On Online Collaboration and Construction of Shared Knowledge: Assessing Mediation Capability in Computer Supported Argument Visualization Tools

Collaborative Computer-Supported Argument Visualization (CCSAV) has often been proposed as an alternative over more conventional, mainstream platforms for online discussion (e.g., online forums and wikis). CCSAV tools require users to contribute to the creation of a joint artifact (argument map) instead of contributing to a conversation. In this paper we assess empirically the effects of this fundamental design choice and show that the absence of conversational affordances and socially salient information in representation-centric tools is detrimental to the users' collaboration experience. We report empirical findings from a study in which subjects using different collaborative platforms (a forum, an argumentation platform, and a socially augmented argumentation tool) were asked to discuss and predict the price of a commodity. By comparing users' experience across several metrics we found evidence that the collaborative performance decreases gradually when we remove conversational interaction and other types of socially salient information. We interpret these findings through theories developed in conversational analysis (common ground theory) and communities of practice and discuss design implications. In particular, we propose balancing the trade-off between knowledge reification and participation in representation-centric tools with the provision of social feedback and functionalities supporting meaning negotiation

Socially-augmented argumentation tools: rationale, design and evaluation of a debate dashboard

Collaborative Computer-Supported Argument Visualization (CCSAV) is a technical methodology that offers support for online collective deliberation over complex dilemmas. As compared with more traditional conversational technologies, like wikis and forums, CCSAV is designed to promote more critical thinking and evidence-based reasoning, by using representations that highlight conceptual relationships between contributions, and through computational analytics that assess the structural integrity of the network. However, to date, CCSAV tools have achieved adoption primarily in small-scale educational contexts, and only to a limited degree in real world applications. We hypothesise that by reifying conversations as logical maps to address the shortcomings of chronological streams, CCSAV tools underestimate the importance of participation and interaction in enhancing collaborative knowledge-building. We argue, therefore, that CCSAV platforms should be socially augmented in order to improve their mediation capability. Drawing on Clark and Brennan’s influential Common Ground theory, we designed a Debate Dashboard, which augmented a CCSAV tool with a set of widgets that deliver meta-information about participants and the interaction process. An empirical study simulating a moderately sized collective deliberation scenario provides evidence that this experimental version outperformed the control version on a range of indicators, including usability, mutual understanding, quality of perceived collaboration, and accuracy of individual decisions. No evidence was found that the addition of the Debate Dashboard impeded the quality of the argumentation or the richness of content

Collaborative Public Participatory Web Geographic Information System: A Groupware-Based Online Synchronous Collaboration to Support Municipal Planning

Co-PPGIS has a wide variety of applications like municipal planning, emergency response, public health and security, etc. The main focus of this paper is on the development and design of a web collaborative PPGIS (Co-PPGIS) infrastructure. As part of municipality’s planning and management services, Co-PPGIS is developed for real-time map sharing application system. Co-PPGIS is an effective and essential online meeting system for supporting group collaborations on geographic information such as maps and imageries and capturing and sharing of local/domain knowledge in real time. Co-PPGIS permits amalgamation of geospatial data and collaborator’s input in the form of geo-referenced notations. It incorporates coherent components such as map sharing, real-time chat, video conferencing, and geo-referenced textual and graphical notations. The study aims to focus on public participation and geo-collaboration facilitated with information sharing, interactive geo-conferencing, real-time map, and data sharing with tools to draw features or add annotation to the map while discussions, uploading documents, and live communication. Co-PPGIS provides an efficient and reliable platform that will significantly reduce the time to acquire, process, and analyze data. The significance of this study is to contribute to existing public participation practices, to municipal planning, to decision-making, or to geographic information science

Communicating, learning and the in-between: a study of the impact of open-access, informal online learning environments

1. The broad aim of this project has been to contribute understandings of the uses of computer-mediated communication in 'informal' (not leading to certification) yet institutionally-hosted online spaces. The project consisted of an investigation into engagement with communication and discussion tools provided by OpenLearn, the Open University's Open Content Initiative (http://www.open.ac.uk/openlearn). 2. The research focused on a selection of examples of asynchronous and synchronous communication situations within OpenLearn, including a selection of forums from the LearningSpace (http://openlearn.open.ac.uk) and various instances of synchronous communication using FM (FlashMeeting) that took place within the context of two pilot studies organised by the researcher in coordination with discipline-based colleagues. 3. Whilst the research was based on an action research orientation, the approach was predominantly exploratory and ethnographic methods (observation and participant observation) were used, complemented with semi-structured interviews, as appropriate. Thematic analysis was used within a grounded theory approach. 4. The study suggests 5 themes as core elements of engagement in CMC within an OER context: 'validation�; 'privacy�; 'trust�; 'purposefulness�; 'leadership'. The themes are mutually-dependent and each warrants more detailed investigation, and relevant topics are discussed. 5. In short, the study provides a contribution to enquiries on the impact of OERs in that it brings to light, from within a sample of learning situations across the 'informal�/�formal' space, a number of boundary issues concerning curriculum and, in particular, pedagogy. It suggests that a major aspect of the impact of OERs is that their availability is not only creating new challenges but also uncovering previously veiled tensions and questions regarding identity and boundaries. 6. A number of outputs have been generated, including two new projects that capitalise on understandings facilitated during the pilots carried out within the remit of this study

Assessing learners’ satisfaction in collaborative online courses through a big data approach

none4noMonitoring learners' satisfaction (LS) is a vital action for collecting precious information and design valuable online collaborative learning (CL) experiences. Today's CL platforms allow students for performing many online activities, thus generating a huge mass of data that can be processed to provide insights about the level of satisfaction on contents, services, community interactions, and effort. Big Data is a suitable paradigm for real-time processing of large data sets concerning the LS, in the final aim to provide valuable information that may improve the CL experience. Besides, the adoption of Big Data offers the opportunity to implement a non-intrusive and in-process evaluation strategy of online courses that complements the traditional and time-consuming ways to collect feedback (e.g. questionnaires or surveys). Although the application of Big Data in the CL domain is a recent explored research area with limited applications, it may have an important role in the future of online education. By adopting the design science research methodology, this article describes a novel method and approach to analyse individual students' contributions in online learning activities and assess the level of their satisfaction towards the course. A software artefact is also presented, which leverages Learning Analytics in a Big Data context, with the goal to provide in real-time valuable insights that people and systems can use to intervene properly in the program. The contribution of this paper can be of value for both researchers and practitioners: the former can be interested in the approach and method used for LS assessment; the latter can find of interest the system implemented and how it has been tested in a real online course.openElia G.; Solazzo G.; Lorenzo G.; Passiante G.Elia, G.; Solazzo, G.; Lorenzo, G.; Passiante, G

Harnessing Collaborative Technologies: Helping Funders Work Together Better

This report was produced through a joint research project of the Monitor Institute and the Foundation Center. The research included an extensive literature review on collaboration in philanthropy, detailed analysis of trends from a recent Foundation Center survey of the largest U.S. foundations, interviews with 37 leading philanthropy professionals and technology experts, and a review of over 170 online tools.The report is a story about how new tools are changing the way funders collaborate. It includes three primary sections: an introduction to emerging technologies and the changing context for philanthropic collaboration; an overview of collaborative needs and tools; and recommendations for improving the collaborative technology landscapeA "Key Findings" executive summary serves as a companion piece to this full report

Game-Based Learning, Gamification in Education and Serious Games

The aim of this book is to present and discuss new advances in serious games to show how they could enhance the effectiveness and outreach of education, advertising, social awareness, health, policies, etc. We present their use in structured learning activities, not only with a focus on game-based learning, but also on the use of game elements and game design techniques to gamify the learning process. The published contributions really demonstrate the wide scope of application of game-based approaches in terms of purpose, target groups, technologies and domains and one aspect they have in common is that they provide evidence of how effective serious games, game-based learning and gamification can be

Collaboration requirements for project management information systems and its implications to project knowledge management

More and more organizations are changing their way of managing projects, switching from a traditional and controlled to a more flexible bottom-up paradigm, where collaboration and knowledge sharing between internal and external project members are critical factors. In addition, the role of technology is increasing in the context of project management due to greater challenges in today’s technology-enabled work environment, where technology tools are habitually used for collaboration, communication, and deployment of project management practices The purpose of this thesis is to identify and analyze current requirements of project management in project-based organizations regarding collaboration and knowledge management, as well as the impact of these requirements in use by practitioners on improving the management of projects. The research design and methodology were supported by main research questions. In order to collect the evidence to answer the questions a comparative case study approach was selected, which included several project-based organizations in Finland belonging mainly to the IT industry. In addition, the evolution and roadmap of a project management information system was presented and analyzed. The findings reveal the influence of collaboration and knowledge management to be incorporated in the management of projects through the use of socio-collaborative tools. An integrative project management framework combining these tools is presented.fi=Opinnäytetyö kokotekstinä PDF-muodossa.|en=Thesis fulltext in PDF format.|sv=Lärdomsprov tillgängligt som fulltext i PDF-format

Towards an understanding of the learning processes that occur in synchronous online seminars for the professional development of experienced educators

notes: Published through online firstpublication-status: Publishedtypes: ArticleThe National College for School Leadership (now the National College) exists to serve the development needs of school leaders in England. The College has begun to use web conferencing in several areas of its work including its professional development programmes, strategic initiatives and support and networking opportunities. Web conferencing tools offer a range of modes of interaction including audio, chat, text, desktop sharing, presentations and video conferencing. It thus has the potential for multi-process learning. The research reported here investigated the ways in which multi-process learning using these tools can be understood. It asked ‘What insights can be gained into the learning processes occurring in synchronous online seminars involving experienced educators? A literature review was carried out to provide background on the current thinking about learning through web conferencing and to explore factors that might be essential for the collective construction of knowledge in this context. Recorded internal and external NCSL web conferences were chosen as case studies; these provided the data for independent qualitative analysis by each of the researchers. From this analysis a model of the learning processes, identified in the data, was developed and related to the current literature. The major findings and model were further reviewed, in the light of their own web-conferencing experiences, by a large number of expert College educators. The resulting ‘model of multi-process learning in web conferencing’ identifies the part played by social, informational, individual internalisation and coconstruction stages in multi-process learning