| Orden | Autores | Nombre Artículo | Resumen |
| AJHOU00 | rachida ajhoun,
m. amine benkiran | a framework for adaptative and cooperative learning for the internet: smart learning | the goal of smart-learning is to develop a telelearning system where learners are able to follow courses at their own pace and access only those elements of the course that relate to them. production is based on intelligent hypertexts (e.g., xml). these hypertexts, which allow diffusion of the courses on
the internet, introduce simplicity for adapting the course to the learner. the power of our system is the use of widely available tools. this availability will guarantee a large opening and a larger audience. in this proposal, we will highlight the principal needs for carrying out an adaptative training program as
well as adequate tools for development. over the last several years, the field of telecommunication and multimedia data processing have seen visible progress.
because researchers in the field of telelearning have exploited these new technologies, it is possible to improve teaching methods in order to satisfy the needs of users of this kind of application. smart-learning, or system for multimedia adaptative and cooperative telelearning, is a project at
the réseaux informatiques et multimédia (rim) research unit at emi. the fundamental goal of this project is to develop a virtual university based on the asynchronous mode without excluding synchronous sessions. indeed, the asynchronous mode is famous for its great ability to provide courses without
temporal constraints, whereas the synchronous mode allows a better open debate in real time. in addition, the fundamental goal is adapting courses to the learner according to teaching requirements and learner capacities.
in the smart-learning system, the learners are at the center of the design process. the main pedagogical characteristics of our approach are summarized by the following points [1]:
1 independence: with respect to the hardware and software, users should not be forced to deal with a specific platform in their process of learning.
2 facilitating: learning environments that do not directly facilitate learning may neverthelesssupport it.
3 communication: communication among the various participants in the application (e.g., learner, teacher) is a fundamental aspect in the educational system.
4 adaptative: learning theories are based on assumptions about what knowledge is and how people learn. in the constructivism [2] theory, which we adopt, learning is the process by which accessed information is transformed into personal and individualistic knowledge.
5 cooperative: learning is a process that emphasizes active participation within groups of learners and with the teacher(s). learners develop their knowledge while sharing ideas and reflecting and interacting in learning groups.
6 administration: administration of the users (e.g., learners, teachers) and the application management, such as security and information confidentiality.
this paper is organized in two sections. the first section presents the design and the different components of our architecture. the second section is reserved for the techniques and methods for the adaptative aspect of the courses. |
| ANID00 | l. anido,
m. caeiro,
m. llamas,
m.j. fernández | creating collaborative environments for web-based training scenarios | this paper presents a web-based tool aimed to provide a collaborative environment. among others, its features allow any kind of data sharing on the web, on-line synchronous communication among learners and instructors and the possibility to follow virtual presentations with an embedded web-based slide projector.
we used an electronic whiteboard resembling those which can
be found in traditional classrooms to gather all this functionality. |
| AUC00 | david moore, ivan askwith, ronen mukamel, | authenticated user community | auc, which stands for authenticated user community, was originally designed for use in k-12 organizations with the goal of making the internet and computer technology a more accessable resource for students and teachers. since then, its goals have broadened to support education at the university/college level, and also to act as web-based information exchange in any business or other organization. auc runs on a normal unix-based web server and allows users to login over the web and have access to a wealth of personalized data sharing and communication tools, tailered to the organization using the system. in a school setting, this intranet allows collaboration between students, teachers, and parents that was previously impossible. in any organization, it encourages forums for discussion and the general exchange of data and information. |
| BARR98 | b.barros, m.rodriguez-artacho, f.verdejo | towards a model of collaborative support for distance learners to perform joint tasks | this paper describes the design and implementation of a prototype to support collaborative learning. it is part of a larger effort dealing with the study of mechanisms of cooperation and collaboration between distance learners while performing joint tasks involving complex interactions. the final goal of the
project is to produce a conceptual model and a tailorable system for describing a variety of collaborative distance learning scenarios providing active group support. a first web-based prototype integrating private and shared workspaces has been implemented, and a testbed carried out with graduate students.
the learning scenario and the collaborative facilities offered by the system are presented. |
| BARR99 | b. barros, m.f. verdejo | degree: un sistema para la realización y evaluación de experiencias de aprendizaje colaborativo en enseñanza a distancia | se presenta un sistema en el que se combina trabajo de modelización con trabajo experimental para permitir al usuario beneficiarse de la tecnología con ayuda de la inteligencia artificial y de los sistemas cooperativos. se ha
trabajado en la definición de modelos para formalizar y construir artefactos computacionales que permitan proponer innovaciones en las formas de enseñar y aprender. se presenta una arquitectura genérica para aprendizaje colaborativo organizada en cuatro niveles y a partir de la cual se ha desarrollado el sistema degree (acrónimo de distance education environment for group experiences). este sistema permite la realización de experiencias de aprendizaje colaborativo a distancia y el análisis de la forma de trabajar de los grupos cuando realizan las tareas comunes. |
| BARR99A | barros b., verdejo m.f. | an approach to analyse collaboration when shared structured workspaces are used for carrying out group learning processes | in this paper we present an approach to characterize group and individual
behaviour in computer-supported collaborative work in terms of a set of attributes.
in this way a process-oriented qualitative description of a mediated group activity is given from three perspectives: (i) a group performance in reference to other groups, (ii) each member in reference to other members of the group, and (iii) the group by itself. in our approach collaboration is conversation-based. then we propose a method to automatically compute these attributes for processes where joint activity and interactions are carried out by means of semi-structured messages. the final set of attributes has been fixed through an extensive period of iterative design and experimentation.
our design approach allows extracting relevant information at different
levels of abstraction. visualization and global behavior analysis tools are discussed.
shallow analyses as presented in this paper are needed and useful to tackle with a large amount of information, in order to enhance computer-mediated support. |
| BUEN00 | david bueno, ricardo conejo, amos a. david | metiorew: an objective oriented content based and collaborative recommending system | the size of internet has been growing very fast and many documents
appear every day in the net. users find many problems to obtain the
information that they really need. in order to help users in this task of finding
relevant information, recommending systems were proposed. they give advice
using two methods: the content-based method that extracts information fromthe
already evaluated documents by the user in order to obtain new related
documents; the collaborative method that recommends documents to the user
based on the evaluation by users with similar information need. in this paper we
will present our approach through the employment of a user model and analyze
some existing web recommending systems and identify some problems that we
try to solve in our system metiorew. some of the problems in document
recommendation are: a) how to begin with document recommendation to users
at the beginning of interaction when there is little or no knowledge on the user,
b) how to make document recommendation to the user with changing
information needs (objectives) without employing the general preferences of all
the users but employing explicit individualized user model that integrates the
user’s objectives, c) how to provide access to the user’s past history in order to
review interesting documents related to specific objectives. the algorithms that
we propose for calculating the degree of relevance of documents based on our
user model is also explained. |
| CECE99 | cecez-kecmanovic d, webb c. | towards a communicative model of collaborative web-mediated learning | this paper reports research investigating web-mediated collaborative learning as a social interaction process from a critical theory perspective. a communicative model of collaborative learning is proposed to help instructors analyse and improve the practice of collaborative learning. the model can also be used as a methodological instrument for inquiry into web-mediated collaborative learning. |
| CL01 | colaborative learning | collaborative learning index | interest in collaborative learning continues to grow among higher education faculty. numerous faculty
and teaching assistants at ucsb are currently using collaborative learning approaches in courses, labs,
and sections. the information below is meant to provide a basic introduction to this topic. |
| CONS00 | maría de los angeles constantino-gonzález, daniel d. suthers | a coached collaborative learning environment for entity-relationship modeling | we discuss the design of an agent for coaching collaborative learning
in a distance learning context. the learning domain is entity-relationship
modeling, a domain in which collaborative problem solving is regularly practiced,
and for which there exist formally interpretable representations of problem
solutions known as entity-relationship diagrams. the design of the coach
was based on socio-cognitive conflict theory, which states that collaborative
learning is effective to the extent that learners identify and discuss conflicts in
their beliefs. students begin by constructing individual entity-relationship diagrams
expressing their solution to a database modeling problem, and then work
in small groups to agree upon a group solution. the coaching agent leverages
learning opportunities by encouraging students to share and discuss solution
components that conflict with components of the group solution. our work
shows one way to utilize domain specific knowledge in order to facilitate collaboration. |
| CONS01 | maría de los angeles constantino-gonzález,
daniel d. suthers, josé i. icaza | coaching web-based collaborative learning based on problem solution differences and participation | this paper describes the design and evaluation of a coach that helps students
collaborate during synchronous group problem solving. unlike previous work generally
emphasizing dialogue analysis, this work evaluates a new approach to supporting
collaboration that identifies learning opportunities based on differences between problem
solutions and on tracking levels of participation. the contribution made by these and other
knowledge sources in the generation of collaboration advice was evaluated by comparing,
for each event in the collaborative sessions, expert rankings of advice with the software
coach's rankings, and by identifying the advice that would be lost if each respective
knowledge source were removed. results show that good quality advice can be obtained
through these knowledge sources, although other knowledge sources may fill in gaps
relative to the expert's performance. this work demonstrates how intelligent agents can
produce reasonable collaboration advice using a few basic knowledge sources, and
illustrates several methods of evaluating the knowledge and reasoning of complex
knowledge-based systems. |
| CONS01A | maría de los angeles constantino-gonzález
daniel d. suthers | coaching collaboration by comparing solutions and tracking participation | this paper reports a new approach to coaching collaboration in a synchronous distance
learning context. prior work on supporting collaboration has relied largely on comparing student
discourse to models of collaborative discourse. comparison of student work to expert solutions is
prevalent in individual coaching paradigms. although these approaches are valuable, our approach
evaluates the potential contribution of tracking student participation and comparing students' individual
and group solutions. our theoretical motivation is that conflicts between individual and
group solutions constitute learning opportunities, provided that students recognize and address
these conflicts. the coach encourages such negotiation when differences are detected, and also encourages
participation in other ways. our evaluation relied primarily on expert judgement and secondarily
on student reactions to the coach. results show that the quality of the generated advice
was good; however, other knowledge sources should be consulted to improve coverage of advice
to a broader range of situations and advice types. |
| COSE01 | | cose: creation of study envirnonments | cose is a virtual learning environment (vle)
cose acts as a focus for learning
cose allows the tutor to create a study environment which makes the relationship between
assessment and learning activity explicit
m
cose enables the learner to view resources in the context of learning activity m
learning activity does not have to be confined to the computer m
by allowing www-based and traditional non-electronic resources and lecture programmes to
be referenced in the context of specific learning opportunities, cose provides the focus for
a holistic approach to learning
m
cose allows the course designer to address the context in which study will take place as
opposed to merely the delivery mechanism
m
cose enables learning to be active
cose is designed to facilitate courses designed with an output driven approach, where the
emphasis is on the learning opportunities provided for learners and the resources needed to
enable the learners to carry them out
m
cose enables communication to take place at the appropriate level m
cose views a course as a group of people to whom learning opportunities are assigned,
rather than as a body of content to which people are assigned
m
cose allows simple and precise annotation of content by learners and tutors m
cose enables learning to be collaborative
cose allows sharing of work-in-progress between tutors, learners, learners and tutors, tutor
groups, learner (course) groups, and peer groups
m
cose allows electronic communication by the learner with tutor, resource author, learner
(course) group and subgroups, and peer groups, thus ensuring communication takes place at
the right level.
m
cose enables learning to be distributed
cose is a client-server networked system using standard internet technologies, allowing
learning to take place at times and places which suit the learner.
m
cose allows traditional delivery mechanisms to used in conjunction with a vle m |
| COSE01A | mark stiles | cose: | cose is a virtual learning environment (vle) developed by staffordshire
university. the system facilitates the adoption of an active learning
methodology. study support is via specific tutor guidance for the learning
opportunities presented, evidence of learning, learning level indication, email
for peer and tutor discussions, etc. the importance of synthesis and
collaborative working are reflected in the design. the system is designed for
distributed learning rather than as a stand-alone instructional system.
"whilst networks provide facilities which can be used for
delivery, support, collaboration, feedback and |
| COUI01 | | courseinfo 4.0 tutorial | courseinfo
a template for creating course web sites
new tutorial!
how to add powerpoint presentations to a courseinfo site
download it (pdf format)
forgot your courseinfo password?
click here to have it reset automatically. your students can use this form, too, if they forget their passwords.
this section contains:
a demonstration courseinfo web site
information on how to request a courseinfo web site for your course
access to courseinfo web sites for cornell courses
places to go for online documentation and help using courseinfo
courseinfo is a service for instructors who want to provide web pages for their courses by using a template rather than writing in html.
this forms-based service can be used through any web browser. each web site created with courseinfo has a standard look because it is generated using a standard template. courseinfo also provides many useful administrative and interactive communication features which allow for on-line quizzes, discussion boards and collaborative group work. instructors have the option to activate or deactivate features on their course sites as their individual course needs dictate.
|
| COX01 | michael t. cox,
thomas c. hartrum,
scott a. deloach,
timothy jacobs,
scott brown,
robert eggleston,
michael mcneese | Agent-Based Mixed-Initiative Collaboration | in the most basic sense, this research intends to examine the nature of human collaboration with the goal of gaining a better understanding of the cognitive processes involved. in the most practical sense, the research is to build systems that facilitate human collaboration and to model on computers the behavior that leads to successful cooperation. to study collaboration, we will study a particular type of collaboration that is relevant to many intelligent activities; that is, we will examine planning by teams of people that are engaged
with computer systems and vast amounts of information. one of the most difficult tasks during such activity is to present to each person just the right amount of information in the form best suited to their particular piece of the team effort. to provide solutions to this problem, we will experiment with mixed-initiative approaches that synthesize human and machine decisions, case-based approaches that reuse past experience, agent-based technologies that encapsulate specialized knowledge, and cognitive systems engineering
methods of user-modeling. |
| CSILE02 | que es csile | computer-supported intentional learning environments | csile (computer supported intentional learning environments) functions as a "collaborative learning environment" and a communal database, with both text and graphics capabilities. this networked multimedia environment lets students generate "nodes," containing an idea or piece of information relevant to the topic under study.
nodes are available for other students to comment upon, leading to dialogues and an accumulation of knowledge. students have to label their nodes in order to be able to store and retrieve them; over time, they come to appreciate the value of a precise, descriptive label. in addition to receiving writing practice as they create their own nodes, students get practice reading the nodes generated by others.
csile was developed by marlene scardamalia and carl bereiter at the ontario institute for studies in education. it has been used in a research program within toronto schools for over five years.
|
| CHON00 | ng s. t. chong,
masao sakauchi | classroom anywhere: an initiative of the united nations university | this paper reports on the technical aspects of the virtual university project launched by the united nations university. our vision is to promote the development of open, affordable, and ubiquitous learning environments that will provide users with increased opportunities for collaboration and easy access to the global knowledge pool. as a first step toward meeting this goal, we are developing a major software product, classroom anywhere (ca), a multi-user virtual learning environment and java collaborative framework. drawing on research into component-software and computer-supported cooperative work
(cscw) systems, ca enables runtime extensibility and flexible sharing of applications that may or may not be originally designed for collaboration. under this framework, each feature can be recursively extensible, that is, the constituents of a feature can be again extensible. furthermore, we will release the source code under certain conditions and license it for free distribution in developing countries. in this way, the system is open-ended in the true sense and encourages cooperative development. two pilot subsystems of ca have been developed to verify the design feasibility. the first subsystem is a multi-user whiteboard with extensible authoring support for creating contents in real time. the second subsystem is a chat facility that provides users with a flexible group control and coordination mechanism. |
| DELG99 | joaquin delgado,
naohiro ishii | On-line Learning of User Preferences in Recommender Systems | recommender systems, sometimes called collaborative filtering, are learning systems that make use of a database representing multi-user preferences over items (e.g. a score(user,item) matrix), to try to predict the preference towards new items or products regarding a particular user. the objective is to filter and present to the user the options that are most attractive for him; i.e. he would probably like the most. this paper is about on-line algorithms for performing such task. in particular, we introduce a new algorithm for on-line learning of user preferences called voting-by-category weighted majority prediction (vc-wmp) algorithm. in a nutshell, it proposes a.) clustering of items by categories in order to reduce the dimensionality and sparseness of the score matrix; and b.) a variant of a majority vote learner with selection of voters based on the correlation of user profiles. we then give some experimental results comparing our results to other approaches. |
| EWIN02 | jim ewing, david miller | a framework for evaluating computer supported collaborative learning | starting from some central issues of information and communications technology (ict) in learning and of collaborative learning, this paper postulates a composite framework for evaluating learning environments.
using the framework, one scenario is described and analysed. the framework identifies where ict in learning (e-learning) may be enhanced and where ict may be difficult for students. some conclusions are made relevant to the design of ict learning environments. areas for future research are suggested. |
| FELD01 | richard m. felder,
rebecca brent | effective strategies for cooperative learning | about 15 years ago one of the authors (rf) began to experiment with roupwork in his engineering courses. after making every mistake in the book (which he had not yet read), he recognized that there must be more to getting students to work together effectively than simply putting them in groups and asking them to do something, but he wasn’t sure what it was. then, like so many of his colleagues in engineering, he attended a workshop given by karl smith,
heard the gospel of cooperative learning according to johnson et al., and was converted. things went much better after that, although every course he taught produced additional items on his lists of things that work and things to avoid.
during that same period, the other author (rb) was also using cooperative learning first as an elementary school teacher and then as an education professor and compiling her own lists of successful and unsuccessful techniques. eventually the two of us combined our lists and began to give teaching workshops together, and at almost every campus we visited someone was using cooperative learning and had come up with a technique or pitfall that was new to us. we paid attention, and if an idea sounded plausible and was supported by experience we added it to the appropriate list. in this paper we summarize some of these ideas, presenting them as answers to questions
from workshop participants who have been exposed to the basic principles and methods of cooperative learning as set forth by (for example) johnson, johnson, and smith (1998), millis and cottell (1998), and felder and brent (1994, 1996). |
| FELD01A | richard m. felder, rebecca brent | faqs. iii. groupwork in distance learning1 | of all the instructional methods we advocate in our teaching workshops, the ones we emphasize most
involve students working together in small groups. workshop participants invariably ask whether such
collaboration is possible in distance learning. the answer is that it may take some additional effort by the
instructor, but it can be done and done effectively. |
| FELD94 | richard m. felder, rebecca brent | cooperative learning in technical courses: | a longitudinal study of a cohort of engineering students has been under way at north carolina state university since 1990. dr. richard felder taught the students five chemical engineering courses in five consecutive semesters using several nontraditional instructional methods, including cooperative (teambased) learning. the performance of the students in these courses and their responses to the instruction have been chronicled elsewhere (felder et al., 1993, 1994a, 1994b).
as part of the longitudinal study, dr. felder and dr. rebecca brent, a professor of education at east carolina university, adapted or devised procedures for implementing cooperative learning in courses that stress quantitative problem solving. these procedures are summarized in this report. the objectives of
the report are to offer some ideas for using cooperative learning effectively in technical courses, to give advance warning of the problems that might arise when cl is implemented, and to provide assurances that the eventual benefits to both instructors and students amply justify the perseverance required to
confront and overcome the problems. |
| FURU02 | nobuko furugori,
hirotaka sato,
hiroaki ogata,
yoji ochi,
yoneo yano | coale: collaborative and adaptive learning environment | this paper proposes a new adaptive wbt (web based training) environment for collaborative learning named coale: collaborative and adaptive learning environment. coale is an integrated environment of collaborative learning into individual learning based wbt with active personalized awareness provider. we propose a personalized active recommendation system, which gives proper awareness at right timing for each learner in order to support dynamic course organization aimed at effective and efficient learning. the recommendations are generated based on learners' dynamic learning activities. the prototype system for our environment was developed using
object oriented database system, java serve let, and web server system. experimental learning session was performed at a university class for the evaluation. results show the effectiveness of our proposed environments. |
| HALLE00 | cynthia r. haller,
victoria j. gallagher,
tracey l. weldon,
richard m. felder | dynamics of peer education in cooperative learning workgroups | many recent studies demonstrate that cooperative learning provides a variety of educational advantages over more traditional instructional models, both in general and specifically in engineering education. little is known, however, about the interactional dynamics among students in engineering work groups. to explore these dynamics and their implications for engineering education, we analyzed work sessions of student groups in a sophomore-level chemical engineering course at north carolina state university. using conversation analysis as a methodology for understanding how students taught and learned from one another, we found that group members generally engaged in two types of teaching-learning interactions. in the first type, transfer-of-knowledge (tk) sequences, they took on distinct teacher and pupil roles, and in the second, collaborative sequences (cs), they worked together with no clear role differentiation.
the interactional problems that occurred during the work sessions were associated primarily with tk sequences, and had to do with students who either habitually assumed the pupil's role (constant pupils) or habitually discouraged others' contributions (blockers). our findings suggest that professors can facilitate student group interactions by introducing students to the two modes
of teaching interaction so group members can effectively manage exchanges of knowledge in their work, and also by helping students distribute tasks in a way that minimizes role imbalances. |
| JOHN00 | david w. johnson, roger t. johnson, mary beth stanne | cooperative learning methods: a meta-analysis | cooperative learning is one of the most widespread and fruitful areas of theory, research, and practice in education. reviews of the research, however, have focused either on the entire literature which includes research conducted in noneducational settings or have included only a partial set of studies that may or may not validly represent the whole literature. there has never been a comprehensive review of the research on the effectiveness in increasing achievement of the methods of cooperative learning used in schools. an extensive search found 164 studies investigating eight cooperative learning methods. the studies yielded 194 independent effect sizes representing academic achievement. all eight cooperative learning methods had a significant positive impact on student achievement. when the impact of
cooperative learning was compared with competitive learning, learning together (lt) promoted the greatest effect, followed by academic controversy (ac), student-team-achievement-divisions (stad), teams-games-tournaments (tgt), group investigation (gi), jigsaw, teams-assisted-individualization (tai), and finally cooperative integrated reading and composition (circ). when theimpact of cooperative lessons was compared with individualistic learning, lt promotes the greatest effect, followed by ac, gi, tgt, tai, stad, jigsaw, and circ. the consistency of the results and the diversity of the cooperative learning methods provide strong validation for its effectiveness. |
| JOHN02 | david w. johnson, roger t. johnson | working cooperatively: proof that students who work together, learn together | brothers and fellow professors in the college of education and human
development, roger and david w. johnson are the nation’s leading
researchers on cooperative learning. they head the cooperative
learning center which focuses on making classrooms and schools more
cooperative places and on teaching cooperative skills leadership,
communication, decision making, trust building, and conflict resolution.
the center plays host to a continuing stream of visitors students,
scholars, colleagues, educators from all around the u.s. as well as
countries such as australia, russia, singapore, new guinea, ireland,
and lebanon. the johnsons also travel extensively to offer training in
cooperative learning theory and application throughout the u.s. and
canada, germany, england, saudi arabia, new zealand, turkey,
panama, singapore, and hungary, among others.
they work with school teachers and administrators, the u.s. navy,
colleges and universities, and the disney corp. they’re also working
with schools in eastern europe to promote cooperative learning as a
way to help prepare coming generations for democracy and free
enterprise. |
| KAUF00 | deborah b. kaufman, richard m. felder,
hugh fuller | accounting for individual effort in cooperative learning teams | an autorating (peer rating) system designed to account for individual performance in team projects was used in two sophomore-level chemical engineering courses in which the students did their homework in cooperative learning teams. team members confidentially rated how well they and each of their teammates fulfilled their responsibilities, the ratings were converted to individual weighting factors, and individual project grades were computed as the product of the team project grade and the weighting factor. correlations were computed between ratings and grades, self-ratings and ratings from teammates, and ratings received and given by men and women and by ethnic minorities and non-minorities. incidences of hitchhikers (students whose performance was considered less than satisfactory by their teammates), tutors
(students who received top ratings from all of their teammates), dysfunctional teams, and teams agreeing on a common rating were also determined. the results suggest that the autorating system works exceptionally well as a rule, and the benefits it provides more than compensate for the relatively infrequent problems that may occur in its use. |
| KEAR99 | greg kearsley, ben shneiderman | engagement theory: a framework for technology-based teaching and learning | engagement theory has emerged from the authors' experiences teaching in electronic and distance education environments (see shneiderman, 1994,1998; shneiderman et al, 1995; kearsley, 1997). the fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. while in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. so engagement theory is intended to be a conceptual framework for technology-based learning and teaching.
although not directly derived from other theoretical frameworks for learning, it has much in common with many such frameworks. for example, with its emphasis on meaningful learning, it is very consistent with constructivist approaches. because it emphasizes collaboration among peers and a community of learners, it can be aligned with situated learning theories.
because its focuses on experiential and self-directed learning, it is similar in nature to theories of adult learning (i.e., androgogy). |
| LI00 | du li, limin zhou, richard r. muntz | a new paradigm of user intention preservation in realtime collaborative editing systems | the concept of time and ordering of events are correlated key issues in distributed computing as well as computersupported collaborative work (cscw) systems. this paper revisits some of the assumptions that have generally been made regarding time and event ordering in distributed systems
and argues that they are no longer appropriate if the goal is to faithfully preserve user intentions in cscw systems. in particular, the following contributions are made in the context of collaborative editing systems. first, we discuss how the user intentions might be impacted when the finite duration of drawing operations are considered. secondly, we propose that total ordering of events should give the users the right of participation instead of being solely
determined mechanically by the system. thirdly, a new concept of active whiteboard is proposed which supports various integrity constraints on objects and object groups to maintain user intentions in a more sophisticated way.
additionally, for the sake of completeness, the problem of maintaining consistency in the face of unreliable and highlatency communication channels is also covered. |
| LIN96A | wana daphne lin hsiao | tentative dissertation title | an important goal of education is to teach students to be self-learners and independent thinkers. research in several disciplines indicates that proficient learners are aware of their own cognition and know what and when to use strategies to enhance their own learning (schmitt and newby, 1986). studies on the differences between experts and novices also confirm that a significant difference between experts and novices is their use of self-regulation strategies (glaser, 1976). experts tend to plan alternatives before action, and monitor and engage in strategic behaviors more than novices (paris and myers, 1981). cognitive scientists m. scardamalia and c. bereiter advocate (1989, 1991, 1992, 1994) a computer-supported intentional learning environment (csile)
model. this learning model comes from research on intentional learning, information discourse and knowledge building. intentional learning is characterized by individuals who are self-regulatedly and actively participating in learning process, with the belief that knowledge is an evolving entity. intentional learners are goal-directed, approach learning with a plan and utilize strategies to solve problems at hand. knowledge building is characterized as an open decentralized system with focus on collective knowledge. scardamalia and bereiter further explain that technology by itself cannot
bring about the transformation of schools into knowledge-building communities.
teaching strategies can make a great difference in students' collaborative works in knowledge-building communities (scardamalia & bereiter, 1994 in press). these findings have impact for instructional design models. instruction is heightened through the integration of metacognition strategies. the results on the learners will be positive in terms of motivation and performance. |
| LIPP02 | lasse lipponen | exploring foundations for computer-supported collaborative learning | in 1996 koschmann (1996) suggested computer-supported collaborative learning (cscl) as an emerging paradigm of educational technology. after six years, how has the field developed? what does research say about
cscl to date? what is the state of the art? the aim of the present paper is to explore the foundations for cscl, and in doing so, to contribute to the theoretical as well as empirical understanding and development of cscl
research. |
| MCCA00 | gordon mccalla, julita vassileva, jim greer, susan bull | active learner modelling | it is common to think of a "learner model" as a global description of a student's understanding of domain content. we propose a notion of learner model where he emphasis is on the modelling process rather than the global description. in this re-formulation there is no one single learner model in the traditional sense, but a virtual infinity of potential models, computed "just in time" about one or more individuals by a particular computational agent to the breadth and depth needed for a specific purpose. learner models are thus fragmented, elativized, local, and often shallow. moreover, social aspects of the learner are perhaps as important as content knowledge. we explore the implications of fragmented learner models, drawing examples from two collaborative learning systems. the main argument is that in distributed support environments that will be characteristic of tomorrow's itss, it will be literally impossible to speak of a learner model as a single distinct entity. rather "learner model" will be considered in its verb sense to be an action that is computed as needed during learning. |
| NNNN02 | | cooperative learning | cooperation is working together to accomplish shared goals. within cooperative activities individuals seek outcomes that are beneficial to themselves and beneficial to all other group members. cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning. the idea is simple. class members are organized into small groups after receiving instruction from the teacher. they then work through the assignment until all group members successfully understand and complete it.
cooperative efforts result in participants striving for mutual benefit so that all group members gain from each other's efforts (your success benefits me and my success benefits you), recognizing that all group members share a common fate (we all sink or swim together here), knowing that one's performance is mutually caused by oneself and one's colleagues (we can not do it without you), and feeling proud and jointly celebrating when a group member is recognized for achievement (we all congratulate you on your accomplishment!). in cooperative learning situations there is a positive interdependence among students' goal attainments;
students perceive that they can reach their learning goals if and only if the other
students in the learning group also reach their goals (deutsch, 1962; johnson &
johnson, 1989). a team member's success in creating a multi-media presentation on saving the environment, for example, depends on both individual effort and the efforts of other group members who contribute needed knowledge, skills, and resources. no one group member will possess all of the information, skills, or resources necessary for the highest possible quality presentation. |
| OH01 | alice oh,
howard shrobe,
andy chang,
krzysztof gajos,
tyler horton,
stephen peters,
rattapoom tuchinda | collaboration applications in smart spaces | laboratorio de inteligencia artificial del mit
resumen de investigación
every day, people are engaged in various types of collaboration tasks in the intelligent room [1]. however, no software exists that can support collaboration effectively and smoothly in a smart environment setting. |
| OLGUI00 | carlos josé m. olguín,
armando luiz n. delgado,
ivan luiz m. ricarte | an agent infrastructure to set collaborative environments | collaborative learning supported through computers seems to be very promising, since advances in computational technology enable the widespread use of tools such as bulletin boards, chats, whiteboards
and even video-conference. however, it is not clear which approach for on-line learning . individual or collaborative . is more effective for the students. this paper addresses a proposal to combine both approaches, taking in account that some advantages related to individual learning, such as self-pacing and establishment of learning goals by the learner, imply in difficulties to establish collaborative settings. this proposal is based upon the dynamic creation and management of study groups of distributed learners sharing on-line material. a model is proposed to set collaboration profiles that would enable to identify potential collaborators, and an agent-based infrastructure is presented to support this model in an on-line learning environment. finally, an example of use of this infrastructure is presented using calm, a learning environment developed on top of the web architecture. |
| OLIV00 | ron oliver; arshad omari; ken knibb | creating collaborative computer-based learning environments with the world wide web | this paper has described the rationale and educational need behind web-faq, a
dynamic web-based system to support student learning in an introductory authoring
course. the web-faq system has 4 main components: a questions and answers section, a
frequently asked questions section, a section showing authoring tips and tricks and a submit
urls section. it has been designed to enable students to share resources through the use
of dynamic web pages either as novices trying to find the solutions to problems or as
experts providing help and guidance to others in the class. it is built around the concept
of a bulletin board and helps to support flexible learning through resource sharing. |
| PERE02 | carlos josé pereira de lucena,
hugo fuks,
marcelo blois,
ricardo choren ,
rodrigo lemos de assis,
gustavo robichez | tecnologia de informação aplicada à educação: um (meta) curso no ambiente aulanet | este trabalho descreve um curso desenvolvido no departamento de informática da puc-rio utilizando o ambiente aulanet. o aulanet é um groupware para a criação, participação e administração de cursos através da web desenvolvido no laboratório de engenharia de software da puc-rio. o curso se propõe a ensinar/aprender a aplicar tecnologia de informação à educação usando o aulanet, que por sua vez é um ambiente que aplica
tecnologia de informação à educação. neste trabalho mostra-se como este tipo de ambiente pode ser utilizado para dar suporte, animar e administrar um processo de aprendizagem cooperativa. |
| SALO95 | gavriel salomon | what does the design of effective cscl require and how do we study its effects? | having now been engaged for over five years in a number of large-scale projects in which students were to collaborate through computer-enhanced activities of design and communication, i have come to three
sobering conclusions. why sobering? because, contrary to the enthusiastic naivete i started out with, i (like many others) discovered (a) that computers do very little in and of themselves, (b) that collaboration among
students, particularly when supported by computer-related activities, is a far more complex topic than i initially thought; and (c) that the study of computer supported collaborative learning and the changes that it
undergoes cannot be easily handled with the research (particularly experimental) tools we usually employ. in this paper i wish to briefly discuss these three points. |
| SHNE98 | ben shneiderman,
ellen yu borkowski,
maryam alavi,
kent norman | emergent patterns of teaching/learning in electronic classrooms | novel patterns of teaching/learning have emerged from faculty and students who use our three teaching/learning theaters at the university of maryland, college park. these fullyequipped electronic classrooms have been used by 74 faculty in 264 semester-long courses since the fall of 1991 with largely enthusiastic reception by both faculty and students. the designers of the teaching/learning theaters sought to provide a technologically rich environment and a support staff so that faculty could concentrate on changing the traditional lecture from its unidirectional information flow to a more collaborative activity. as faculty evolved their personal styles in using the electronic classrooms, novel patterns of teaching/learning have emerged. in addition to enhanced lectures, we identified three common patterns: active
individual learning, small-group collaborative learning, and entire-class collaborative learning. |
| SOLL00 | amy soller,
kwang-su cho,
alan lesgold | adaptive support for collaborative learning on the internet | the rapid advance of networking technology has enabled universities and corporate training programs to reach out and educate students who, because of schedule or location constraints, would not otherwise be able to take advantage of many educational opportunities. this new technological capability demands software that can support structured, on-line learning activities; thus we have recently seen the rapid development of computer-supported collaborative learning (cscl) systems (jermann and dillenbourg, 1999; suthers, weiner, connelly, and paolucci, 1995). cscl systems offer web-based software replicas of many of the classic classroom resources and activities. they may provide on-line presentations, lecture
notes, reference material, quizzes, student evaluation scores, and facilities for chat or on-line discussions. successful distance learning programs around the globe have proven almost all of these tools successful. all but one – the support for on-line learning communication. chat tools and bulletin boards enable students to participate in on-line discussions, but provide no guidance or direction to students during or after these learning sessions. students learning via cscl technology need guidance and support on-line, just as students learning in the classroom need support from their instructor (brown and palincsar, 1989). educational environments that embrace intelligent assistance, designed using a sound psychological model of social interaction, free the instructor from having to coach students both on-line and in the classroom. the
epsilon (encouraging positive social interaction while learning on-line) project is an interdisciplinary initiative to develop a smart software agent that can intelligently and adaptively provide sound pedagogical support to students learning collaboratively on-line. in the remainder of this section, we motivate our
research through an example scenario. |
| SOLL99 | amy soller,
alan lesgold | knowledge acquisition for adaptive collaborative learning environments | success in collaboratively learning subject matter means both learning the subject matter (collaborating to learn), and learning how to effectively manage the team interaction (learning to collaborate). supporting on-line learning teams
means supporting both these activities. we focus on the problem of assimilating the knowledge needed to address interaction problems that may arise during collaborative learning sessions. this involves gathering knowledge about the types of problems that learning groups might encounter,
evaluating methods for identifying situations in which those problems exist, and implementing strategies to facilitate groups learning on-line. |
| STAH02 | gerry stahl | computer support for collaborative learning: foundations for a cscl community | a new era of learning
learning takes place in communities, facilitated by artifacts, which in turn sustain the communities that generate them. a series of cscl conferences archived in proceedings artifacts like this one have been foundational events for a growing cscl community that has an important role to play in a rapidly, painfully self-transforming global culture.
the cscl community addresses complex and urgent social issues associated with learning in the information era. despite its healthy growth curve, this research community is still searching for its foundations; to date, there is little consensus on theory, pedagogy, technology or methodology even less in the broader world of learning stakeholders.
learning has become a central force of production. traditional theories and institutions that rose to meet the needs of reproducing knowledge in an industrial world have become fetters on progress: the focus on individual learners obscures the group as the locus of knowledge building and ignores the global interdependence of learning. fixation on facts distorts the nature of problem-solving inquiry. modes of thought deriving from the age of rationality and machinery fail to grasp the subtlety of interaction in hyper-networked environments.
cscl instinctively aims beyond yesterday’s concepts. collaborative learning does not just mean that individual learning is enhanced by participation in small groups; it means that it is the groups themselves that learn. knowledge is a product of the collaboration process: it arises through interaction of different perspectives, heats up in the cauldron of public discourse,
is gradually refined through negotiation, and is codified and preserved in cultural or scientific artifacts. knowledge is not static and other-worldly: it lives, situated both locally and historically in groups, teams, organizations, tribes, social networks and cultural flash points.
computer support does not just mean automating the delivery and testing of facts; it means supporting forms of collaboration and knowledge building that could not otherwise take place without networked communication media and
software tools for developing group understandings. computers can manage the complexity of many-to-many discussions, allowing multiple perspectives to interact without hierarchical structuring. they can overcome the limitations of human short-term memories and of paper-based aides to generating or sharing drafts of documents. cscl should enable more powerful group cognition, which can synthesize complex interactions of ideas at different scales of collaboration, from small classroom project teams to global open source efforts.
a new paradigm of learning research
the keynote talks for cscl 2002 propose a new paradigm for a distinctive form of educational research. timothy koschmann focuses on the micro-level practices that need to be studied, while yrjö engeström considers the larger social contexts in which groups interact with other groups to produce learning. koschmann offers this definition for the cscl domain:
cscl is a field of study centrally concerned with meaning and the practices of
meaning-making in the context of joint activity, and the ways in which these practices are mediated through designed artifacts.
it is clear that meaning and the practices of meaning-making are here intended as public, observable, socially shared phenomena. this has foundational implications for cscl research. it does not entail a rejection of quantitative studies of learning outcomes under controlled conditions. however, while these provide important information and ensure empirical grounding, they can in principle never provide the complete story. cscl is a human science, concerned with its subjects own interpretations of their ideas and behaviors. therefore, cscl also requires qualitative studies of learning practices such as thick descriptions that incorporate and explore the understanding of the participants in collaborative learning. as public phenomena, the meanings (learning) generated in collaboration processes can be studied directly, particularly with the help of computer logs and digitized video recordings, rather than just being inferred from post-tests.
as already suggested, the description of cscl as concerning the practices of meaning-making in the context of joint activity does not so much entail looking at individuals’ practices in social settings, as it focuses on the essentially social
practices of joint meaning-making. even when conducted by an individual in isolation, meaning-making is a social act, based on culturally defined linguistic artifacts and oriented toward a potential public audience. an adequate theoretical foundation for cscl must explain how individual practices are social without forgetting that the social is grounded in proceedings of cscl 2002 page 2 individual activities; concepts of praxis, activity, social reproduction, structuration and enactment begin to address this dialectic.
koschmann’s definition of cscl includes the study of the ways in which these [meaning-making] practices are mediated through designed artifacts. he refers here to cscl technology as mediational artifacts, as software objects designed to support collaborative learning. but this formulation can be taken more generally as raising the question of how meaningmaking is mediated by artifacts. this is an extraordinarily broad issue, since all human activity is meaning-making and everything in our physical, intellectual and cultural world can be considered an artifact: physical tools, linguistic symbols, cultural entities, cognitive mechanisms, social rules, . . . it is striking that such a fundamental issue has been so little explored. how do different classes of artifact mediate the creation, sharing, teaching and preserving of meaning? a clearer
understanding of the functioning of non-digital artifacts might help us understand how to design software to more effectively foster and convey collaborative meaning-making.
a new cscl community
the new era of learning and the new research paradigm call for a community that can integrate results from philosophy, social theory, ethnography, experimentation and pedagogy. more than this, it must be able to carry out research that integrates the foundations of these disciplines into a coherent and productive field of inquiry. as its conceptual framework and software products mature, the cscl community must broaden to incorporate educational practitioners, teachers, trainers, lifelong learners and students around the world.
the cscl 2002 conference aims to incrementally build the foundations for such a cscl community. the call for papers elicited over 300 submissions, of impressive quality and reflective of an energetic international community. many leaders of this community participated on the program committee, joined by even more who served as additional reviewers in an exemplary peer-review process.
the long papers in this proceedings will be presented in thematic panels at the conference. the papers represented here by abstracts will be presented during interactive poster sessions. all of these papers passed an extremely competitive peer review, which unfortunately had to reject many excellent submissions due to space and time constraints.
in addition to the papers, the conference will include keynote discussions (featuring timothy koschmann, yrjö engeström and a few outstanding papers on foundational themes), an extensive program of interactive events (organized by daniel suthers), workshops (organized by tamara sumner and paul mulholland), tutorials (organized by anders morch) and a doctoral consortium (organized by michael eisenberg and amy bruckman). an active steering committee (chaired by gerhard fischer) handled the many other aspects of preparing the conference. my colleagues at fraunhofer-fit, germany,
(formerly gmd-fit) have been very supportive of my work on the conference. carla valle compiled the papers in these proceedings.
financial support for cscl 2002 came from cscl 1999 (stanford and sri), euro-cscl 2001 (maastricht), the national science foundation, the coleman family fund, microsoft, apple and ibm. the conference is hosted by the center for lifelong learning and design, the institute of cognitive science, the department of computer science and the engineering school of the university of colorado at boulder.
i believe that this collaborative artifact the conference preceedings reflects the current state of cscl research, particularly in north america and western europe. it documents an extremely heterogeneous, productive phase of inquiry
with broad social consequences. i hope that the conference will contribute to the foundations of a vibrant cscl community and that it will stimulate you as a member of that community. |
| SUN96 | chuen tsai sun,
chien chou | experiencing coral: design and implementation of distan cooperative learning | describe una aplicación de tecnologías de la información a educación, delinea los fundamentos educacionales y las estrategias de la aplicación y muestra líneas de investigación relacionadas. en este paper se introduce coral (coperative remotly accsesible learning), actualmente bajo desarrollo en la universidad nacional de taiwan, como un ejemplo de como las tecnologías de la información estan siendo utilizadas para la enseñanza de las ciencias y la ingeniería. |
| VASS01 | julita vassileva | distributed user modelling for universal information access | in a distributed multi-agent based software environment, the traditional monolithic user model ceases to exist and is replaced by user model fragments, developed by the various software agents populating the environment. these model fragments have been developed in a variety of specific contexts to help achieve various goals. user models are thus fragmented, relativized, local, and often quite shallow. they are inherently inconsistent with one another and reflect not only characteristics of the users, but also certain social relationships among them. with the arising proliferation of models and data, the user modelling problem transforms into retrieval and integration of the available user model fragments "just in time" by a particular computational agent to the breadth and depth needed for a specific purpose. in this paper we explore the implications of distributed user models, drawing examples from i-help, a collaborative system for peer help. |
| VERD98 | verdejo m.f., barros b. | creating an organisational learning memory for collaborative experiences in distance education | we are presenting an evolving system, which will allow distance learners to carry out activities in a collaborative way. we introduce the concept of organisational collaborative learning memory as a structured repository of a collection of group learning experiences. the goal is to use past learning
activities as effective resources for further work. the architecture of the system is organised in three levels, a generic component, an application level, and an organisational one. the system provides both the means to capture learning outcomes and processes, and a tool to organise them for further reuse. after describing the architecture, we discuss a number of directions that have
been experimented on in different collaborative applications along the design of the system. |
| VERD99 | m. felisa verdejo,
beatriz barros | combining user-centered design and activity concepts for developing computer-mediated collaborative learning environments: a case example | formative evaluation and iterative prototyping seem an interesting approach for building collaborative learning systems. our approach to create our software system consisted on iterating successive stages of analysis, specification, implementation and evaluation. at the end, the process turned out to be a five-pass cycle, carried out in two years, with a major reimplementation between the third and the fourth prototype version. we describe the main
features for each version, as well as the evaluation techniques followed. the first cycle is presented in more detail and relevant aspects are summarized for the rest. each evaluation includes the design of a learning activity, the configuration of the prototype to carry out the experience, the set-up and observation of the activity performed with real students and tutors,
and finally the drawing of conclusions including the improvements to consider for a next design phase. |
| WASS00 | barbara wasson,
anders i. morch | identifying collaboration patterns in collaborative telelearning scenarios | project docta focuses on understanding interaction in a set of collaborative telelearning scenarios aimed at teacher training. rooted in a sociocultural perspective, two scenarios were studied from thirteen views including ethnographic flavoured studies focused on understanding work organisation, usability studies of groupware systems, evaluations of computer logs, and questionnaire studies. these exploratory studies provide us with insight into the processes of collaboration enabling us to identify collaboration patterns and further our understanding of how geographically distributed instructors, students and other learning facilitators organise their learning and work. in this paper introduce four collaboration patterns we have identified: adaptation, coordinated desynchronization, informal language, and constructive commenting. |