Hoppe / Ogata / Soller The Role of Technology in CSCL

Studies in Technology Enhanced Collaborative Learning
1. Auflage 2007
ISBN: 978-0-387-71136-2
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 9, 196 Seiten

Reihe: Computer-Supported Collaborative Learning Series

This book relates contemporary information and communication technologies (ICT) to their specific teaching and learning functions, including how ICT is appropriated for and by educational or learning communities. The technological 'hot spots' of interest in this book include: groupware or multi-user technologies such as group archives or synchronous co-construction environments, embedded interactive technologies in the spirit of ubiquitous computing, and modeling tools based on rich representations.

Autoren/Hrsg.

Hoppe, Ulrich H.

Ogata, H.

Soller, A.

Inhaltsverzeichnis

1;Contents;6
2;CONTRIBUTORS;8
3;ACKNOWLEDGEMENTS;12
4;Chapter 1 EDUCATIONAL INFORMATION TECHNOLOGIES AND COLLABORATIVE LEARNING;13
4.1;Introduction;13
4.2;1. WHERE IS THE TECHNOLOGY IN CSCL?;13
4.3;2. THE DIALECTICS OF COLLABORATIVE LEARNING AND TECHNOLOGY;16
4.4;3. THE REST OF THE BOOK;19
4.5;REFERENCES;21
5;PART I DESIGN, MODELING, AND ANALYSIS OF COLLABORATIVE LEARNING;22
5.1;Chapter 2 DESIGN, MODELING, AND ANALYSIS OF COLLABORATIVE LEARNING;23
5.1.1;Introduction to PART I;23
5.1.2;REFERENCES;30
5.2;Chapter 3 POINTS OF COOPERATION: INTEGRATING COOPERATIVE LEARNING INTO WEB- BASED COURSES;31
5.2.1;1. INTRODUCTION;31
5.2.2;2. COOPERATIVE LEARNING IN WEB-BASED ENVIRONMENTS;33
5.2.3;3. POINTS OF COOPERATION (POC);36
5.2.3.1;3.1 Types of Points of Cooperation;36
5.2.3.2;3.2 Generic Cooperation and GPoCs;36
5.2.3.3;3.3 Spontaneous Cooperation and SPoCs;37
5.2.3.4;3.4 Intended Cooperation and IPoCs;37
5.2.3.5;3.5 The Berlin Model of Didactics;40
5.2.3.6;3.6 Traditional Web-based Training;41
5.2.3.7;3.7 WBT with PoCs;41
5.2.4;4. THE L3 PROJECT: INTEGRATION OF POCS IN A WEB- BASED LEARNING ENVIRONMENT;42
5.2.4.1;4.1 Authoring IPoCs;44
5.2.4.2;4.2 Learning with PoCs;45
5.2.5;5. GROUP FORMATION;47
5.2.5.1;5.1 Manual Group Formation;48
5.2.5.2;5.2 Automatic Group Formation;50
5.2.6;6. CONCLUSION;52
5.2.7;7. LATER WORK;52
5.2.8;ACKNOWLEDGEMENTS;54
5.2.9;REFERENCES;54
5.3;Chapter 4 A COMPUTATIONAL TOOL FOR LIFELONG LEARNING: EXPERIENCING BREAKDOWNS AND UNDERSTANDING SITUATIONS;57
5.3.1;1. SUPPORT FOR LIFELONG LEARNING;58
5.3.2;2. COMPUTATIONAL TOOLS FOR LIFELONG LEARNING ;60
5.3.2.1;2.1 Computational Critiquing Systems;60
5.3.2.2;2.2 A Complement to Critiquing Systems: The EVIDII System;61
5.3.3;3. SCENARIOS: USING EVIDII;61
5.3.4;4. DISCUSSION;64
5.3.4.1;4.1 Model of a Learning Process;64
5.3.4.2;4.2 How EVIDII Helps Learners Experience Breakdowns;67
5.3.5;5. CONCLUSION;68
5.3.6;ACKNOWLEDGMENTS;69
5.3.7;REFERENCES;70
5.4;Chapter 5 MODELING THE PROCESS OF COLLABORATIVE LEARNING;72
5.4.1;1. INTRODUCTION;72
5.4.2;2. UNDERSTANDING THE PROCESS OF COLLABORATIVE LEARNING;74
5.4.3;3. DIALOG-BASED INTERACTION ANALYSIS;76
5.4.4;4. APPROACHES TO ANALYZING SEQUENCES OF COLLABORATIVE LEARNING INTERACTION;78
5.4.4.1;4.1 Finite State Machines;79
5.4.4.2;4.2 Rule Learners;80
5.4.4.3;4.3 Decision Trees and Plan Recognition;80
5.4.5;5. EXAMPLE: MODELING KNOWLEDGE SHARING USING HIDDEN MARKOV MODELS;81
5.4.5.1;5.1 Experimental Method;83
5.4.5.2;5.2 A Brief Introduction to Hidden Markov Models;87
5.4.5.3;5.3 Using Hidden Markov Models to Select the Knowledge Sharer;88
5.4.6;6. SUMMARY & RECENT WORK;91
5.4.7;ACKNOWLEDGMENTS;93
5.4.8;REFERENCES;93
5.5;Chapter 6 AN APPROACH FOR COACHING COLLABORATION BASED ON DIFFERENCE RECOGNITION AND PARTICIPATION TRACKING;96
5.5.1;1. INTRODUCTION;96
5.5.2;2. COLER;100
5.5.2.1;2.1 COLER’s Student Interface;100
5.5.2.2;2.2 COLER’s Professor Interface;102
5.5.3;3. COLER’S COACH;102
5.5.3.1;3.1 Personal Coach’s Architecture;103
5.5.3.2;3.2 Personal Coach’s Knowledge;105
5.5.3.3;3.3 Coach’s Reasoning;109
5.5.3.4;3.4 Example Scenario;110
5.5.4;4. EVALUATION;112
5.5.4.1;4.1 Summary of Method and Procedure;113
5.5.4.2;4.2 Expert Judgement Results;113
5.5.4.3;4.3 Students’ Reactions and Opinions;114
5.5.4.4;4.4 Roles of Knowledge Sources;115
5.5.5;5. SUMMARY AND FUTURE WORK;116
5.5.6;6. LATER WORK;117
5.5.7;ACKNOWLEDGMENTS;119
5.5.8;REFERENCES;119
6;PART II COLLABORATIVE TOOLS IN EDUCATIONAL PRACTICE;123
6.1;Chapter 7 COLLABORATIVE TOOLS IN EDUCATIONAL PRACTICE;124
6.1.1;Introduction to Part II;124
6.2;Chapter 8 SUPPORTING COLLABORATIVE ACTIVITIES IN COMPUTER INTEGRATED CLASSROOMS – THE NIMIS APPROACH;128
6.2.1;1. INTRODUCTION;128
6.2.2;2. A COLLABORATIVE COMPUTER INTEGRATED CLASSROOM FOR EARLY LEARNING;129
6.2.2.1;2.1 Ubiquitous Computing in the Collaborative Classroom;129
6.2.2.2;2.2 Classroom and School Environments;131
6.2.3;3. GENERAL TOOLS FOR CLASSROOM MANAGEMENT ;133
6.2.3.1;3.1 The NIMIS Desktop;133
6.2.4;4. FORMS OF COLLABORATION IN THE NIMIS CLASSROOMS;134
6.2.4.1;4.1 General Features;134
6.2.4.2;4.2 The case of T3;135
6.2.4.3;4.3 The Case of Teatrix;137
6.2.5;5. IMPLEMENTATION AND TECHNICAL PLATFORM;140
6.2.6;6. FIRST EXPERIENCES;141
6.2.7;7. MORE RECENT WORK AND CONCLUSIONS;142
6.2.8;ACKNOWLEDGEMENTS;144
6.2.9;REFERENCES;144
6.3;Chapter 9 DESIGNING A CSCL ENVIRONMENT FOR EXPERIMENTAL LEARNING IN A DISTANCE LEARNING CONTEXT;146
6.3.1;1. INTRODUCTION;146
6.3.2;2. MOTIVATION;147
6.3.3;3. THE NEW FRAMEWORK;149
6.3.3.1;3.1 Pre-Lab;149
6.3.3.2;3.2 Lab;150
6.3.3.3;3.3 Post-Lab;151
6.3.4;4. PRE-LAB DESIGN;151
6.3.4.1;4.1 Scenario Description;152
6.3.4.2;4.2 Learning Design;155
6.3.5;5. CONCLUSION;158
6.3.6;6. FURTHER WORK;158
6.3.7;ACKNOWLEDGEMENTS;158
6.3.8;REFERENCES;159
6.4;Chapter 10 PUPIL COMMUNICATION DURING ELECTRONIC COLLABORATIVE PROJECTS: INTEGRATING COMMUNICATION TOOLS WITH COMMUNICATION SCENARIOS;161
6.4.1;1. INTRODUCTION;161
6.4.2;2. THEORETICAL FRAMEWORK AND RELEVANT RESEARCH;163
6.4.3;3. ALTERNATIVE COMMUNICATION SCENARIOS;164
6.4.4;4. METHODOLOGY;166
6.4.5;5. EMPIRICAL FINDINGS FROM CLASSROOM IMPLEMENTATION ;168
6.4.5.1;5.1 A New Communication Context: Doing and Communicating;168
6.4.6;6. THE STATUS OF INFORMATION;169
6.4.6.1;6.1 Informational Sources;169
6.4.6.2;6.2 Informational Content: Factual vs Procedural Information;171
6.4.7;7. THE COMMUNICATION AWARENESS;172
6.4.7.1;7.1 Communication Aspects of Content;172
6.4.7.2;7.2 Communication Norms: Rules of Form and Patterns of Practice;173
6.4.8;8. DISCUSSION AND FUTURE RESEARCH ISSUES;175
6.4.9;9. CONCLUSION;177
6.4.10;REFERENCES;177
6.5;Chapter 11 SUPPORTING AWARENESS IN DISTRIBUTED COLLABORATIVE LEARNING ENVIRONMENTS;179
6.5.1;1. INTRODUCTION;179
6.5.2;2. AWARENESS;181
6.5.2.1;2.1 Group Awareness;182
6.5.2.2;2.2 Workspace Awareness;182
6.5.2.3;2.3 Contextual Awareness;182
6.5.2.4;2.4 Peripheral Awareness;183
6.5.3;3. KNOWLEDGE AWARENESS MAP;183
6.5.3.1;3.1 What is knowledge awareness?;184
6.5.3.2;3.2 Knowledge Awareness map;185
6.5.3.3;3.3 Mediator Agent (MA);186
6.5.3.4;3.4 Learner’s profile;186
6.5.3.5;3.5 Strategy for Recommending Peer Learners;187
6.5.3.6;3.6 Visualization of KA;188
6.5.4;4. IMPLEMENTATION OF KNOWLEDGE AWARENESS MAP IN SHARLOKII;188
6.5.4.1;4.1 A Web- Based Collaborative Learning Environment;188
6.5.4.2;4.2 System Configuration;189
6.5.4.3;4.3 Collaborative Learning Environment;189
6.5.4.4;4.4 The KA Map;191
6.5.5;5. MORE RECENT WORK;192
6.5.6;6. SUMMARY;195
6.5.7;ACKNOWLEDGEMENTS;195
6.5.8;REFERENCES;195
7;INDEX;198