55 research outputs found
The occurrence and character of stories and story-telling in a computer conference.
Abstract: Constructivist views of online interaction often refer to the power of stories and the role of story-telling in the sharing and construction of knowledge, and the creation of learning communities. No empirical evidence of the presence or character of stories in online conferences has been systematically reported, however. This study described the occurrence of stories in a CMC (computer-mediated communication) transcript generated by experienced online communicators (graduate students), in relation to some of the expectations of a constructivist view of narrative in online interaction, and in contrast with a historical model for describing face-to-face interaction (Bales, 1950). Findings included the observation that, while stories occurred in about 1 posting in 5, students used stories markedly more often than the instructor-moderator; stories tended to be descriptive, rather than analytic, advisory, or hortatory; gender was not an issue in story use; and both story and non-story postings were highly group-supportive, providing information and answers to questions, and avoiding negative social interactions (a finding noted previously in moderated, academic conferences)
Annual Report Of Research and Creative Productions by Faculty and Staff from January to December, 1997.
Annual Report Of Research and Creative Productions by Faculty and Staff from January to December, 1997
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Weevil: a Tool to Automate Experimentation With Distributed Systems ; CU-CS-980-04
Web-Based Training
Current Web-based training (WBT) is based upon systematic research and experience with strategies for improving learning
and instruction, beginning in the early part of the 20th century and continuing to the present. Use of the World-Wide Web for
delivery may improve access to training, but the effectiveness of the resulting training and the usefulness of the outcomes is
chiefly dependent upon the quality of the instructional design and the completeness of the support package provided. Factors
that impact WBT quality, and which must be addressed in design and implementation processes, include assessment and
accommodation of trainees previous learning experiences, training expectations, and overall readiness for new training;
availability and familiarity to trainees and trainers of appropriate delivery technologies; presence of technical support;
opportunities for interaction with the trainer and other trainees; the preparation and practices of trainers; corporate support and
recognition; trainees capacities and expectations for independent and self-directed learning; and the presence of relevant,
quality online training materials.
WBT creates changes and may thus produce stresses in the training environment, as well as efficiencies. Reduction in travel
and subsistence requirements means cost savings, but may also be seen by trainees as depriving them of opportunities to meet
with each other face-to-face; self-pacing means trainees may proceed independently and at their own rate, but also that group
support may be reduced (unless a cohort model is adopted); use of the Internet for delivery of training materials may foster
trainee independence, but may also result in confusion for some trainees used to print materials and a paced, group delivery
model; trainers no longer have to lecture as materials (always high quality, and often multimedia-based) are prepared in
advance, but some may resent the loss of their role at center-stage; trainees are more responsible for their own learning, which
may reflect the autonomy of adult responsibility common in the other areas of their lives, but this may be different from the
expectations of some for how training should be conducted.
To achieve the efficiencies and advantages well-designed and -managed WBT may offer, adopting organizations must make
adjustments. Managers may need to show concrete support for online training by permitting trainees to use corporate
resources during company time, to assure access to adequate bandwidth. Trainers may need to master new skills and be
willing to adopt new roles less concerned with information dissemination and more involved with meeting individual trainees
expressed needs. Trainees themselves may also need new skills, and may need to exercise more independence and selfdirection
in their learning.
As technologies become more available to support WBT, and as more models of successful WBT are available, the
commitment to this delivery model is predicted to continue to grow. The previous corporate experience of the productivity
paradox in relation to computers, in which some succeeded in improving productivity while others did notand some even
experienced productivity losseswill need to be avoided, especially in relation to promising innovations such as reusable
learning objects. Similarly, arrival of the noncommercial new Internets in Canada and the United States constitute a fresh
start, an opportunity to demonstrate the value of these resources for academic and research purposes.
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Choices of the right technologies, effective use of these choices, attention to security and privacy concerns, adequate training
and support of users at all levels, assurance of timely and convenient technology access, an
The impact of learning styles on student grouping for collaborative learning: a case study
The final publication is available at Springer via http://dx.doi.org/10.1007/s11257-006-9012-7Learning style models constitute a valuable tool for improving individual learning by the use of adaptation techniques based on them. In this paper, we present how the benefit of considering learning styles with adaptation purposes, as part of the user model, can be extended to the context of collaborative learning as a key feature for group formation. We explore the effects that the combination of students with different learning styles in specific groups may have in the final results of the tasks accomplished by them collaboratively. With this aim, a case study with 166 students of computer science has been carried out, from which conclusions are drawn. We also describe how an existing web-based system can take advantage of learning style information in order to form more productive groups. Our ongoing work concerning the automatic extraction of grouping rules starting from data about previous interactions within the system is also outlined. Finally, we present our challenges, related to the continuous improvement of collaboration by the use and dynamic modification of automatic grouping rules.This project has been funded by the Spanish Ministry of Science and Education, TIN2004-03140
Application of the Activity Framework for Assessing Aquatic Ecotoxicology Data for Organic Chemicals
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