How You Question is What You Get: Collective Inquiry Dialogues in Online Forums

In today’s networked environment, online forums emerge as a popular form of social structures that provides greater opportunities for learning from external resources without pre-established knowledge network. However, our inquiries in online forums do not always generate knowledge desideratum satisfactorily. A few recent studies noticed that communication practices become a means to characterize online forums and influences on effectiveness of collaborative learning. Our preliminary case study in an enduring online forum showed that how dialogue unfolds, i.e., asking questions and suggesting hypothetical solutions, shapes different dynamisms of collaborative learning; some dialogues are highly generative, drawing broad attention, surfacing multiple voices, and producing new knowledge through active reflection, refinement, and exploration; but some fail to be generative and display narrow, inadequate inquiry. Given the importance of dialogue and structures of interaction for learning, we propose to study how different dialogue practices in online forums are related to different levels of generative inquiry

CST-former: Transformer with Channel-Spectro-Temporal Attention for Sound Event Localization and Detection

Sound event localization and detection (SELD) is a task for the classification of sound events and the localization of direction of arrival (DoA) utilizing multichannel acoustic signals. Prior studies employ spectral and channel information as the embedding for temporal attention. However, this usage limits the deep neural network from extracting meaningful features from the spectral or spatial domains. Therefore, our investigation in this paper presents a novel framework termed the Channel-Spectro-Temporal Transformer (CST-former) that bolsters SELD performance through the independent application of attention mechanisms to distinct domains. The CST-former architecture employs distinct attention mechanisms to independently process channel, spectral, and temporal information. In addition, we propose an unfolded local embedding (ULE) technique for channel attention (CA) to generate informative embedding vectors including local spectral and temporal information. Empirical validation through experimentation on the 2022 and 2023 DCASE Challenge task3 datasets affirms the efficacy of employing attention mechanisms separated across each domain and the benefit of ULE, in enhancing SELD performance.Comment: Accepted to ICASSP 202

AN ANALYSIS OF THE READING ACHIEVEMENT GAP BETWEEN NON-ENGLISH LANGUAGE LEARNERS AND ENGLISH LANGUAGE LEARNERS IN KANSAS PUBLIC SCHOOLS

The rapid increase of ESOL students and the slow increase of qualified ESOL teachers in the public schools of the State of Kansas directed the researcher’s attention to investigate how the reading achievement gap between the non-ESOL and ESOL groups changed over the time of the study. This study examined how the reading achievement gap between the two groups changed over the five years of data collected and how the gap between the groups was expected to differ at the elementary, middle and high school levels. In addition, this study investigated how the number of teachers with ESOL endorsement and the number of ESOL students who received ESOL services influenced the non-ESOL and ESOL groups’ reading achievement. The effects of time, three school levels (i.e. elementary, middle and high school) and two time-varying predictors (i.e. ESOL teacher and ESOL student predictors) were analyzed using a multilevel model of growth. The study found that the effects of the ESOL teacher and ESOL student predictors showed a more significant influence on the outcome of different levels (i.e. class, school, and district) and different school levels of the non-ESOL group rather than the ESOL group. The ESOL student predictor was negatively correlated with the non-ESOL group’s outcome at all levels (between-district of all school levels, within-class high school and within-district middle school). Examination of the policy for teachers to become qualified to teach ESOL students suggested that having more teachers who are endorsed in teaching ESOL students would positively impact both the non-ESOL and ESOL groups’ reading growth. Finally, the results of the study confirmed the urgent need for the development of high school ESOL students’ academic literacy because the gap in reading outcomes between the elementary and high school ESOL groups was not expected to narrow as fast as the gap in outcomes between the elementary and high school non-ESOL groups

Multidimensional Online Self in Collective Action: an empirical study on Wikipedia’s deletion discussion

A user’s trust and trustworthiness is an important facet of her motivation for online knowledge exchange. Current online knowledge exchange becomes increasingly interactive and collaborative, which calls for a more dynamic understanding of online users in this regard. We argue that an online user’s self can be reified through her experience and activities within an online community over time rather than becomes a displacement of a corporal self. Drawing upon Goffman’s concept of the presentation of self (1959), we propose a three-dimensional view of online self: backstage activity, an artifact of self-representation, and frontstage performance. We develop a research model that explains how a user establishes and maintains self as a trustworthy social member through the three dimensions of online self during collective action

Encouraging Collaborative Idea-Building in Enterprise-Wide Innovation Challenges

Innovation challenges are increasingly adopted for idea generation in inter- and intra-firm innovation to elicit novel solutions from employees to strategic and business-related problems of the firm. However, the current idea-oriented approach is limited in leveraging the full capacity of open innovation, as it focuses more on identifying the best ideas through competition rather than generating new idea through participants’ recombination and integration of their expertise. We argue that the capabilities of innovation challenges can be fully leveraged when participants engage in collaborative interactions during innovation challenges. We propose the notion of “collaborative challenge,” denoting innovation challenges in which individual participants behave in ways that foster knowledge integration across diverse ideas

Influence of the Chin-Down and Chin-Tuck Maneuver on the Swallowing Kinematics of Healthy Adults

Abstract The purpose of the study was to investigate the influence of the chin-tuck maneuver on the movements of swallowing-related structures in healthy subjects and formulate standard instructions for the maneuver. A total of 40 healthy volunteers (20 men and 20 women) swallowed 10 mL of diluted barium solution in a ''normal and comfortable'' position (NEUT), a comfortable chin-down position (DOWN), and a strict chin-tuck position (TUCK). Resting state anatomy and kinematic changes were analyzed and compared between postures. Although angles of anterior cervical flexion were comparable between DOWN (46.65 ± 9.69 degrees) and TUCK (43.27 ± 12.20), the chin-to-spine distance was significantly shorter in TUCK than in other positions. Only TUCK showed a significantly shorter anteroposterior diameter of the laryngeal inlet (TUCK vs. NEUT, 14.0 ± 4.3 vs. 16.3 ± 5.0 mm) and the oropharynx (18.8 ± 3.1 vs. 20.5 ± 2.8 mm) at rest. The maximal horizontal displacement of the hyoid bone was significantly less in TUCK (9.6 ± 3.0 mm) than in NEUT (12.6 ± 2.6 mm; p \ 0.01) or DOWN (12.1 ± 3.0 mm; p \ 0.01). TUCK facilitated movement of the epiglottic base upward (TUCK vs. NEUT, 15.8 ± 4.7 vs. 13.3 ± 4.5 mm; p \ 0.01). In contrast, DOWN increased the horizontal excursion of the epiglottic base and reduced movement of the vocal cords. These results quantitatively elucidated the biomechanical influences of the chin-tuck maneuver including reduced horizontal movement of the hyoid bone, facilitation of vertical movement of the epiglottic base, and narrowing of the airway entrance. Comparing DOWN and TUCK, only TUCK induced significant changes in the airway entrance, hyoid movement, and epiglottic base retraction

Episodic Narrative System: Scenario Authoring for Requirement Identification

Scenarios are an effective tool for materializing user goals and discovering system requirements. However, system use scenarios are essentially limited to only exemplified views of real-world system use, and requirements identified through the abstraction of the scenarios often shed off necessary situational and contextual details of a user’s purposeful interaction with a system. This paper explores an alternative scenario authoring method to capture discursive system use for more prosperous requirement identification. Adopting an ecological psychology perspective, we approach system use cases as an episodic narrative system. We derive five constituents of the narrative system: system genotype, user effectivity, task closure, affordance, and situational constraint, and describe focal relations between these constituents as a generative mechanism. The episodic narrative system will advance existing requirement identification methods by including situational and contextual factors and users’ confrontations with them

What You Do is What You Are: The Foundation of User Identity in Online Collective Action

The mature Web 2.0 platforms and prevalent use enable online users to engage in diverse knowledge co-creation and collaborative activities. Online users\u27 presence and identities are not a mere online version of their offline self but can be formed from their online participation and activities. This study explores how user identity during online collective action is formed from user activities in various online behavior settings using the case of Wikipedia. We investigated user activities in three behavior settings in Wikipedia—knowledge contribution, self-presentation, and collective action. The number of activities specific to each behavior setting was a significant antecedent of forming user identity. In particular, user identity formed from knowledge contribution activities has a significant influence on collective action, whereas user identity from self-presentation does not influence collective action. Theoretical and practical implications of this research were discussed

Wikipedia and e-collaboration research: Opportunities and challenges

Wikipedia\u27s precursor started in the year 2000 as a traditional online encyclopedia with content controlled by a small group of experts. In 2013 Wikipedia\u27s current usercontrolled incarnation was such a successful enterprise that an asteroid was named after it. The authors briefly discuss key opportunities and challenges in e-collaboration research on Wikipedia. The opportunities refer to studies on the impact of Wikipedia on individuals and organizations, as well as on the spontaneous formation of online communities. The main challenges discussed refer to the consensus-building nature of content creation in Wikipedia, making practical applications of findings somewhat limited, as well as data compilation difficulties