A Web-based System for Observing and Analyzing Computer Mediated Communications

Tracking data of user's activities resulting from Computer Mediated Communication (CMC) tools (forum, chat, etc.) is often carried out in an ad-hoc manner, which either confines the reusability of data in different purposes or makes data exploitation difficult. Our research works are biased toward methodological challenges involved in designing and developing a generic system for tracking user's activities while interacting with asynchronous communication tools like discussion forums. We present in this paper, an approach for building a Web-based system for observing and analyzing user activity on any type of discussion forums

Accompagner/Encourager l'autonomie des apprenants via un Livret Numérique de Compétences en Réussite Etudiante (LiCoRé)

National audienceNotre proposition vise à présenter une démarche d'accompagnement vers l'autonomie des étudiants universitaires intégrant la conception d'une application informatique d'un Livret participatif de Compétences en Réussite Etudiante (LiCoré). L'objectif final est de permettre aux utilisateurs d'être rapidement affiliés dans le monde universitaire et d'être de ce fait capable d'y réussir. Au cours de l'année 2015-2016, une première version du prototype LiCoré a été développée et un test utilisateur a été réalisé. Nous proposons des résultats de ce test et les premiers retours d'intégration de la démarche pédagogique dans un contexte universitaire. Abstract. The research effort presented in this paper covers an approach that supports the autonomy of university students by providing them with an application called LiCoré. Designed and implemented as a participatory Booklet for Student Success Skills, LiCoré's main goal is to enable the university students to be rapidly affiliated with the academic world and thus be able to succeed. During 2015 and 2016, the first version of the LiCoré prototype was developed and an experiment has been carried out. We discuss in this paper, the outcomes of the experiment and some results of the educational approach integration in a university context

Utilisation des traces comme outils réflexifs pour les apprenants et les enseignants à distance : application aux communications médiatisées

Afin de fournir du soutien aux apprenants et aux tuteurs pendant et après leurs activités de communication médiatisée (CMC en anglais pour Computer-Mediated Communication), nous menons une recherche qui se focalise sur le traçage et l\u27exploitation des traces CMC en situations d\u27apprentissage à distance. Nous avons traité des problématiques autour de (i) la collecte des traces, (ii) la représentation des traces, et (iii) l\u27analyse et la visualisation des traces. Les éléments de réponse à ces problématiques sont : - Une approche de traçage pour les outils CMC : Pour tracer finement les activités CMC, nous proposons d\u27effectuer l\u27observation non seulement du côté des serveurs, mais également sur les postes clients. Nous distinguons 3 types d\u27interactions : les IHM (Interaction Homme-Machine), les IHHM (Interactions Homme-Hommes Médiatisées par les machines), et les IMM (Interactions Machine-Machines) et 2 types d\u27actions : les AU (Action utilisateur en dehors de l\u27environnement informatique et non médiatisée) et les AM (Action Machine sans action de l\u27utilisateur). - Modèle général de traces CMC : Le modèle général permet la représentation et structuration des traces CMC dans un format numérique commun indépendant des outils de communication. - Plate-forme TrAVis : Nous avons développé la plate-forme TrAVis (Tracking Data Analysis and Visualization) permettant aux tuteurs et apprenants d\u27analyser et de visualiser en temps réel les traces CMC. TrAVis a pour objectif d\u27assister les tuteurs dans les tâches de suivi et d\u27évaluation des activités collectives des apprenants en leur proposant différents outils pour construire et visualiser des indicateurs d\u27interactions

Using Students’ Tracking Data in E-learning: Are We Always Aware of Security and Privacy Concerns

International audienceThis paper presents a study on security and privacy concerns in E-learning. The study has been conducted along with our research effort that focuses on tracking students’ activities on Computer-Mediated Communication tools (e.g. discussion forum, blog, wiki, etc.). It aims to express our attention on technical and ethical aspects of using tracking approach in the learning process. While the study covers an analysis of some existing research data of security in E- learning and user privacy protection provisions, it helps us gain a broader perspective of utilizing the tracking approach in our research. The major contribution of this paper is that it raises an awareness of the relevant issues, which are often neglected in the research efforts that implicate user tracking and personal data usage for instructional purposes

Privacy Concerns in E-learning: Is Using Tracking System a Threat?

International audienceThis paper presents a study on security and privacy concerns in E-learning. The study has been conducted along with our research effort that focuses on tracking students’ activities on Computer-Mediated Communication tools (e.g. discussion forum, blog, wiki, etc.). It aims to express our attention on technical and ethical aspects of using tracking approach in the learning process. While the study covers an analysis of some existing research data of security in E-learning and user privacy protection provisions, it helps us gain a broader perspective of utilizing the tracking approach in our research. The major contribution of this paper is awareness-raising of the relevant issues, which are often neglected in the research efforts that implicate user tracking and personal data usage for instructional purposes

Using Learning Tracking Data to Support Students’ Self-Monitoring

International audienceThis paper presents TrAVis (Tracking Data Analysis and Visualization Tools), a Web-based system, implemented to assist the participants in the learning process in analyzing the tracking data of Computer- Mediated Communication activities. While most of the existing systems in the same genre are exclusively dedicated to the teachers and only a few are accessible by students, TrAVis is objectively designed and built for both teachers and students. TrAVis is a technological solution that enables the students to monitor in real-time the individual or group activity. It is also considered a “reflective tool” that helps students analyze their own activities in relation to those of others. This paper focuses on (a) the visualization of students’ tracking data to enhance self-monitoring process and (b) the experiment we have conducted in an authentic learning situation. It also discusses the feedbacks we received from the students regarding their perception on the usability and utility of TrAVis

Using Students’ Tracking Data in E-learning: Are We Always Aware of Security and Privacy Concerns

International audienceThis paper presents a study on security and privacy concerns in E-learning. The study has been conducted along with our research effort that focuses on tracking students’ activities on Computer-Mediated Communication tools (e.g. discussion forum, blog, wiki, etc.). It aims to express our attention on technical and ethical aspects of using tracking approach in the learning process. While the study covers an analysis of some existing research data of security in E- learning and user privacy protection provisions, it helps us gain a broader perspective of utilizing the tracking approach in our research. The major contribution of this paper is that it raises an awareness of the relevant issues, which are often neglected in the research efforts that implicate user tracking and personal data usage for instructional purposes

Utilisation des traces comme outils réflexifs pour les apprenants et les enseignants à distance (application aux communications médiatisées)

This research effort focuses particularly on the traces of synchronous and asynchronous interactions on Computer-Mediated Communication tools (CMC), in situations of discussions, negotiations and arguments among learners. The main objective is to study how to use the collected traces to design "reflexive tools" for the participants in the learning process. Reflexive tools refer to the useful data indicators computed from the collected traces that support the participants in terms of awareness, assessment and evaluation of their CMC activities. We explored different tracking approaches and their limitations regarding traces collection, traces structuring, and traces visualization. To improve upon these limitations, we have proposed (i) an explicit tracking approach to efficiently track the CMC activities, (ii) a generic model of CMC traces to answer to the problems of CMC traces structuring, interoperability and reusability, and (iii) a platform TrAVis (Tracking Data Analysis and Visualization tools), specifically designed and developed to assist the participants, both the tutors and learners in the task of exploiting the CMC traces. Another crucial part of this research is the design of data indicators. The main objective is to propose different sets of data indicators in graphical representations in order to enhance the visualization and analysis of the information of CMC activities. Three case studies and an experiment in an authentic learning situation have been conducted during this research work to evaluate the technical aspects of the tracking approach and the utility of TrAVis according to the pedagogical and learning objectives of the participants.Afin de fournir du soutien aux apprenants et aux tuteurs pendant et après leurs activités de communication médiatisée (CMC en anglais pour Computer-Mediated Communication), nous menons une recherche qui se focalise sur le traçage et l exploitation des traces CMC en situations d apprentissage à distance. Nous avons traité des problématiques autour de (i) la collecte des traces, (ii) la représentation des traces, et (iii) l analyse et la visualisation des traces. Les éléments de réponse à ces problématiques sont : - Une approche de traçage pour les outils CMC : Pour tracer finement les activités CMC, nous proposons d effectuer l observation non seulement du côté des serveurs, mais également sur les postes clients. Nous distinguons 3 types d interactions : les IHM (Interaction Homme-Machine), les IHHM (Interactions Homme-Hommes Médiatisées par les machines), et les IMM (Interactions Machine-Machines) et 2 types d actions : les AU (Action utilisateur en dehors de l environnement informatique et non médiatisée) et les AM (Action Machine sans action de l utilisateur). - Modèle général de traces CMC : Le modèle général permet la représentation et structuration des traces CMC dans un format numérique commun indépendant des outils de communication. - Plate-forme TrAVis : Nous avons développé la plate-forme TrAVis (Tracking Data Analysis and Visualization) permettant aux tuteurs et apprenants d analyser et de visualiser en temps réel les traces CMC. TrAVis a pour objectif d assister les tuteurs dans les tâches de suivi et d évaluation des activités collectives des apprenants en leur proposant différents outils pour construire et visualiser des indicateurs d interactions.VILLEURBANNE-DOC'INSA LYON (692662301) / SudocSudocFranceF

A Closer Look at Tracking Human & Computer Interactions in Web-based Communications

International audienceKeeping track of user's communication activities in Web-based environments has always been considered a complex task. It requires tracking systems that are capable of efficiently tracking users' activities and producing tracking data that can be useful to various users. The objectives of this paper are twofold: (i) to present an approach for better observing the different levels of Human & Computer Interactions during a Computer Mediated Communication activity, and (ii) to present the technical aspects of a Web-based tracking system for communication tools such as discussion forums. Our research applications can be applied to educational settings. In this paper, we focus particularly on what, where, when and how to collect as thoroughly as possible the tracking data of user communication activity in distance learning situations. We also present the three cases of experiments that we have conducted, along with the results analysis, and some examples of how we can exploit the tracking data to support the participants in the learning process

Tracking, Analyzing, and Visualizing Learners’ Activities on Discussion Forum

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