Conceptual and socio-cognitive support for collaborative learning in videoconferencing environments

Studies have shown that videoconferences are an effective medium for facilitating communication between parties who are separated by distance. Furthermore, studies reveal that videoconferences are effective when used for distance learning, particularly when learners are engaged in complex collaborative learning tasks. However, as in face-to-face communication, learners benefit most when they receive additional support for such learning tasks. This article provides an overview of three empirical studies to illustrate more general insights regarding some of the more and less effective ways of supporting collaborative learning with videoconferencing. The focus is on conceptual support, such as structural visualization and socio-cognitive support, such as scripts. Based on the results of the three studies, conclusions can be drawn about the conceptual and socio-cognitive support measures that promote learning. Conclusions can also be reached about the need for employing both conceptual and socio-cognitive support to provide learners with the most benefit

Using Ontologies for the Design of Data Warehouses

Obtaining an implementation of a data warehouse is a complex task that forces designers to acquire wide knowledge of the domain, thus requiring a high level of expertise and becoming it a prone-to-fail task. Based on our experience, we have detected a set of situations we have faced up with in real-world projects in which we believe that the use of ontologies will improve several aspects of the design of data warehouses. The aim of this article is to describe several shortcomings of current data warehouse design approaches and discuss the benefit of using ontologies to overcome them. This work is a starting point for discussing the convenience of using ontologies in data warehouse design.Comment: 15 pages, 2 figure

Visualizing and Interacting with Concept Hierarchies

Concept Hierarchies and Formal Concept Analysis are theoretically well grounded and largely experimented methods. They rely on line diagrams called Galois lattices for visualizing and analysing object-attribute sets. Galois lattices are visually seducing and conceptually rich for experts. However they present important drawbacks due to their concept oriented overall structure: analysing what they show is difficult for non experts, navigation is cumbersome, interaction is poor, and scalability is a deep bottleneck for visual interpretation even for experts. In this paper we introduce semantic probes as a means to overcome many of these problems and extend usability and application possibilities of traditional FCA visualization methods. Semantic probes are visual user centred objects which extract and organize reduced Galois sub-hierarchies. They are simpler, clearer, and they provide a better navigation support through a rich set of interaction possibilities. Since probe driven sub-hierarchies are limited to users focus, scalability is under control and interpretation is facilitated. After some successful experiments, several applications are being developed with the remaining problem of finding a compromise between simplicity and conceptual expressivity

Designing Improved Sediment Transport Visualizations

Monitoring, or more commonly, modeling of sediment transport in the coastal environment is a critical task with relevance to coastline stability, beach erosion, tracking environmental contaminants, and safety of navigation. Increased intensity and regularity of storms such as Superstorm Sandy heighten the importance of our understanding of sediment transport processes. A weakness of current modeling capabilities is the ability to easily visualize the result in an intuitive manner. Many of the available visualization software packages display only a single variable at once, usually as a two-dimensional, plan-view cross-section. With such limited display capabilities, sophisticated 3D models are undermined in both the interpretation of results and dissemination of information to the public. Here we explore a subset of existing modeling capabilities (specifically, modeling scour around man-made structures) and visualization solutions, examine their shortcomings and present a design for a 4D visualization for sediment transport studies that is based on perceptually-focused data visualization research and recent and ongoing developments in multivariate displays. Vector and scalar fields are co-displayed, yet kept independently identifiable utilizing human perception\u27s separation of color, texture, and motion. Bathymetry, sediment grain-size distribution, and forcing hydrodynamics are a subset of the variables investigated for simultaneous representation. Direct interaction with field data is tested to support rapid validation of sediment transport model results. Our goal is a tight integration of both simulated data and real world observations to support analysis and simulation of the impact of major sediment transport events such as hurricanes. We unite modeled results and field observations within a geodatabase designed as an application schema of the Arc Marine Data Model. Our real-world focus is on the Redbird Artificial Reef Site, roughly 18 nautical miles offshor- Delaware Bay, Delaware, where repeated surveys have identified active scour and bedform migration in 27 m water depth amongst the more than 900 deliberately sunken subway cars and vessels. Coincidently collected high-resolution multibeam bathymetry, backscatter, and side-scan sonar data from surface and autonomous underwater vehicle (AUV) systems along with complementary sub-bottom, grab sample, bottom imagery, and wave and current (via ADCP) datasets provide the basis for analysis. This site is particularly attractive due to overlap with the Delaware Bay Operational Forecast System (DBOFS), a model that provides historical and forecast oceanographic data that can be tested in hindcast against significant changes observed at the site during Superstorm Sandy and in predicting future changes through small-scale modeling around the individual reef objects

Fostering collaborative knowledge construction with visualization tools

This study investigates to what extent collaborative knowledge construction can be fostered by providing students with visualization tools as structural support. Thirty-two students of Educational Psychology took part in the study. The students were subdivided into dyads and asked to solve a case problem of their learning domain under one of two conditions: 1) with content-specific visualization 2) with content-unspecific visualization. Results show that by being provided with a content-specific visualization tool, both the process and the outcome of the cooperative effort improved. More specifically, dyads under that condition referred to more adequate concepts, risked more conflicts, and were more successful in integrating prior knowledge into the collaborative solution. Moreover, those learning partners had a more similar individual learning outcome

Mobile learning: benefits of augmented reality in geometry teaching

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio

Visualization of database structures for information retrieval

This paper describes the Book House system, which is designed to support children's information retrieval in libraries as part of their education. It is a shareware program available on CD‐ROM or floppy disks, and comprises functionality for database searching as well as for classifying and storing book information in the database. The system concept is based on an understanding of children's domain structures and their capabilities for categorization of information needs in connection with their activities in schools, in school libraries or in public libraries. These structures are visualized in the interface by using metaphors and multimedia technology. Through the use of text, images and animation, the Book House encourages children ‐ even at a very early age ‐ to learn by doing in an enjoyable way, which plays on their previous experiences with computer games. Both words and pictures can be used for searching; this makes the system suitable for all age groups. Even children who have not yet learned to read properly can, by selecting pictures, search for and find those books they would like to have read aloud. Thus, at the very beginning of their school life, they can learn to search for books on their own. For the library community, such a system will provide an extended service which will increase the number of children's own searches and also improve the relevance, quality and utilization of the book collections in the libraries. A market research report on the need for an annual indexing service for books in the Book House format is in preparation by the Danish Library Centre A/S

Coordinating visualizations of polysemous action: Values added for grounding proportion

We contribute to research on visualization as an epistemic learning tool by inquiring into the didactical potential of having students visualize one phenomenon in accord with two different partial meanings of the same concept. 22 Grade 4-6 students participated in a design study that investigated the emergence of proportional-equivalence notions from mediated perceptuomotor schemas. Working as individuals or pairs in tutorial clinical interviews, students solved non-symbolic interaction problems that utilized remote-sensing technology. Next, they used symbolic artifacts interpolated into the problem space as semiotic means to objectify in mathematical register a variety of both additive and multiplicative solution strategies. Finally, they reflected on tensions between these competing visualizations of the space. Micro-ethnographic analyses of episodes from three paradigmatic case studies suggest that students reconciled semiotic conflicts by generating heuristic logico-mathematical inferences that integrated competing meanings into cohesive conceptual networks. These inferences hinged on revisualizing additive elements multiplicatively. Implications are drawn for rethinking didactical design for proportions. © 2013 FIZ Karlsruhe