Knowledge convergence in collaborative learning

In collaborative learning the question has been raised as to how learners in small groups influence one another and converge or diverge with respect to knowledge. Knowledge convergence can be conceptualised as knowledge equivalence and as shared knowledge prior to, during, and subsequent to collaborative learning. Knowledge equivalence refers to learners becoming more similar to their learning partners with regard to the extent of their individual knowledge. Shared knowledge means that learners have knowledge on the very same concepts as their learning partners. In this article, we provide measures for assessing both, knowledge equivalence and shared knowledge

Thesaurus as a complex network

A thesaurus is one, out of many, possible representations of term (or word) connectivity. The terms of a thesaurus are seen as the nodes and their relationship as the links of a directed graph. The directionality of the links retains all the thesaurus information and allows the measurement of several quantities. This has lead to a new term classification according to the characteristics of the nodes, for example, nodes with no links in, no links out, etc. Using an electronic available thesaurus we have obtained the incoming and outgoing link distributions. While the incoming link distribution follows a stretched exponential function, the lower bound for the outgoing link distribution has the same envelope of the scientific paper citation distribution proposed by Albuquerque and Tsallis. However, a better fit is obtained by simpler function which is the solution of Ricatti's differential equation. We conjecture that this differential equation is the continuous limit of a stochastic growth model of the thesaurus network. We also propose a new manner to arrange a thesaurus using the ``inversion method''.Comment: Contribution to the Proceedings of `Trends and Perspectives in Extensive and Nonextensive Statistical Mechanics', in honour of Constantino Tsallis' 60th birthday (submitted Physica A

Toward a script theory of guidance in computer-supported collaborative learning

This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its four types of components of internal and external scripts (play, scene, role, and scriptlet) and seven principles, this theory addresses the question how CSCL practices are shaped by dynamically re-configured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over non-transactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points towards conceptual challenges and future research questions

The Role of Landscape Connectivity in Planning and Implementing Conservation and Restoration Priorities. Issues in Ecology

Landscape connectivity, the extent to which a landscape facilitates the movements of organisms and their genes, faces critical threats from both fragmentation and habitat loss. Many conservation efforts focus on protecting and enhancing connectivity to offset the impacts of habitat loss and fragmentation on biodiversity conservation, and to increase the resilience of reserve networks to potential threats associated with climate change. Loss of connectivity can reduce the size and quality of available habitat, impede and disrupt movement (including dispersal) to new habitats, and affect seasonal migration patterns. These changes can lead, in turn, to detrimental effects for populations and species, including decreased carrying capacity, population declines, loss of genetic variation, and ultimately species extinction. Measuring and mapping connectivity is facilitated by a growing number of quantitative approaches that can integrate large amounts of information about organisms’ life histories, habitat quality, and other features essential to evaluating connectivity for a given population or species. However, identifying effective approaches for maintaining and restoring connectivity poses several challenges, and our understanding of how connectivity should be designed to mitigate the impacts of climate change is, as yet, in its infancy. Scientists and managers must confront and overcome several challenges inherent in evaluating and planning for connectivity, including: •characterizing the biology of focal species; •understanding the strengths and the limitations of the models used to evaluate connectivity; •considering spatial and temporal extent in connectivity planning; •using caution in extrapolating results outside of observed conditions; •considering non-linear relationships that can complicate assumed or expected ecological responses; •accounting and planning for anthropogenic change in the landscape; •using well-defined goals and objectives to drive the selection of methods used for evaluating and planning for connectivity; •and communicating to the general public in clear and meaningful language the importance of connectivity to improve awareness and strengthen policies for ensuring conservation. Several aspects of connectivity science deserve additional attention in order to improve the effectiveness of design and implementation. Research on species persistence, behavioral ecology, and community structure is needed to reduce the uncertainty associated with connectivity models. Evaluating and testing connectivity responses to climate change will be critical to achieving conservation goals in the face of the rapid changes that will confront many communities and ecosystems. All of these potential areas of advancement will fall short of conservation goals if we do not effectively incorporate human activities into connectivity planning. While this Issue identifies substantial uncertainties in mapping connectivity and evaluating resilience to climate change, it is also clear that integrating human and natural landscape conservation planning to enhance habitat connectivity is essential for biodiversity conservation

Generating basic skills reports for low-skilled readers

We describe SkillSum, a Natural Language Generation (NLG) system that generates a personalised feedback report for someone who has just completed a screening assessment of their basic literacy and numeracy skills. Because many SkillSum users have limited literacy, the generated reports must be easily comprehended by people with limited reading skills; this is the most novel aspect of SkillSum, and the focus of this paper. We used two approaches to maximise readability. First, for determining content and structure (document planning), we did not explicitly model readability, but rather followed a pragmatic approach of repeatedly revising content and structure following pilot experiments and interviews with domain experts. Second, for choosing linguistic expressions (microplanning), we attempted to formulate explicitly the choices that enhanced readability, using a constraints approach and preference rules; our constraints were based on corpus analysis and our preference rules were based on psycholinguistic findings. Evaluation of the SkillSum system was twofold: it compared the usefulness of NLG technology to that of canned text output, and it assessed the effectiveness of the readability model. Results showed that NLG was more effective than canned text at enhancing users' knowledge of their skills, and also suggested that the empirical 'revise based on experiments and interviews' approach made a substantial contribution to readability as well as our explicit psycholinguistically inspired models of readability choices

Learning with Diagrams: Effects on Inferences and the Integration of Information

Abstract. Students studied materials about the human heart and circulatory system using either (a) text only, (b) text with simple diagrams, or (c) text with detailed diagrams. During learning, students self-explained [1] the materials. Explanations were transcribed, separated into propositions, and analyzed according to the type of learning process they represented. Results demonstrated that diagrams promoted inference generation but did not affect other learning processes (such as elaboration or comprehension monitoring). However, only simple diagrams promoted generation of inferences that integrated domain information. Results indicate that diagrams may be useful because they guide the learner to engage in the cognitive processes required for deep understanding