Progressor: Social navigation support through open social student modeling

The increased volumes of online learning content have produced two problems: how to help students to find the most appropriate resources and how to engage them in using these resources. Personalized and social learning have been suggested as potential ways to address these problems. Our work presented in this paper combines the ideas of personalized and social learning in the context of educational hypermedia. We introduce Progressor, an innovative Web-based tool based on the concepts of social navigation and open student modeling that helps students to find the most relevant resources in a large collection of parameterized self-assessment questions on Java programming. We have evaluated Progressor in a semester-long classroom study, the results of which are presented in this paper. The study confirmed the impact of personalized social navigation support provided by the system in the target context. The interface encouraged students to explore more topics attempting more questions and achieving higher success rates in answering them. A deeper analysis of the social navigation support mechanism revealed that the top students successfully led the way to discovering most relevant resources by creating clear pathways for weaker students. © 2013 Taylor and Francis Group, LLC

Negotiating topic changes:native and non-native English speakers in conversation

There is a tendency to view conversations involving non‐native speakers (NNSs) as inevitably fraught with problems, including an inability to handle topic management. This article, in contrast, will focus on effective topic changes made by non‐native speakers during informal conversations with native speakers of English. A micro‐analysis of ten conversations revealed several ways of shifting conversational topics; however, the article concentrates on those strategies which the participants used to effect a particular type of topic move, namely ‘marked topic changes’, where there is no connection at all with previous talk. The findings show how these topic changes were jointly negotiated, and that the non‐native speakers’ contributions to initiating new topics were competently managed

Motivational Social Visualizations for Personalized E-Learning

A large number of educational resources is now available on the Web to support both regular classroom learning and online learning. However, the abundance of available content produces at least two problems: how to help students find the most appropriate resources, and how to engage them into using these resources and benefiting from them. Personalized and social learning have been suggested as potential methods for addressing these problems. Our work presented in this paper attempts to combine the ideas of personalized and social learning. We introduce Progressor + , an innovative Web-based interface that helps students find the most relevant resources in a large collection of self-assessment questions and programming examples. We also present the results of a classroom study of the Progressor +  in an undergraduate class. The data revealed the motivational impact of the personalized social guidance provided by the system in the target context. The interface encouraged students to explore more educational resources and motivated them to do some work ahead of the course schedule. The increase in diversity of explored content resulted in improving students’ problem solving success. A deeper analysis of the social guidance mechanism revealed that it is based on the leading behavior of the strong students, who discovered the most relevant resources and created trails for weaker students to follow. The study results also demonstrate that students were more engaged with the system: they spent more time in working with self-assessment questions and annotated examples, attempted more questions, and achieved higher success rates in answering them

Promoting Client Participation and Constructing Decisions in Mental Health Rehabilitation Meetings

The chapter analyzes practices by which support workers promote client participation in mental health rehabilitation meetings at the Clubhouse. While promoting client participation, the support workers also need to ascertain that at least some decisions get constructed during the meetings. This combination of goals—promoting participation and constructing decisions—leads to a series of dilemmatic practices, the dynamics of which the chapter focuses on analyzing. The support workers may treat clients’ turns retrospectively as proposals, even if the status of these turns as such is ambiguous. In the face of a lack of recipient uptake, the support workers may remind the clients about their epistemic access to the content of the proposal or pursue their agreement or commitment to the idea. These practices involve the support workers carrying primary responsibility over the unfolding of interaction, which is argued to compromise the jointness of the decision-making outcome.The chapter analyzes practices by which support workers promote client participation in mental health rehabilitation meetings at the Clubhouse. While promoting client participation, the support workers also need to ascertain that at least some decisions get constructed during the meetings. This combination of goals—promoting participation and constructing decisions—leads to a series of dilemmatic practices, the dynamics of which the chapter focuses on analyzing. The support workers may treat clients’ turns retrospectively as proposals, even if the status of these turns as such is ambiguous. In the face of a lack of recipient uptake, the support workers may remind the clients about their epistemic access to the content of the proposal or pursue their agreement or commitment to the idea. These practices involve the support workers carrying primary responsibility over the unfolding of interaction, which is argued to compromise the jointness of the decision-making outcome.Peer reviewe

Social navigation

In this chapter we present one of the pioneer approaches in supporting users in navigating the complex information spaces, social navigation support. Social navigation support is inspired by natural tendencies of individuals to follow traces of each other in exploring the world, especially when dealing with uncertainties. In this chapter, we cover details on various approaches in implementing social navigation support in the information space as we also connect the concept to supporting theories. The first part of this chapter reviews related theories and introduces the design space of social navigation support through a series of example applications. The second part of the chapter discusses the common challenges in design and implementation of social navigation support, demonstrates how these challenges have been addressed, and reviews more recent direction of social navigation support. Furthermore, as social navigation support has been an inspirational approach to various other social information access approaches we discuss how social navigation support can be integrated with those approaches. We conclude with a review of evaluation methods for social navigation support and remarks about its current state

Laughter as medical providers' resource : negotiating informed choice in prenatal genetic counseling

This article aims to challenge the perception that in medical encounters laughter is an interactional resource primarily employed by patients. Drawing on 34 video-recorded prenatal genetic counseling (PGC) sessions collected in a Hong Kong hospital, and combining quantitative and qualitative methods, we illustrate that laughter is in fact frequently employed by the medical providers in our data. The particular focus of the article is on the ways in which laughter initiated by the medical providers assists interlocutors in negotiating informed choice, a crucial aspect of PGC sessions. Findings indicate that laughter initiated by the medical providers performs at least two PGC-specific functions: It assists the medical providers in olaughing offo and overcoming patients' resistance, and it helps them in dealing with patients' direct questions. Laughter is thus an important resource for the medical providers in pursuing the institutional goals of the interaction, namely negotiating informed choice with their patients

Social navigation support through annotation-based group modeling

Abstract. Closed corpus AH systems demonstrate what is possible to achieve with adaptive hypermedia technologies. However, they are impractical for dealing with the large volume of open corpus resources. Our Knowledge Sea project explores social navigation support, an approach for providing open corpus personalized guidance that is based on past learners ’ interaction with the system. The most recent stage of our project focuses on using annotations for social navigation support. We present here Knowledge Sea II, which implements annotation-based social navigation support, and report the results of several classroom studies, which have evaluated this technology.