[Jermann et al.2001] Jermann, P., Soller, A., and Mühlenbrock, M. (2001). From mirroring to guiding: a review of the state of the art technology for supporting collaborative learning. In Proceedings of EuroCSCL, pages 324–331, Maastricht.
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This paper reviews a bunch of systems for the management of collaborative interaction and propose a classification framework built on a simple model of coaching. The authors sketch four phases of the coaching collaborative interaction (supporting or managing the members’ metacognitive activities related to the interaction). These four phases gradually move from “mirroring” to “guiding” the collaborative activity. The former term refer to the system’s ability to gather data about the group members’ interaction and use this information to visualise the activity for the users. Is then up to the users to interpret and decide what to do. The latter term refer to an approach by which the system assessment is hidden to the users. The system use this information to make decisions about how to moderate the group. This second approach has to deal with a model of ideal interaction, which is not trivial to design.
We can imagine a third state which is not constraint by imposing a predefined model nor that has to deal with the in-definition of user’s expectation and understanding of the representation.
Published on
8/30/2004 in
Diary.
The following picture, taken from Hoppe (2000), illustrated their framework for providing intelligent support into collaborative interfaces. Two kinds of agents are proposed: mediator and interpreter. The former relates the visual card language to the inderlying interpretation by translating card nets into specific intepreter representations and vice versa. In addition, it aggregates and explicates information implicit in the user interface, such as time of user actions, etc. The latter, provide operational semantics for the card environment: general formalism and first order logic can be incorporated.
Picture taken from:
H. U. Hoppe, K. Graßner, M. Muehlenbrock, and F. Tewissen. Distributed visual language environments for cooperation and learning. Group Decision and Negotiation, 9(3), May 2000.
H. U. Hoppe, K. Graßner, M. Muehlenbrock, and F. Tewissen. Distributed visual language environments for cooperation and learning. Group Decision and Negotiation, 9(3), May 2000.
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This paper was cited by \ref{Barross02}. It describes the system called CardMan, which is a framework for building and representing solution plans for physics exercises. The key idea is that argumentation is a typical mode of collaborative learning \ref{Buckingham94}. This software implements a class for Synchronization (coupling). It also provide a record and replay function of the action history which is also used as a transcripts for empirical purposes. The interesting engineering aspects of this Distributed Visual Language Environment (DVLE) are the structures used for managing the cards interchanged by the clients. Those are exchanged in a p2p mode but, more interestingly, are represented at three representational level: the specification level (content cards and connectors cards); the internal representational level (a graph structure with n-ary relations); and finally the external representational level, where card are generated accordingly to their specification.
A final interesting note is in the design of DVLE to work in accord with agents for intelligent support. The author affirm that “automathic processing should be clearly separated from the (group-)interactive functionality”. Their agent interface structure is constituted by a mediator and an interpreter agent: the former relates the visual card language to the underlying interpretation by translating card nets into specific interpreter representations and vice versa. In addition it aggregates information implicit in the user interface. The latter provide operational semantics for first order logic.
Published on
8/30/2004 in
Books.
Mind in Society: The Development of higher psychological processes. Cambridge MA: Harvard University Press.
Published on
8/26/2004 in
Diary.
Today I spent some time hacking the template of the HTML export of BibDesk, my favorite bibliography manager. Finally I managed to get something clean and functional for my needs:
http://craftsrv1.epfl.ch/~cherubini/extranet/bib/CSCL.bib.html
[download the package]
B. Barros, M. F. Verdejo, T. Read, and R. Mizoguchi. Applications of a collaborative learning ontology. In C. A. C. Coello, A. deAlbornoz, L. E. Sucar, and O. C. Battistutti, editors, MICAI2002 Mexican International Conference on Artificial Inteligence, pages 301–310, Mexico City, Mexico, April 22–26 2002. Springer-Verlag.
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In this paper a computational model has been presented which express the Activity Theory in terms of a CSCL ontology. This ontology offers a conceptual knowledge level representation for describing collaborative learning systems. It is based upon the structure and the knowledge contained in previous ontologies together with knowledge which was not explicitly represented in other collaborative learning ontologies. This ontology has been designed to be reusable by different tools in many collaborative learning scenarios due to the combination of the theoretical AT framework with an underlying XML-based representation.
One of the theoretical concept of this paper is to use actions as a unit of analysis as the needed structure to make context of a situation explicit. This choice is therefore discussed over a number of other studies which made other decisions privileging more communication models or problem solving methods or learning goals. The structure of these ontology is explained, where the concepts are expressed in two different nodes: Source of information (which is itself divided into two nodes: a statistical node and an interpreted node) and Analysis method, containing three types of node (Interaction-based, Action based, Interaction-Action-Stage based). The authors, finally sketch three possible usage for this ontology: the definition and authoring of cscl environments; the analysis and identification of collaborative features and finally the guide and coach of cscl activities.
Published on
8/18/2004 in
Links.
Plazes is a new kind of service offering information and interaction with people and PlaZes based on your current location. The idea is, that you are where you are connected. Plazes works without GPS or any kind of other devices.
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There is a collaborative dimension in the “spatialised ” communication: how meanings and knowledge are coded into a shared understanding of a place?
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K. L. Beckett and D. W. Shaffer. We built this city: Developing students’ understanding of ecology through the professional practice of urban planning. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon, and F. Herrera, editors, Proceedings of the Sixth International Conference of the Learning Sciences (ICls), page 587, Santa Monica, CA, June 22–26 2004. University of California Los Angeles, Lawrence Erlbaum Associates.
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This paper illustrates a system called Madison 2200 that hopes to support children’s learning of the environment unlike modeling programs such as StarLogo or augmented reality environments. The learning environment of this study is augmented by reality: the problem solving is guided by real-world tools and practices.
I. Ioannidou and A. Dimitrakopoulou. Young children collaborating to use maps during technology based distributed learning activities. In proceedings of 6th International Conference of Mathematics Teaching, Volos, Greece, October 2004.
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This paper concentrate on the theme of children’s learning of map design and construction. One of the point raised in the text is that there are lots of studies on the cognitive difficulties children have in understanding maps, while few studies concentrate on the design of learning activities aiming to develop learning on the same themes. The authors’ solution is a system in which a team of children can stand in front of a 2D digital representation of the world while another team can walk in the actual world. These two teams are connected with a walky-talky device for communication. In this way the authors have been tested several “scripts” which report significant learnings in the cognitive difficulties enumerated in previous studies. Using the same platform the authors have a chance to test several collaboration settings which enables for a zoom into intra-group or inter-group collaboration.
A. Martínez-Monés, P. D. L. F. Redondo, and Y. Dimitriadis. Towards an xml-based representation of collaborative actions. In Proceedings of the Computer Supported Collaborative Learning Conference CSCL2003, Bergen, Norway, June 14–18 2003.
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The main idea contained in this paper is that CSCL lacks of tools for representing the interactions as this is considered to be fundamental for understanding the collaborative learning. For the author, the proposed solution, in XML, may support the evaluation of the collaborative learning. For me, it also add an important dimension to the support of the learning process per se. Finally, this paper contains the definition of what is a Collaborative Action: “An action that by itself or by its effects can be perceived by at least a member of the group distinct of the one that performed the action.”
G. Câmara, A. M. Vieira-Monteiro, J. Paiva, and R. C. M. deSouza. Action-driven ontologies of the geographical space. In M. J. Egenhofer and D. M. Mark, editors, GIScience 2000, Savannah, GA, October 28–31 2000. AAG.
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This paper, like per Kuhn’s one (\ref{Kuhn01}), aim at adding more dimension to ontologies of geographical kinds. The aim is to make these tools more aware of the user’s side, considering the dynamical character of geographical entities and the intentionality dimensions of the geographical space. The former aim at thinking about the usage of the data stored into the system, particularly at the representation in which those will be used. The latter add a different perspective to the geographical objects considering their evanescence embedded in their nature.
J. Donath, K. Karahalios, and F. Viegas. Visualizing conversation. In Proceedings of HICSS-32, Maui, HI, January 5-8 1999. Hawaii International Conference on System Sciences, College of Business.
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This article provides a pioneer point of view on the research fro building visual representation of textual conversation in such a way to prevent the amassment of information. The idea is to use ChatCircles, a visual display that render the age of a message as a circle whose radios shrink with the passing time. The goal of this research is to provide to textual communication a background able to convey some social aspect of the communication like the turn taking ecc. In addition there is also the idea of archiving the conversations in such a way to convey some of those meanings.
W. Kuhn. Ontologies in support of activities in geographical space. International Journal of activities in geographical space, 15(7):613–631, 2001.
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The climax of this paper is that information system ontologies contain a view of the world that has less to do with human activities than with data holdings. The paper postulates that in order to make geographical information more useful and usable, ontologies should be designed with a focus on human activities. The author suggests that the entities admitted in the ontology should be defined by the task or activities supported in the GIS. The second step, which the author calls grounding, is the process of selecting which activities are are relevant to the user in a particular domain. Simplifying the steps of the method: a) selection or production of natural language text describing activities in a domain; b) extraction of the actions from the verbs of the text; c) Identification of the object classes affording these actions from the nouns; d) Ordering of these actions according to entailment relations among the verbs; e) production of the action hierarchy. In conclusion, this paper presents a well formed bibliography in the field of ontologies in supports of activities in geographical space.
Published on
8/9/2004 in
Diary.
…
Commercial services using SVG Tiny are already in use on cellphones in Japan; other countries are expected to see such services shortly.
For example, here are some shots of a real Mobile Commerce application developed by KDDI Corp., – a major Japanese cellular phone carrier and member of the SVG Working Group – in partnership with JCB Co., Ltd., Toyota Finance Corp., Mitsui Sumitomo Card Co., Ltd., and UC Card Co., Ltd. It is using the SVG Tiny implementation from KDDI running on the KDDI “au” 3rd-generation CDMA20001x phones which have color screens. The customer is being shown an SVG map of the nearest participating store; in the next screen, zooming on the map reveals more details of how to get to the store, including smaller streets not visible on the larger view; in the last shot, the opening hours and contact details of the store are displayed in SVG as the customer walks towards the store to make a purchase just before closing time.
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