A story environment for learning object annotation and collection : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Computer Science at Massey University, Palmerston North, New Zealand

With the increase in computer power, network bandwidth and availability, e-learning is used more and more widely. In practice e-learning can be applied in a variety of ways, such as providing electronic resources to support teaching and learning, developing computer based tutoring programs or building computer supported collaborative learning environments. Nowadays e-learning becomes significantly important because it can improve the quality of learning through using interactive computers, online communications and information systems in ways that other teaching methods cannot achieve. The important advantage of e-learning is that it offers learners a large amount of sharable and reusable learning resources. The current approaches such as Internet search and learning object repository does not effectively help users to search for appropriate learning objects. The original story concept introduces a new semantic layer between collections of learning objects and learning material. The basic idea of the story concept is to add an interpretative, semantically rich layer, informally called 'Story' between learning objects and learning material that links learning objects according to specific themes and subjects (Heinrich & Andres, 2003a). One motivation behind this approach is to put a more focused, semantic layer on top of untargeted metadata that are commonly used to describe a single learning object. Speaking from an e-learning context the stories build on learning objects and become information resources for learning material. The overall aim of this project was to design and build a story environment to realize the above story concept. The development of the story environment includes story metadata, story environment components, the story browsing and authoring processes, and tools involved in story browsing and authoring. The story concept suggests different types of metadata should be used in a story. This project developed those different metadata specifications to support story environment. Two prototypes of tools have been designed and implemented in this project to allow users to evaluate the story concept and story environment. The story browser helps story readers to read the story narrative and look at a story from different perspectives. The story authoring tool is used by the story authors to author a story. The future work of this project has been identified in the area of adding features of current tools, user testing and further implementation of the story environment

Facilitating Collaborative Learning in 3D Virtual Worlds. A Qualitative Meta Study.

This master thesis serves to investigate how collaborative learning can be facilitated in 3D virtual environments. The objective was to see how 3D virtual worlds could be applied when conducting collaborative learning, both formal and informal. I was also interested in reflection as a part of collaborative learning processes, and chose to integrate this into my research questions: 1. How can 3D virtual worlds, like SecondLife, facilitate collaborative learning? 2. How can one use virtual worlds for collaborative learning-purposes in both formal and informal learning situations? 3. In what way can reflection be beneficial to collaborative learning in virtual worlds? SecondLife is a widely used 3D virtual world, utilized in a variety of learning situations. Its design and layout seem conducive to creating spaces that facilitate collaboration, and supports both formal and informal learning. I have used a variety of theoretical frameworks and perspectives to structure the thesis, and form the basis for the discussions and conclusions. I have utilized constructivist learning theory to describe the collaborative learning facilitated through virtual environments. This is due to the generous focus on collaboration and team-work throughout this thesis. As collaborative-learning situations enable the creation of shared practices and understanding, I will discuss the perspectives surrounding communities of practice, first coined by Lave and Wenger (Wenger 2000). Computer-supported collaborative learning is a perspective that serves to integrate technology and learning, and I have relied on this to contextualize the examples used, the CAMO-project being one of them. Its objective was to create cultural awareness in military operations, through collaborative simulations in a virtual Afghan village. The other example involved nursing students, who practiced communication skills with fatally ill patients and their relatives. Both examples highlights the opportunities for collaborative learning in virtual environments. Taking advantage of new technology for learning purposes, could create new possibilities for learning, maybe particularly collaborative learning. This is an important topic, as it could facilitate better and more motivating learning methods. Research Method and Data Analysis As this thesis is a qualitative Meta study, I relied on interviewing as my main data collecting method. I interviewed three practitioners within the field of technology and learning. They had earlier collaborated as facilitators in the CAMO-project, and also possessed a variety of experiences with 3D virtual worlds and learning. The data collected was analyzed and categorized through an iterative process. I worked with the transcribed interviews and notes, in several stages to analyze and attain the best categorizations for the data gathered. These five categories included: 1. SecondLife as a Learning Environment, 2. Comparison Between Different 3D Virtual Worlds, 3. Collaborative Learning, 4. Formal and Informal Learning and 5.Dialogue and Reflection. These categories helped me present the most valuable data andformed the basis for the discussion. Findings and Main Conclusions The informants and the theoretical framework both supported 3D virtual worlds and the opportunities within these platforms to contain great potential for collaborative work. As collaborative learning requires participants to socially interact and communicate with each other, the suitability relies on the communication options and features within the learning platform. SecondLife and other 3D virtual worlds are often created to serve as arenas for socialization, they are therefore well equipped with the necessary communication tools. To facilitate both formal and informal learning there are aspects that need to be present. Within 3D virtual worlds there needs to be possibilities to plan and design formally structured exercises, as well as unstructured informal activities. The informants were generally favorable to utilizing virtual environments for informal learning purposes, but disagreed on the formal learning possibilities. However, there are numerous examples of 3D virtual worlds being utilized for formal learning practices, and all the informants have had positive experiences with lectures and seminars conducted virtually. Reflective practice, most notably known through the work of Donald. A. Schön, proposes the importance of dialogues and reflection sessions, for participants in collaborative learning activities (Schön, 1983). This was a major part of the CAMO-project, and enabled the participants to express, challenge and reflect on the learning experience. The informants were unanimous in their perceived importance of reflection, to attain the most valuable learning outcome. They saw this as an important aspect of collaborative learning

Computer support for collaborative learning environments

This paper deals with computer support for collaborative learning environments. Our analysis is based on a moderate constructivist view on learning, which emphasizes the need to support learners instructionally in their collaborative knowledge construction. We will first illustrate the extent to which the computer can provide tools for supporting collaborative knowledge construction. Secondly, we will focus on instruction itself and show the kinds of advanced instructional methods that computer tools may provide for the learners. Furthermore, we will discuss the learners’ prerequisites and how they must be considered when constructing learning environments.Dieser Bericht behandelt die Unterstützung kooperativer Lernumgebungen durch den Einsatz von Computern. Der theoretische Hintergrund greift auf einen moderaten Konstruktivismus zurück, der die Notwendigkeit einer instruktionalen Unterstützung für die gemeinsame Wissenskonstruktion betont. Darauf aufbauend beschreibt der Bericht in einem ersten Schritt, wie der Computer Werkzeuge zur gemeinsamen Wissenskonstruktion bereitstellen kann. Im zweiten Teil steht die Instruktion für das kooperative Lernen im Vordergrund. Dabei werden Methoden instruktionaler Unterstützung vorgestellt, die computerbasierte Werkzeuge für die gemeinsame Wissenskonstruktion bereitstellen, insbesondere Skripts und inhaltliche Strukturvorgaben. Darüber hinaus beschreibt der Bericht, inwieweit individuelle Lernereigenschaften, wie z.B. das Vorwissen, einen Einfluss auf die Realisierung von Lernumgebungen haben

From multiple perspectives to shared understanding

The aim of this study was to explore how learners operating in a small group reach shared understanding as they work out joint research questions and build a theoretical framework and to identify the resources and tools they used in the process. The learners’ own interpretations of their group activities and learning were also taken into account. The data, consisting of group discussions and the documents produced by the group, were subjected to a qualitative content analysis. The group members employed a variety of resources and tools to exchange their individual perspectives and achieve shared understanding. Summaries of relevant literature laid a foundation for the group’s theoretical discussions. Reflective comparisons between their book knowledge and their personal experiences of online interaction and collaboration were frequent, suggesting that such juxtapositions may have enhanced their learning by intertwining the content to be mastered and the activities entailed by this particular content

Facilitating collaborative knowledge construction in computer-mediated learning with structuring tools

Collaborative knowledge construction in computer-mediated learning environments puts forward difficulties regarding what tasks learners work on and how learners interact with each other. For instance, learners who collaboratively construct knowledge in computer-mediated learning environments sometimes do not participate actively or engage in off-task talk. Computer-mediated learning environments can be endorsed with socio-cognitive structuring tools that structure the contents to be learned and suggest specific interactions for collaborative learners. In this article, two studies will be reported that applied content- and interaction-oriented structuring tools in computer-mediated learning environments based on electronic bulletin boards and videoconferencing technologies. In each study the factors "content-oriented structuring tool" and "interaction-oriented structuring tool" have been independently varied in a 2X2-factorial design. Results show that interaction-oriented structuring tools substantially foster the processes of collaborative knowledge construction as well as learning outcomes. The content-oriented structuring tools facilitate the processes of collaborative knowledge construction, but have no or negative effects on learning outcome. The findings will be discussed against the background of recent literatGemeinsame Wissenskonstruktion in computervermittelten Lernumgebungen birgt Schwierigkeiten in Bezug darauf, welche Aufgaben Lernende bearbeiten und wie sie dabei miteinander interagieren. Lernende, die gemeinsam Wissen in computervermittelten Lernumgebungen konstruieren, nehmen z. B. manchmal nicht aktiv an der Bearbeitung von Lernaufgaben teil oder beschäftigen sich mit inhaltsfremden Themen. Computervermittelte Lernumgebungen können mit Hilfe sozio-kognitiver Strukturierungswerkzeuge unterstützt werden, die die Lerninhalte vorstrukturieren und den Lernenden spezifische Interaktionen nahe legen. In diesem Beitrag werden zwei Studien berichtet, die inhalts- und interaktionsbezogene Strukturierungswerkzeuge in computervermittelten Lernumgebungen, die auf web-basierten Diskussionsforen und Videokonferenz-Technologien beruhen, zum Einsatz gebracht und analysiert haben. In jeder der Studien wurden die Faktoren "inhaltsbezogenes Strukturierungswerkzeug" und "interaktionsbezogenes Strukturierungswerkzeug" unabhängig voneinander in einem 2X2-Design variiert. Die Ergebnisse zeigen, dass interaktionsbezogene Strukturierungswerkzeuge die Prozesse sowie die Ergebnisse gemeinsamer Wissenskonstruktion substanziell fördern können. Die inhaltsbezogenen Strukturierungswerkzeuge unterstützen die Prozesse gemeinsamer Wissenskonstruktion, zeitigen aber keine oder negative Effekte auf die Lernergebnisse. Die Befunde werden vor dem Hintergrund aktueller theoretischer Ansätze diskut

Analytic frameworks for assessing dialogic argumentation in online learning environments

Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in argumentation. This review first considers the range of functionalities incorporated within these online environments. The review then presents five categories of analytic frameworks focusing on (1) formal argumentation structure, (2) normative quality, (3) nature and function of contributions within the dialog, (4) epistemic nature of reasoning, and (5) patterns and trajectories of participant interaction. Example analytic frameworks from each category are presented in detail rich enough to illustrate their nature and structure. This rich detail is intended to facilitate researchers’ identification of possible frameworks to draw upon in developing or adopting analytic methods for their own work. Each framework is applied to a shared segment of student dialog to facilitate this illustration and comparison process. Synthetic discussions of each category consider the frameworks in light of the underlying theoretical perspectives on argumentation, pedagogical goals, and online environmental structures. Ultimately the review underscores the diversity of perspectives represented in this research, the importance of clearly specifying theoretical and environmental commitments throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future development of online learning environments for argumentation

Epistemic and social scripts in computer-supported collaborative learning

Collaborative learning in computer-supported learning environments typically means that learners work on tasks together, discussing their individual perspectives via text-based media or videoconferencing, and consequently acquire knowledge. Collaborative learning, however, is often sub-optimal with respect to how learners work on the concepts that are supposed to be learned and how learners interact with each other. One possibility to improve collaborative learning environments is to conceptualize epistemic scripts, which specify how learners work on a given task, and social scripts, which structure how learners interact with each other. In this contribution, two studies will be reported that investigated the effects of epistemic and social scripts in a text-based computer-supported learning environment and in a videoconferencing learning environment in order to foster the individual acquisition of knowledge. In each study the factors ‘epistemic script’ and ‘social script’ have been independently varied in a 2×2-factorial design. 182 university students of Educational Science participated in these two studies. Results of both studies show that social scripts can be substantially beneficial with respect to the individual acquisition of knowledge, whereas epistemic scripts apparently do not to lead to the expected effects

Designing for interaction

At present, the design of computer-supported group-based learning (CS)GBL) is often based on subjective decisions regarding tasks, pedagogy and technology, or concepts such as ‘cooperative learning’ and ‘collaborative learning’. Critical review reveals these concepts as insufficiently substantial to serve as a basis for (CS)GBL design. Furthermore, the relationship between outcome and group interaction is rarely specified a priori. Thus, there is a need for a more systematic approach to designing (CS)GBL that focuses on the elicitation of expected interaction processes. A framework for such a process-oriented methodology is proposed. Critical elements that affect interaction are identified: learning objectives, task-type, level of pre-structuring, group size and computer support. The proposed process-oriented method aims to stimulate designers to adopt a more systematic approach to (CS)GBL design according to the interaction expected, while paying attention to critical elements that affect interaction. This approach may bridge the gap between observed quality of interaction and learning outcomes and foster (CS)GBL design that focuses on the heart of the matter: interaction

Desktop multimedia environments to support collaborative distance learning

Desktop multimedia conferencing, when two or more persons can communicate among themselves via personal computers with the opportunity to see and hear one another as well as communicate via text messages while working with commonly available stored resources, appears to have important applications to the support of collaborative learning. In this paper we explore this potential in three ways: (a) through an analysis of particular learner needs when learning and working collaboratively with others outside of face-to-face situations; (b) through an analysis of different forms of conferencing environments, including desktop multimedia environments, relative to their effectiveness in terms of meeting learner needs for distributed collaboration; and (c) through reporting the results of a formative evaluation of a prototype desktop multimedia conferencing system developed especially for the support of collaborative learning. Via these analyses, suggestions are offered relating to the functionalities of desktop multimedia conferencing systems for the support of collaborative learning, reflecting new developments in both the technologies available for such systems and in our awareness of learner needs when working collaboratively with one other outside of face-to-face situations

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 – 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