Two methods for assessing critical thinking in computer-mediated communications (CMC) transcripts.

Abstract: Critical thinking, though critical in education, is especially difficult to detect in online learning and teaching based on computer-mediated communication (CMC). As a latent construct, critical thinking must be inferred, by analysis of the “traces” of higher-level cognitive activity found in transcripts. Two models for describing and analyzing critical thinking, the practical inquiry (PI) model (Garrison, Anderson, & Archer, 2001), and the Transcript Analysis Tool (TAT) (Fahy, Crawford, & Ally, 2001), are presented. The models reveal different aspects of the online interaction: the PI model suggests the proportions found in transcripts of its four phases of the critical thinking process, while the TAT adds detail, from the sentence level, about the communications strategies and patterns within postings. Principal findings, and suggestions for further research, focus on triggers and postings classified as other in the PI model

The occurrence and character of stories and story-telling in a computer conference.

Abstract: Constructivist views of online interaction often refer to the power of stories and the role of story-telling in the sharing and construction of knowledge, and the creation of learning communities. No empirical evidence of the presence or character of stories in online conferences has been systematically reported, however. This study described the occurrence of stories in a CMC (computer-mediated communication) transcript generated by experienced online communicators (graduate students), in relation to some of the expectations of a constructivist view of narrative in online interaction, and in contrast with a historical model for describing face-to-face interaction (Bales, 1950). Findings included the observation that, while stories occurred in about 1 posting in 5, students used stories markedly more often than the instructor-moderator; stories tended to be descriptive, rather than analytic, advisory, or hortatory; gender was not an issue in story use; and both story and non-story postings were highly group-supportive, providing information and answers to questions, and avoiding negative social interactions (a finding noted previously in moderated, academic conferences)

Ethics Review Concerns Of Canada’s Distance Researchers

Ethics review of research involving humans is intended to protect human dignity by balancing harms and benefits. The foci and methods used in reviews vary nationally, but tend, as in Canada, to address core principles including free and informed consent, privacy and confidentiality, inclusiveness and fairness, and the rights of dependent subjects. Under examination in relation to the Policy that governs research ethics in Canada, the Tri-Council Policy Statement (TCPS, 2005), these principles admit numerous exceptions, a fact that, as shown by a study reported here, is better understood by those actually engaged in research than those who are not. The implications of these findings, and the specific priorities of non-Canadian researchers (especially those in developing nations), are described and discussed

Utilizing educational technology in computer science and programming courses : theory and practice

There is one thing the Computer Science Education researchers seem to agree: programming is a difficult skill to learn. Educational technology can potentially solve a number of difficulties associated with programming and computer science education by automating assessment, providing immediate feedback and by gamifying the learning process. Still, there are two very important issues to solve regarding the use of technology: what tools to use, and how to apply them? In this thesis, I present a model for successfully adapting educational technology to computer science and programming courses. The model is based on several years of studies conducted while developing and utilizing an exercise-based educational tool in various courses. The focus of the model is in improving student performance, measured by two easily quantifiable factors: the pass rate of the course and the average grade obtained from the course. The final model consists of five features that need to be considered in order to adapt technology effectively into a computer science course: active learning and continuous assessment, heterogeneous exercise types, electronic examination, tutorial-based learning, and continuous feedback cycle. Additionally, I recommend that student mentoring is provided and cognitive load of adapting the tools considered when applying the model. The features are classified as core components, supportive components or evaluation components based on their role in the complete model. Based on the results, it seems that adapting the complete model can increase the pass rate statistically significantly and provide higher grades when compared with a “traditional” programming course. The results also indicate that although adapting the model partially can create some improvements to the performance, all features are required for the full effect to take place. Naturally, there are some limits in the model. First, I do not consider it as the only possible model for adapting educational technology into programming or computer science courses. Second, there are various other factors in addition to students’ performance for creating a satisfying learning experience that need to be considered when refactoring courses. Still, the model presented can provide significantly better results, and as such, it works as a base for future improvements in computer science education.Ohjelmoinnin oppimisen vaikeus on yksi harvoja asioita, joista lähes kaikki tietojenkäsittelyn opetuksen tutkijat ovat jokseenkin yksimielisiä. Opetusteknologian avulla on mahdollista ratkaista useita ohjelmoinnin oppimiseen liittyviä ongelmia esimerkiksi hyödyntämällä automaattista arviointia, välitöntä palautetta ja pelillisyyttä. Teknologiaan liittyy kuitenkin kaksi olennaista kysymystä: mitä työkaluja käyttää ja miten ottaa ne kursseilla tehokkaasti käyttöön? Tässä väitöskirjassa esitellään malli opetusteknologian tehokkaaseen hyödyntämiseen tietojenkäsittelyn ja ohjelmoinnin kursseilla. Malli perustuu tehtäväpohjaisen oppimisjärjestelmän runsaan vuosikymmenen pituiseen kehitys- ja tutkimusprosessiin. Mallin painopiste on opiskelijoiden suoriutumisen parantamisessa. Tätä arvioidaan kahdella kvantitatiivisella mittarilla: kurssin läpäisyprosentilla ja arvosanojen keskiarvolla. Malli koostuu viidestä tekijästä, jotka on otettava huomioon tuotaessa opetusteknologiaa ohjelmoinnin kursseille. Näitä ovat aktiivinen oppiminen ja jatkuva arviointi, heterogeeniset tehtävätyypit, sähköinen tentti, tutoriaalipohjainen oppiminen sekä jatkuva palautesykli. Lisäksi opiskelijamentoroinnin järjestäminen kursseilla ja järjestelmän käyttöönottoon liittyvän kognitiivisen kuorman arviointi tukevat mallin käyttöä. Malliin liittyvät tekijät on tässä työssä lajiteltu kolmeen kategoriaan: ydinkomponentteihin, tukikomponentteihin ja arviontiin liittyviin komponentteihin. Tulosten perusteella vaikuttaa siltä, että mallin käyttöönotto parantaa kurssien läpäisyprosenttia tilastollisesti merkittävästi ja nostaa arvosanojen keskiarvoa ”perinteiseen” kurssimalliin verrattuna. Vaikka mallin yksittäistenkin ominaisuuksien käyttöönotto voi sinällään parantaa kurssin tuloksia, väitöskirjaan kuuluvien tutkimusten perusteella näyttää siltä, että parhaat tulokset saavutetaan ottamalla malli käyttöön kokonaisuudessaan. On selvää, että malli ei ratkaise kaikkia opetusteknologian käyttöönottoon liittyviä kysymyksiä. Ensinnäkään esitetyn mallin ei ole tarkoituskaan olla ainoa mahdollinen tapa hyödyntää opetusteknologiaa ohjelmoinnin ja tietojenkäsittelyn kursseilla. Toiseksi tyydyttävään oppimiskokemukseen liittyy opiskelijoiden suoriutumisen lisäksi paljon muitakin tekijöitä, jotka tulee huomioida kurssien uudelleensuunnittelussa. Esitetty malli mahdollistaa kuitenkin merkittävästi parempien tulosten saavuttamisen kursseilla ja tarjoaa sellaisena perustan entistä parempaan opetukseen

Extensions to the SMIL multimedia language

The goal of this work has been to extend the Synchronized Multimedia Integration Language (SMIL) to study the capabilities and possibilities of declarative multimedia languages for the World Wide Web (Web). The work has involved design and implementation of several extensions to SMIL. A novel approach to include 3D audio in SMIL was designed and implemented. This involved extending the SMIL 2D spatial model with an extra dimension to support a 3D space. New audio elements and a listening point were positioned in the 3D space. The extension was designed to be modular so that it was possible to use it in conjunction with other XML languages, such as XHTML and Scalable Vector Graphics (SVG) language. Web forms are one of the key features in the Web, as they offer a way to send user data to a server. A similar feature is therefore desirable in SMIL, which currently lacks forms. The XForms language, due to its modular approach, was used to add this feature to SMIL. An evaluation of this integration was carried out as part of this work. Furthermore, the SMIL player was designed to play out dynamic SMIL documents, which can be modified at run-time and the result is immediately reflected in the presentation. Dynamic SMIL enables execution of scripts to modify the presentation. XML Events and ECMAScript were chosen to provide the scripting functionality. In addition, generic methods to extend SMIL were studied based on the previous extensions. These methods include ways to attach new input and output capabilities to SMIL. To experiment with the extensions, a Synchronized Multimedia Integration Language (SMIL) player was developed. The current final version can play out SMIL 2.0 Basic profile documents with a few additional SMIL modules, such as event timing, basic animations, and brush media modules. The player includes all above-mentioned extensions. The SMIL player has been designed to work within an XML browser called X-Smiles. X-Smiles is intended for various embedded devices, such as mobile phones, Personal Digital Assistants (PDA), and digital television set-top boxes. Currently, the browser supports XHTML, SMIL, and XForms, which are developed by the current research group. The browser also supports other XML languages developed by 3rd party open-source projects. The SMIL player can also be run as a standalone player without the browser. The standalone player is portable and has been run on a desktop PC, PDA, and digital television set-top box. The core of the SMIL player is platform-independent, only media renderers require platform-dependent implementation.reviewe

Annual Research Report, 2010-2011

Annual report of collaborative research projects of Old Dominion University faculty and students in partnership with business, industry and government.https://digitalcommons.odu.edu/or_researchreports/1000/thumbnail.jp