Enhancing knowledge management in online collaborative learning

This study aims to explore two crucial aspects of collaborative work and learning: on the one hand, the importance of enabling collaborative learning applications to capture and structure the information generated by group activity and, on the other hand, to extract the relevant knowledge in order to provide learners and tutors with efficient awareness, feedback and support as regards group performance and collaboration. To this end, in this paper we first propose a conceptual model for data analysis and management that identifies and classifies the many kinds of indicators that describe collaboration and learning into high-level aspects of collaboration. Then, we provide a computational platform that, at a first step, collects and classifies both the event information generated asynchronously from the users' actions and the labeled dialogues from the synchronous collaboration according to these indicators. This information is then analyzed in next steps to eventually extract and present to participants the relevant knowledge about the collaboration. The ultimate aim of this platform is to efficiently embed information and knowledge into collaborative learning applications. We eventually suggest a generalization of our approach to be used in diverse collaborative learning situations and domains

Analyzing the educational design, use and effect of spatial games for cultural heritage: A literature review

Integrating game-based approaches with learning constitutes a prevailing trend in education and training, applied in several domains, one of which is cultural heritage. The present paper attempts a literature review of such approaches developed in the cultural domain. It analyzes 34 games which intend to enable a physical or virtual interaction with a cultural place and its objects. The article focuses, first, on the game genres and game plots used to cope with cultural content and then it investigates the contexts of use in which games for culture are applied and the social relationships they create. Finally, given the need for a better understanding of games effectiveness for learning and training, we examine the reported outcomes of the reviewed games

Analyzing the educational design, use and effect of spatial games for cultural heritage: A literature review

Integrating game-based approaches with learning constitutes a prevailing trend in education and training, applied in several domains, one of which is cultural heritage. The present paper attempts a literature review of such approaches developed in the cultural domain. It analyzes 34 games which intend to enable a physical or virtual interaction with a cultural place and its objects. The article focuses, first, on the game genres and game plots used to cope with cultural content and then it investigates the contexts of use in which games for culture are applied and the social relationships they create. Finally, given the need for a better understanding of games effectiveness for learning and training, we examine the reported outcomes of the reviewed games

Issue 3: complete document

Revistes científiques - Universitat Oberta de CatalunyaRevistas científicas - Universitat Oberta de CatalunyaScientific journals - Universitat Oberta de Cataluny

Gridifying IBM's Generic Log Adapter to Speed-Up the Processing of Log Data

Peer-reviewedIn this work we propose a very new approach consisting in transparently parallelizing the GLA by taking advantage of its internal architecture and the fact that structuring log data is a task that lends itself very well to parallelization. We present a master-worker strategy that "gridifies" the GLA efficiently in a completely transparent way for the user

A layered framework for evaluating on-line collaborative learning interactions

Evaluating on-line collaborative learning interactions is a complex task due to the variety of elements and factors that take place and intervene in the way a group of students comes together to collaborate in order to achieve a learning goal. The aim of this paper is to provide a better understanding of group interaction and determine how to best support the collaborative learning process. To that end, we propose a principled framework for the study and analysis of group interaction and group scaffolding which is built by combining different aspects and issues of collaboration, learning and evaluation. In particular, we define learning activity indicators at several levels of description which prompt to the application of a mixed interaction analysis scheme and the use of different data types and specific tools. At an initial layer, the basis of the approach is set by applying a qualitative process for evaluating the individual and group task performance as well as the group functioning and scaffolding. The interaction analysis process is completed by defining and applying two more layers: a social network analysis of the group activity and participation behaviour and a quantitative analysis of group effectiveness as regards task achievement and active interaction involvement. Our work defines a grounded and holistic conceptual model that describes on-line collaborative learning interactions sufficiently and applies it in a real, web-based, complex and long-term collaborative learning situation. An in-depth empirical evaluation of the conceptual model is fully discussed, which demonstrates the usefulness and value of the approach

A quantitative treatment to data from computer-supported collaboration: an ontological approach

Collaborative activity performed over specific platforms, designed for such purpose, can provide a deep knowledge about the roles, intentions and effects regarding participants and their interaction among themselves and with the knowledge objects available. This study aims at proposing a structured process for gathering the semantics of the activity hidden behind the raw data collected in log files from CSCL platforms. The proposal is based on exploring the semantic elements (activity awareness) through a social networks analysis (SNA). The main focus of our work is to match different behavioral profiles detected in the collaborative activity from CSCL with the formal profiles identified inside a complex concept-network. This network defines an ontology that describes the behavior expected when collaborating in different scenarios and types of activity. When a certain activity sequence matches with a predefined pattern, the concepts related to the pattern are then bound to the real activity sequence

2018 9th International Conference on Information, Intelligence, Systems and Applications (IISA)

Computer-Supported Collaborative Language Learning (CSCLL) has been proved to offer many advantages to language learners. However, teachers argue that the use of complicated pedagogies such as imagination-based techniques in combination with innovative technologies lead to a 'complex ecosystem' in which many issues of management appear. This paper examines how students motivation and engagement are influenced when implementing imagination-based pedagogies in a web-based Computer-Supported Collaborative Language Learning writing activity with shared orchestration load

Towards the construction of a multi-agent approach for discovering the meaning of natural language collaborative conversations

Peer-reviewedThe present work aims at presenting a multi-agent approach for dealing with the problem of discovering the meaning of expressions written in Spanish, based on a flexible recovery system and Bayesian principles

Efficient embedding of information and knowledge into CSCL applications

This study aims to explore two crucial aspects of collaborative work and learning: the importance of enabling CSCL applications, on the one hand, to capture and structure the information generated by group activity and, on the other hand, to extract the relevant knowledge in order to provide learners and tutors with efficient awareness and support as regards collaboration. To this end, we first identify and define the main types of information generated in on- line group activity and then propose a process for efficiently embedding this in- formation and the knowledge extracted from it into CSCL applications for awareness and feedback purposes. The conceptual model proposed finally gave rise to the design and implementation of a CSCL generic platform, called the Collaborative Learning Purpose Library (CLPL), which serves as a basis for the systematic development of collaborative learning applications and for providing full support to the mentioned process of knowledge management