Between the Lines: documenting the multiple dimensions of computer supported collaborations

When we consider the possibilities for the design and evaluation of Computer Supported Collaborative Learning (CSCL) we probably constrain the CS in CSCL to situations in which learners, or groups of learners collaborate with each other around a single computer, across a local intranet or via the global internet. We probably also consider situations in which the computer itself acts as a collaborative partner giving hints and tips either with or without the addition of an animated pedagogical agent. However, there are now many possibilities for CSCL applications to be offered to learners through computing technology that is something other than a desktop computer, such as the TV or a digital toy. In order to understand how such complex and novel interactions work, we need tools to map out the multiple dimensions of collaboration using a whole variety of technologies. This paper discusses the evolution of a documentation technique for collaborative interactions from its roots in a situation where a single learner is collaborating with a software learning partner, through its second generation: group use of multimedia, to its current test-bed: young children using digital toys and associated software. We will explore some of the challenges these different learning situations pose for those involved in the evaluation of collaborative learning

The learner centric ecology of resources: a framework for using technology to scaffold learning

This paper is based upon a Keynote presentation at CAL07 and extends previous introductory descriptions of the Ecology of Resources model of educational contexts. The relationships between the elements in the Ecology of Resources are a particular focus for discussion here. In particular, we consider how we might use the Ecology of Resources model to scaffold learning so that a wide range of the resources available to a learner within their context can be used to best support their learning needs. Resources here include people, technologies and artifacts. We look for ways in which they can be linked and marshaled in a learner centric manner and draw on the HOMEWORK and VeSEL projects as practical examples of the way the Ecology of Resources framework can be used

Joint response to the Royal Society’s call for views: Vision for science and mathematics education 5-19

This response has been prepared by a consortium of the leading Technology Enhanced Learning (TEL) research labs in the UK, in collaboration with the UK’s Technology Enhanced Learning research programme and the Association for Learning Technology (ALT)

Modelling human teaching tactics and strategies for tutoring systems

One of the promises of ITSs and ILEs is that they will teach and assist learning in an intelligent manner. Historically this has tended to mean concentrating on the interface, on the representation of the domain and on the representation of the student’s knowledge. So systems have attempted to provide students with reifications both of what is to be learned and of the learning process, as well as optimally sequencing and adjusting activities, problems and feedback to best help them learn that domain. We now have embodied (and disembodied) teaching agents and computer-based peers, and the field demonstrates a much greater interest in metacognition and in collaborative activities and tools to support that collaboration. Nevertheless the issue of the teaching competence of ITSs and ILEs is still important, as well as the more specific question as to whether systems can and should mimic human teachers. Indeed increasing interest in embodied agents has thrown the spotlight back on how such agents should behave with respect to learners. In the mid 1980s Ohlsson and others offered critiques of ITSs and ILEs in terms of the limited range and adaptability of their teaching actions as compared to the wealth of tactics and strategies employed by human expert teachers. So are we in any better position in modelling teaching than we were in the 80s? Are these criticisms still as valid today as they were then? This paper reviews progress in understanding certain aspects of human expert teaching and in developing tutoring systems that implement those human teaching strategies and tactics. It concentrates particularly on how systems have dealt with student answers and how they have dealt with motivational issues, referring particularly to work carried out at Sussex: for example, on responding effectively to the student’s motivational state, on contingent and Vygotskian inspired teaching strategies and on the plausibility problem. This latter is concerned with whether tactics that are effectively applied by human teachers can be as effective when embodied in machine teachers

Resource reuse in ie-TV

The convergence of communications and information technology within education, as well as more widely, means that concepts developed within ITS & AIED are now applicable to a wider range of wired, and more interestingly 'wireless', technologies. In [1] we outlined the educational rationale of a Broadband User Model (BbUM) that would support the individualisation of the interactions, both between the technology and a user and between collaborating users, for a system able to deliver a variety of resources in a range of media, including interactive TV. At the heart of any such system there needs to be a database of resources from which the user, the educational designer or the system itself, including the user model, can select. Some of these resources will be items that were developed for other purposes, such as self-contained TV programmes, books or simulation programs. Others will be resources developed with such a system in mind. In either case the use and reuse of these resources depends on careful tagging at a level of granularity that enables them to be used both in their entire original form as well as in parts. For example, imagine that a TV programme is being indexed and that it consists of a number of items, originally in a chronological sequence. The tagging might indicate that one item is analagous to another or generalises it. Labelling the items makes explicit some of the implicit pedagogic relationships that underpin the design of the original programme. This enables the possibility of recomposing the TV programme in some other sequence that reflects a different overall pedagogical structure to the original. Moreover, each item is also tagged in terms of its position in some domain scheme. A prototype system has been implemented that employed a database searchable in a variety of ways, including the keywords matched against video/TV captions and/or automatically transcribed speech. Metadata included such fields as ID, title, ownership, media type, format, and duration. Content categorisation included topic, target user group, and interactivity. Form categorisation included problem, concept, description, and explanation or example

Construction and abstraction: contrasting methods of supporting model building in learning science

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Review of periodical articles

[First Paragraph] There is only one true city, wrote St Augustine, and it is not of this world. The pessimistic Christian response to the fall of Rome in AD 410, epitomized in Augustine's City of God, affected the development of the later medieval city to a degree which has yet, even now, to be fully appreciated. In the Christian city of the Middle Ages the divinity was normally confined to the sanctuaries of his churches, whose topographical prominence and harmonious proportions made manifest an otherwise hidden spiritual order. Outside the cloister gates, disorder reigned: a general lack of planning revealed the meaninglessness of the outward, secular life. This dichotomy between an inner world of spirit and a public world of transient matter was embodied in the recurrent tensions between spiritual and secular space which ran as a motif throughout the history of medieval towns. Modern studies which have emphasized (not, of course, without reason) the secular political and economic power of ecclesiastical institutions in the medieval city have perhaps distracted attention unduly from the real differences of ethos which, within the town, distinguished religious space from that of the surrounding lay world

Student engagement with resources as observable signifiers of success in practice based learning

Practice-based learning activities with a focus on Science, Technology, Art, Math and Engineering (STEAM) are providing new opportunities for teaching these subjects. However, we lack widely accepted ways of assessing and monitoring these practices to inform educators and learners and enable the provision of effective support. Here, we report the results from a study with 15 teenage students taking part in a 2-day Hack. We present results from analysis of video data recording collaborative working between groups of students. The analysis of the video data is completed using the ERICAP analytical framework (Luckin et al., 2017) based on ecology of resources and interactive, constructive, active and passive engagement concepts. The results illustrate the differences between students' engagement with resources which might be utilized as signifiers of student success in similar learning environments.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Review of periodical articles

One of the attractions of medieval urban history is the fact that major conceptual problems in the field continue to be debated. In a stimulating review article by J.H. Mundy, ’Philip Jones and the medieval Italian city-state‘, J. of European Economic History, 28 (1999), 185–200, one distinguished scholar is taxed for holding views now dismissed by some, but of which he is by no means a unique surviving representative. One of these views assumes a clear distinction between the antique city, supposedly a bureaucratic centre with limited economic functions, and the medieval city, as the home of industrious artisans and nascent capitalism. The image of the non-profit-making ancient town may be overly indebted to the nature of the literary sources and to the prevalent interests of classicists; but, although many would now agree that both the elements in the above equation need qualifying, a more focused comparison is presently lacking, and a fine book is still waiting to be written on the transition from the ancient world to the middle ages in urban history

Decoding learning: the proof, promise and potential of digital education

With hundreds of millions of pounds spent on digital technology for education every year – from interactive whiteboards to the rise of one–to–one tablet computers – every new technology seems to offer unlimited promise to learning. many sectors have benefitted immensely from harnessing innovative uses of technology. cloud computing, mobile communications and internet applications have changed the way manufacturing, finance, business services, the media and retailers operate. But key questions remain in education: has the range of technologies helped improve learners’ experiences and the standards they achieve? or is this investment just languishing as kit in the cupboard? and what more can decision makers, schools, teachers, parents and the technology industry do to ensure the full potential of innovative technology is exploited? There is no doubt that digital technologies have had a profound impact upon the management of learning. institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity. yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive. The education sector has invested heavily in digital technology; but this investment has not yet resulted in the radical improvements to learning experiences and educational attainment. in 2011, the Review of Education Capital found that maintained schools spent £487 million on icT equipment and services in 2009-2010. 1 since then, the education system has entered a state of flux with changes to the curriculum, shifts in funding, and increasing school autonomy. While ring-fenced funding for icT equipment and services has since ceased, a survey of 1,317 schools in July 2012 by the british educational suppliers association found they were assigning an increasing amount of their budget to technology. With greater freedom and enthusiasm towards technology in education, schools and teachers have become more discerning and are beginning to demand more evidence to justify their spending and strategies. This is both a challenge and an opportunity as it puts schools in greater charge of their spending and use of technolog