| Orden | Autores | Nombre Artículo | Resumen |
| 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. |
| GILB99 | j. e. gilbert, c. y. han | adapting instruction in search of a significant difference | the theory of learning styles states that people have different approaches to learning and studying [7, 8]. given a specific instruction method or environment, some people will learn more effectively than others due to their individual learning style and the grade dis-tribution of the learning would be bell-shaped, with the majority of the learners appearing in the middle of the distribution curve. several studies show that there is ‘no significant difference’ when technology is applied to instruction [6, 10, 12, 15, 20, 23, 25], since either in traditional classrooms or in any of the technological environments, there is only
one form of instruction, and usually from one source, yielding the familiar bell shaped grade distribution. this explains the ‘no significant difference’ results and indicates that another instruction method needs to be investigated. an approach to achieve ‘a signifi-cant difference’ is to provide several different instruction methods. this paper describes arthur, which is a web-based instruction system that provides adaptive instruction to achieve ‘a significant difference’. |
| 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. |
| 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. |
| 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. |
| SINI00 | katherine sinitsa | learning individually : a life-long perspective introduction to the special issue | the initial study of the nature of learning and cognition dates back to centuries, to greek philosophers, the antique life-long learners striving for truth by exploring laws of human mind and the universe. since then, the essence of learning has been studied by many disciplines in parallel. only by the end of the 2nd millennium all studies merged their methods and achievements within a technology-enriched learning paradigm considering learners in the global information network, on a superhighway of the information society. although biologically the learners are the same as in antique greece, a social sphere, their living and working conditions have changed significantly, effecting their attitude and motivation to learning, raising new demands to their knowledge, skills and capabilities. in the modern technological world, a human being became a critical link in many techno-systems and processes, so creation of conditions for efficient learning became a key issue for both a person and society.
whether learning occurred in a group or not, it is an individual learner who learns, asserts prof. david merrill (merrill et al, 1996) "…the social context of a learning environment may provide support for its members; nevertheless the change in cognitive structure and the acquisition of knowledge and skill is an individual event." that is one of the reasons to devote this special issue to the individual learners, their needs and difficulties, and discuss the role
of technology in coping with overwhelming amount of information and permanently changing environment. |
| 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. |