attached dialogue’. By investigating a wider range of conference dialogue than has previously been explored, it was found that engaging in attached dialogue associated with collaborative authorship of improvable objects prompts groups of online learners to share knowledge, challenge ideas, justify opinions, evaluate evidence and consider options

Methodological issues in developing a multi-dimensional coding procedure for small group chat communication

In CSCL research, collaboration through chat has primarily been studied in dyadic settings. This article discusses three issues that emerged during the development of a multi-dimensional coding procedure for small group chat communication: a) the unit of analysis and unit fragmentation, b) the reconstruction of the response structure and c) determining reliability without overestimation. Threading, i.e. connections between analysis units, proved essential to handle unit fragmentation, to reconstruct the response structure and for reliability of coding. In addition, a risk for reliability overestimation was illustrated. Implications for analysis methodology in CSCL are discussed

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort