Collaboration in computer conferencing

1
Collaboration in computer conferencing

• Rutgers University, May 16, 2002
• Gellof Kanselaar
• Jerry Andriessen (absent, sorry)

2
Collaborative learning (Stahl)
3
Students differ
4
Discussion-forums
5
Forums individual contributions per week and
mean ratings

• Theoretical 4.1 - 8.0/10
• Applied 4.1 - 7.8
• Comprehension 1.9 - 6.0
• Threads 1.8 - 6.2
• Help 1.8 - 5.6
• Practice 1.8 - 6.0
• News management, announcements, sites, issues
  3.8 - 7.7
• Social chat 1.9 - 5.3

6
 Convergence and divergence (van der Pol)
7
Personal reference (Brand)
8
Focusing, checking, argumentation (Veerman)
9
KOM Forums
Social explicitly for chatting, not related to
group tasks Texts forums in which participants
contributed texts for the final product Ccourse
theoretical discussions about authenticity of the
course Cmoderate Theoretical discussions about
moderating electronic discussions Cbook
Theoretical discussions about the book to
review Orgwrite negotiations about the
organization of the writing task Orgcourse
negotiations about the organization of the
course Other other discussions
10
(No Transcript)
11
Experimental Cycle
Spread the word (Dissemination)
Socio-cultural-historical educational context
12
Scenario-approach is about

• Changing education
• By changing users representations of
  collaboration
• Through a designed, scenario-based evolution
  (top-down)
• Of increasingly sophisticated collaborative
  learning tasks
• The nature of which is the outcome of
  negotiations with users (bottom-up)
• Supported by advanced technology

13
Traditional Representation of collaboration
(transmission)

• Task goal
• Roles
• Personal knowledge
• Activities
• Task execution
• Learning
• Teacher
• Etc.

• Product, end result
• Expert/beginner
• Misconceptions
• Propose ideas
• Linear
• Understanding facts
• Sets all goals, product feedback

14
More advanced Representation of collaboration
(studio)

• Task goal
• Roles
• Personal knowledge
• Activities
• Task sequence
• Learning
• Teacher
• Etc.

• Shared understanding
• Task dependent
• Shared
• Explain argue
• Cyclic
• General skills
• Sets task goals, process feedback

15
Even more advanced Representation of
collaboration (negotiation)

• Task goal
• Roles
• Personal knowledge
• Activities
• Task sequence
• Learning
• Teacher
• Etc.

• Advance knowledge
• Group dependent
• Co-construction
• Meaningful/Epistemic
• Tuned
• Collaborative knowledge
• On demand

16
Curriculum development in social/cultural/historic
al context

• Based on advancing existing representations of
  learning
• Based on permanent negotiation
• Based on shared understanding of goals at all
  levels
• Based on mutual trust, shared responsibility and
  future needs

17
Example 1 collaborative writing

• Context produce an argumentative text
• Phase1 Task1 Generate ideas
• Goal 1 Produce and elaborate useful ideas for
  the text
• Scenario Idea production
• Activities Propose, check, explain
• Support question asking
• Learning elaboration

18
Question asking
Is it true that...? Why...? Can you
explain...? Can you give an example...? Can you
give a characteristic...? What can you infer
on...? What do you mean...?
Is that true...?
19
Possible roles of ICT

• Agents or menus propose different question types
  (by agents)
• Monitor use of discourse actions
• Diagnose according to ontology of discourse
  patterns
• Agent provides feedback as alternatives or missed
  opportunities
• User profile update

20
Example 2 collaborative writing

• Context produce an argumentative text
• Phase1 Task1 Generate ideas
• Goal 2 Relate useful ideas for the text
• Scenario Representing ideas
• Activities Propose, check, explain, counter
  challenge and relate
• Support concept mapping, argumentation
• Learning elaboration

21
ICT support for representing ideas
22
ICT-support for discussing relations between ideas

• Organize ideas in multiple ways
• Prompt discourse moves focusing on argumentation
• Inquire about the strength and relevance of
  arguments
• Link chat to concept map
• Ontology, diagnose, student profile

23
Others..

• Idea verification
• Idea completeness
• Sound conclusions
• etc,.
• Increasing complexity and integration of tasks

24
For studio sharing understanding

• Studio is about the process
• Eliciting a partners knowledge
• Focusing and grounding during a debate
• Confrontation scenarios solving conflicts,
  getting your way
• Arriving at consensus
• How to deal with lack of information
• Role play under different task constraints
• Knowledge management sharing information

25
For negotiation knowledge building

• Negotiation to arrive at new knowledge
• How to represent the status of ideas personal,
  certainty, source reliability
• How to define a project goal and strategy
• Social relationships in electronic forums
• Projects, teams, roles and activities