Under the notion of “CSCL scripts”, different pedagogical models for structuring and supporting collaboration in the classroom have been proposed. We report on a practical experience with scripts based on the Pyramid collaborative learning flow pattern supported by a specific classroom tool and a teacher-facing dashboard that implements mirroring and guiding support. The input data of our analysis stems from recordings of classroom interactions guided by several teachers using the PyramidApp with different levels of teaching support. For the analysis, we introduce a specific coding scheme enabling a quantitative comparison and deeper analysis using epistemic network analysis. The results show that the guiding support enabled teachers to perform more orchestration actions, more targeted interactions and to make more announcements to the class (regarding time, phase transitions, and students’ activity participation) when compared to the mirroring support. Teachers’ actionable differences observed under the mirroring and guiding support directed us to deconstruct the notion of orchestration load into different facets and to discuss how different support provisions correspond to the different facets of orchestration load.
This study presents how predictive analytics can be used to inform the formulation of adaptive collaborative learning groups in the context of Computer Supported Collaborative Learning (CSCL) considering acrossspaces learning situations. During the study we have collected data from different learning spaces which depicted both individual and collaborative learning activity engagement of students in two different learning contexts (namely the classroom learning and distance learning context) and attempted to predict individual students future collaborative learning activity participation in a pyramid-based collaborative learning activity using supervised machine learning techniques. We conducted experimental case studies in the classroom and in distance learning settings, in which real-time predictions of students future collaborative learning activity participation were used to formulate adaptive collaborative learner groups. Findings of the case studies showed that the data collected from across-spaces learning scenarios is informative when predicting future collaborative learning activity participation of students hence facilitating the formulation of adaptive collaborative group configurations that adapt to the activity participation differences of students in real-time. Limitations of the proposed approach and future research direction are illustrated.
The orchestration of collaborative learning activities in technology-enhanced classrooms has become a non-trivial endeavour for educators. Depending on the behaviours and needs of students that emerge in real educational situations, educators may need to orchestrate activity adaptations on the fly. These adaptations may range from the provision of additional caffolding b he ed ca o (e.g. he ed ca o pa icipa ion in a group discussion) to a change in the planned pedagogical scenario (e.g. the duration). This study aims to contribute to the orchestration of technology-mediated collaborative learning sessions in a classroom context. We present the design, implementation, and evaluation of a teacher-facing dashboard that supports teachers in orchestrating scripted collaboration. Evaluation studies were conducted in 16 classroom sessions. The findings indicate that teachers found the information on the dashboard to be actionable and help facilitate just in time support to student groups.
Computer-Supported Collaborative Learning (CSCL) scripts aim to structure the process of collaboration creating opportunities for productive social interaction and learning. Despite CSCL research has shown these benefits for some scripts in particular contexts, more evidence is needed about to what extent learning gains are actually achieved for more families of scripts and in different conditions of implementation. This paper studies how three CSCL scripts based on the Pyramid collaborative learning flow pattern facilitate students learning in online classes. Learning gains are measured in terms of precision and confusion assessment criteria. Students' behaviour in the learning process, regarding agreement in the knowledge exchange, is also analysed in relation to the learning gains. Results bring out several factors, and implications for the design of fruitful Pyramid scripts implementation, that related to the pedagogical envelope, the type of tasks, pyramid design elements, the need for epistemic orchestration, and debriefing.
Forensic facial reconstruction is still at its infancy inSri Lanka and is yet to utilize the advanced technologies of other countries. Hence introducing a more efficient multimedia based technique to the local forensic officials in order to improve the efficiency and the accuracy of the reconstructions is the aim of this study. In contrast to the other mechanisms used for facial reconstruction by others, this paper adopts a novel approach of muscle based facial reconstruction which goes hand in hand with the manual reconstruction process. The adopted process involved, acquiring a 3D model of the skull and digitally sculpting muscles in a 3D environment, followed by adding different facial features to improve identification. The research also encompassed a tissue thickness analysis that is conducted for the first time on Sri Lankans as well as a facial component analysis, both of which were needed to improve the accuracy of the final output. This procedure was attempted on cases of the age category 20-30 and of medium weight. The outputs and the process were evaluated with different parties such as general public, forensic officials, lawyers and CID all of which are to be benefited from this application.The ultimate goal of conducting the study was to understand and overcome the challenges faced in developing this novel application for the Sri Lankan Forensic officials and to establish the first unit for facial reconstruction in Sri Lanka.
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