The Role of Technology in CSCL (eBook)

Contents 6
CONTRIBUTORS 8
ACKNOWLEDGEMENTS 12
Chapter 1 EDUCATIONAL INFORMATION TECHNOLOGIES AND COLLABORATIVE LEARNING 13
Introduction 13
1. WHERE IS THE TECHNOLOGY IN CSCL? 13
2. THE DIALECTICS OF COLLABORATIVE LEARNING AND TECHNOLOGY 16
3. THE REST OF THE BOOK 19
REFERENCES 21
PART I DESIGN, MODELING, AND ANALYSIS OF COLLABORATIVE LEARNING 22
Chapter 2 DESIGN, MODELING, AND ANALYSIS OF COLLABORATIVE LEARNING 23
Introduction to PART I 23
REFERENCES 30
Chapter 3 POINTS OF COOPERATION: INTEGRATING COOPERATIVE LEARNING INTO WEB- BASED COURSES 31
1. INTRODUCTION 31
2. COOPERATIVE LEARNING IN WEB-BASED ENVIRONMENTS 33
3. POINTS OF COOPERATION (POC) 36
3.1 Types of Points of Cooperation 36
3.2 Generic Cooperation and GPoCs 36
3.3 Spontaneous Cooperation and SPoCs 37
3.4 Intended Cooperation and IPoCs 37
3.5 The Berlin Model of Didactics 40
3.6 Traditional Web-based Training 41
3.7 WBT with PoCs 41
4. THE L3 PROJECT: INTEGRATION OF POCS IN A WEB- BASED LEARNING ENVIRONMENT 42
4.1 Authoring IPoCs 44
4.2 Learning with PoCs 45
5. GROUP FORMATION 47
5.1 Manual Group Formation 48
5.2 Automatic Group Formation 50
6. CONCLUSION 52
7. LATER WORK 52
ACKNOWLEDGEMENTS 54
REFERENCES 54
Chapter 4 A COMPUTATIONAL TOOL FOR LIFELONG LEARNING: EXPERIENCING BREAKDOWNS AND UNDERSTANDING SITUATIONS 57
1. SUPPORT FOR LIFELONG LEARNING 58
2. COMPUTATIONAL TOOLS FOR LIFELONG LEARNING 60
2.1 Computational Critiquing Systems 60
2.2 A Complement to Critiquing Systems: The EVIDII System 61
3. SCENARIOS: USING EVIDII 61
4. DISCUSSION 64
4.1 Model of a Learning Process 64
4.2 How EVIDII Helps Learners Experience Breakdowns 67
5. CONCLUSION 68
ACKNOWLEDGMENTS 69
REFERENCES 70
Chapter 5 MODELING THE PROCESS OF COLLABORATIVE LEARNING 72
1. INTRODUCTION 72
2. UNDERSTANDING THE PROCESS OF COLLABORATIVE LEARNING 74
3. DIALOG-BASED INTERACTION ANALYSIS 76
4. APPROACHES TO ANALYZING SEQUENCES OF COLLABORATIVE LEARNING INTERACTION 78
4.1 Finite State Machines 79
4.2 Rule Learners 80
4.3 Decision Trees and Plan Recognition 80
5. EXAMPLE: MODELING KNOWLEDGE SHARING USING HIDDEN MARKOV MODELS 81
5.1 Experimental Method 83
5.2 A Brief Introduction to Hidden Markov Models 87
5.3 Using Hidden Markov Models to Select the Knowledge Sharer 88
6. SUMMARY & RECENT WORK
ACKNOWLEDGMENTS 93
REFERENCES 93
Chapter 6 AN APPROACH FOR COACHING COLLABORATION BASED ON DIFFERENCE RECOGNITION AND PARTICIPATION TRACKING 96
1. INTRODUCTION 96
2. COLER 100
2.1 COLER’s Student Interface 100
2.2 COLER’s Professor Interface 102
3. COLER’S COACH 102
3.1 Personal Coach’s Architecture 103
3.2 Personal Coach’s Knowledge 105
3.3 Coach’s Reasoning 109
3.4 Example Scenario 110
4. EVALUATION 112
4.1 Summary of Method and Procedure 113
4.2 Expert Judgement Results 113
4.3 Students’ Reactions and Opinions 114
4.4 Roles of Knowledge Sources 115
5. SUMMARY AND FUTURE WORK 116
6. LATER WORK 117
ACKNOWLEDGMENTS 119
REFERENCES 119
PART II COLLABORATIVE TOOLS IN EDUCATIONAL PRACTICE 123
Chapter 7 COLLABORATIVE TOOLS IN EDUCATIONAL PRACTICE 124
Introduction to Part II 124
Chapter 8 SUPPORTING COLLABORATIVE ACTIVITIES IN COMPUTER INTEGRATED CLASSROOMS – THE NIMIS APPROACH 128
1. INTRODUCTION 128
2. A COLLABORATIVE COMPUTER INTEGRATED CLASSROOM FOR EARLY LEARNING 129
2.1 Ubiquitous Computing in the Collaborative Classroom 129
2.2 Classroom and School Environments 131
3. GENERAL TOOLS FOR CLASSROOM MANAGEMENT 133
3.1 The NIMIS Desktop 133
4. FORMS OF COLLABORATION IN THE NIMIS CLASSROOMS 134
4.1 General Features 134
4.2 The case of T3 135
4.3 The Case of Teatrix 137
5. IMPLEMENTATION AND TECHNICAL PLATFORM 140
6. FIRST EXPERIENCES 141
7. MORE RECENT WORK AND CONCLUSIONS 142
ACKNOWLEDGEMENTS 144
REFERENCES 144
Chapter 9 DESIGNING A CSCL ENVIRONMENT FOR EXPERIMENTAL LEARNING IN A DISTANCE LEARNING CONTEXT 146
1. INTRODUCTION 146
2. MOTIVATION 147
3. THE NEW FRAMEWORK 149
3.1 Pre-Lab 149
3.2 Lab 150
3.3 Post-Lab 151
4. PRE-LAB DESIGN 151
4.1 Scenario Description 152
4.2 Learning Design 155
5. CONCLUSION 158
6. FURTHER WORK 158
ACKNOWLEDGEMENTS 158
REFERENCES 159
Chapter 10 PUPIL COMMUNICATION DURING ELECTRONIC COLLABORATIVE PROJECTS: INTEGRATING COMMUNICATION TOOLS WITH COMMUNICATION SCENARIOS 161
1. INTRODUCTION 161
2. THEORETICAL FRAMEWORK AND RELEVANT RESEARCH 163
3. ALTERNATIVE COMMUNICATION SCENARIOS 164
4. METHODOLOGY 166
5. EMPIRICAL FINDINGS FROM CLASSROOM IMPLEMENTATION 168
5.1 A New Communication Context: Doing and Communicating 168
6. THE STATUS OF INFORMATION 169
6.1 Informational Sources 169
6.2 Informational Content: Factual vs Procedural Information 171
7. THE COMMUNICATION AWARENESS 172
7.1 Communication Aspects of Content 172
7.2 Communication Norms: Rules of Form and Patterns of Practice 173
8. DISCUSSION AND FUTURE RESEARCH ISSUES 175
9. CONCLUSION 177
REFERENCES 177
Chapter 11 SUPPORTING AWARENESS IN DISTRIBUTED COLLABORATIVE LEARNING ENVIRONMENTS 179
1. INTRODUCTION 179
2. AWARENESS 181
2.1 Group Awareness 182
2.2 Workspace Awareness 182
2.3 Contextual Awareness 182
2.4 Peripheral Awareness 183
3. KNOWLEDGE AWARENESS MAP 183
3.1 What is knowledge awareness? 184
3.2 Knowledge Awareness map 185
3.3 Mediator Agent (MA) 186
3.4 Learner’s profile 186
3.5 Strategy for Recommending Peer Learners 187
3.6 Visualization of KA 188
4. IMPLEMENTATION OF KNOWLEDGE AWARENESS MAP IN SHARLOKII 188
4.1 A Web- Based Collaborative Learning Environment 188
4.2 System Configuration 189
4.3 Collaborative Learning Environment 189
4.4 The KA Map 191
5. MORE RECENT WORK 192
6. SUMMARY 195
ACKNOWLEDGEMENTS 195
REFERENCES 195
INDEX 198