547 research outputs found
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 learnersâ advancing knowledge, but are often unequally distributed in ad hoc CSCL settings, e.g. a learner being the âtypistâ and another being the âthinkerâ. 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 â 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
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JuxtaLearn D3.2 Performance Framework
This deliverable, D3.2, for Work Package 3 incorporating the pedagogy from WP2 and orchestration factors mapped in D3.1 reviews aspects of performance in the context of participative video making. It reviews literature on curiosity and engagement characteristics of interaction mechanisms for public displays and anticipates requirements for social network analysis of relevant public videos from WP6 task 6.3. Thus, to support JuxtaLearn performance it proposes a reflective performance framework that encompasses the material environment and objects required, the participants, and the knowledge needed
Enhancing Free-text Interactions in a Communication Skills Learning Environment
Learning environments frequently use gamification to enhance user interactions.Virtual characters with whom players engage in simulated conversations often employ prescripted dialogues; however, free user inputs enable deeper immersion and higher-order cognition. In our learning environment, experts developed a scripted scenario as a sequence of potential actions, and we explore possibilities for enhancing interactions by enabling users to type free inputs that are matched to the pre-scripted statements using Natural Language Processing techniques. In this paper, we introduce a clustering mechanism that provides recommendations for fine-tuning the pre-scripted answers in order to better match user inputs
Understanding Idea Creation in Collaborative Discourse through Networks: The Joint Attention-Interaction-Creation (AIC) Framework
In Computer-Supported Collaborative Learning, ideas generated through
collaborative discourse are informative indicators of students' learning and
collaboration. Idea creation is a product of emergent and interactive
socio-cognitive endeavors. Therefore, analyzing ideas requires capturing
contextual information in addition to the ideas themselves. In this paper, we
propose the Joint Attention-Interaction-Creation (AIC) framework, which
captures important dynamics in collaborative discourse, from attention and
interaction to creation. The framework was developed from the networked lens,
informed by natural language processing techniques, and inspired by
socio-semantic network analysis. A case study was included to exemplify the
framework's application in classrooms and to illustrate its potential in
broader contexts
Roles for structuring groups for collaboration
The emergence of productive collaboration benefits from support for group interaction. Structuring is a broad way to refer to such support, as part of which roles have become a boundary object in computer-supported collaborative learning. The term structuring is related toâyet distinct fromâother approaches to support such as scaffolding, structured interdependence, and scripting. Roles can be conceived as a specific (set of) behavior(s) that can be taken up by an individual within a group. They can be assigned in advance or emerge during group interaction. Roles raise individual group memberâs awareness of their own and fellow group memberâs responsibilities, and they make an individualâs responsibilities toward the groupâs functioning visible for all group members. In future research, pedagogical issues with respect to role design, assignment, and rotation as well as automated detection and visualization of emergent roles, should be addressed
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Towards teacher-led design inquiry of learning
This paper proposes âteacher-led design inquiry of learningâ as a new model of educational practice and professional development. This model combines four existing models. It integrates teacher inquiry into student learning, learning design, and learning analytics, and aims to capture the essence of the synergy of these three fields.
Furthermore, we identify how learning analytics and the integrated model inform each other and could help integrating learning analytics into teachersâ practice. The last claim is demonstrated through an illustrative scenario. We envision that the integration of the four models could help teachers align both the improvement of their practices and the orchestration of their classrooms. Future empirical investigation is envisaged using a design based research framework and participatory design approach to engage teachers with the integrated model in a professional development process. We envisage that the integrated model will promote quality enhancement in education at a personal and collective level, and will be used to design better learning analytics, learning design and learning enactment tools. The main limitation of the integrated model is that it requires organizational changes, and allocation of resources, in order to allow it to significantly impact practice
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