19,346 research outputs found
Vicarious learning through capturing taskâdirected discussions
The vicarious learner group has been developing a multimedia database system to promote and enhance the role of dialogue in learning. A specific interest, and the origin of the projects' collective name, is in the question of whether and how dialogue can be helpfully âreusedâ. What benefits can students gain from dialogue as observers, not just as participants? We describe our initial attempts to generate and capture educationally effective discourse exchanges amongst and between students and tutors. Problems encountered with available CMC discourse formats led to our development of a set of Task Directed Discussions (TDDs). A mediumâsized corpus of discourse exchanges was collected using the TDDs. A selection of nearly two hundred of these TDD exchanges formed the multimedia discourse database to the implemented prototype system, Dissemination. Initial results from a controlled experiment and evaluation of Dissemination are outline
A tutorial task and tertiary courseware model for collaborative learning communities
RAED provides a computerised infrastructure to support the development and administration of Vicarious Learning in collaborative learning communities spread across multiple universities and workplaces. The system is based on the OASIS middleware for Role-based Access Control. This paper describes the origins of the model and the approach to implementation and outlines some of its benefits to collaborative teachers and learners
Online interactivity: best practice based on two case studies
The purpose of this paper is to identify and explore best practice in the effective support of online interactivity. Five key issues related to best practice are delineated, based on the experience derived from two case studies. The first case study involved online, collaborative work carried out by twenty-six conversion M.Sc. students following a module onâInteractive Multimedia Systems'. The online group work was structured around the production of essay-style critiques and the development of prototype multimedia resources. The discussions were structured using the bulletin board facility in WebCT. The second study involved sixty-four second-year undergraduate students following a module onâCommunication via Multimediaâ. These students were involved in assessed online discussion groups that aimed to foster a community in enquiry and provide an opportunity for vicarious learning. The assessed discussion groups were based on Netscape Collabra. A comparison of the experience of these two case studies led to the identification of a set of five key issues relating to best practice in the effective support of online interactivity. The first four issues concern the design and implementation of the online learning experiences. The fifth issue involves reflection and improvement on the interventions mad
Learning relationships from theory to design
This paper attempts to bridge the psychological and anthropological views of situated learning by focusing on the concept of a learning relationship, and by exploiting this concept in our framework for the design of learning technology. We employ Wenger's (1998) concept of communities of practice to give emphasis to social identification as a central aspect of learning, which should crucially influence our thinking about the design of learning environments. We describe learning relationships in terms of form (oneâtoâone, oneâtoâmany etc.), nature (explorative, formative and comparative), distance (firstâ, secondâorder), and context, and we describe a first attempt at an empirical approach to their identification and measurement
How can I produce a digital video artefact to facilitate greater understanding among youth workers of their own learning-to-learn competence?
In Ireland, youth work is delivered largely in marginalised communities and through non-formal and informal learning methods. Youth workers operate in small isolated organisations without many of the resources and structures to improve practice that is afforded to larger formal educational establishments. Fundamental to youth work practice is the ability to identify and construct learning experiences for young people in non-traditional learning environments. It is therefore necessary for youth workers to develop a clear understanding of their own learning capacity in order to facilitate learning experiences for young people.
In the course of this research, I attempted to use technology to enhance and support the awareness among youth workers of their own learning capacity by creating a digital video artifact that explores the concept â learning-to-learn. This study presents my understanding of the learning-to-learn competence as, I sought to improve my practice as a youth service manager and youth work trainer.
This study was conducted using an action research approach. I designed and evaluated the digital media artifact â âLennyâs Questâ in collaboration with staff and trainer colleagues in the course of two cycles of action research, and my research was critiqued and validated throughout this process
Charting the role of the online teacher in higher education: winds of change
The purpose of this paper is to examine the role of the online teacher at the University of Southern Queensland, Australia. In this paper, it is intended to identify
the issues and dilemmas facing those who are navigating the online teaching environment, to elaborate on the issues/dilemmas, and to offer some ways of addressing these issues by referring to the responses of experienced practitioners, online students, to the literature and to data collected for an Australian Government-funded educational evaluation project. Much of the data presented in this paper relates to an online course, Designing Instruction for Flexible Learning, which is part of the totally online initiative, launched at USQ in 1997. The authors of this paper have been involved in both teaching and instructional design of online courses for several years and have identified a significant shift in the role of the online teacher
Presenting Arguments as Fictive Dialogue
Presentation of an argument can take many different forms ranging from a monologue to advanced graphics and diagrams. This paper investigates the presentation of one or more arguments in the form of a fictive dialogue. This technique was already employed by Plato, who used fictive conversations between Socrates and his contemporaries to put his arguments forward. Ever since, there have been influential authors â including Desiderius Erasmus, Sir Thomas More and Mark Twain â that have used dialogue in this way. In this paper, we define the notion of a fictive dialogue, motivate it is as a topic for investigation, and present a qualitative and quantitative study of five fictive dialogues by well-known authors. We conclude by indicating how our preliminary and ongoing investigations may inform the development of systems that automatically generate argumentative fictive dialogue
Argument Strength is in the Eye of the Beholder: Audience Effects in Persuasion
Americans spend about a third of their time online, with many participating
in online conversations on social and political issues. We hypothesize that
social media arguments on such issues may be more engaging and persuasive than
traditional media summaries, and that particular types of people may be more or
less convinced by particular styles of argument, e.g. emotional arguments may
resonate with some personalities while factual arguments resonate with others.
We report a set of experiments testing at large scale how audience variables
interact with argument style to affect the persuasiveness of an argument, an
under-researched topic within natural language processing. We show that belief
change is affected by personality factors, with conscientious, open and
agreeable people being more convinced by emotional arguments.Comment: European Chapter of the Association for Computational Linguistics
(EACL 2017
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