Analysing a collaborative writing activity in order to improve tutor's perception of individual contributions of learners

Laperrousaz, Christelle; Leroux, Pascal; Teutsch, Philippe

doi:10.1109/icalt.2005.61

Cited by 5 publications

(3 citation statements)

References 7 publications

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“…TACSI [15] presents learners' activity traces collected in the case of collective projects (such as their contributions in the collective activities or discussions, their social behaviors). CourseVis [1] use activity traces produce by WebCT in order to compute graphical indicators about learning behaviors, social characteristics and cognitive evolutions of distance students.…”

Section: B Activity Traces In Learning Environmentsmentioning

confidence: 99%

An Architecture to Combine Activity Traces and Reporting Traces to Support Self-Regulation Processes

Ji¹,

Michel²,

Lavoué³

et al. 2013

2013 IEEE 13th International Conference on Advanced Learning Technologies

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HAL is a multidisciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L'archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d'enseignement et de recherche français ou étrangers, des laboratoires publics ou privés.

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Section: B Activity Traces In Learning Environmentsmentioning

confidence: 99%

An Architecture to Combine Activity Traces and Reporting Traces to Support Self-Regulation Processes

Ji¹,

Michel²,

Lavoué³

et al. 2013

2013 IEEE 13th International Conference on Advanced Learning Technologies

View full text Add to dashboard Cite

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“…Most of these systems offer standard communication tools such as forums (George 2006), chat or blogs in order to encourage tutors to interact together and with students (Stahl et al 2007). In some cases these environments propose tools to visualise traces of student activities so as to help tutors to monitor them (Després 2003, Laperrousaz et al 2005. These environments and tools can be useful when they are adopted by tutors (Galanouli et al 2004, West et al 2007, but are not sufficient.…”

Section: Tutors' Needsmentioning

confidence: 99%

Development of an assistance environment for tutors based on a co-adaptive design approach

Lavoué

George

Prévôt

2012

Behaviour & Information Technology

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“…SIGFAD supplies three main categories of estimations: at the level of the group (present, absent or still persons, the state of the group with regard to the realisation of the activities), at the level of individuals (their productivity in terms of the realisation of activities and their sociability which indicates their level of communication with the other members of the group) and at the level of the activity (level of realisation of an activity by all participants). TACSI (Laperrousaz et al, 2005) offers more specifically a perception of the individual students' activity into the activity of their group. It distinguishes the perception of students' activity in an individual task (individual productions), the perception of students' activity in a collective task (their contributions in the collective activities and their contributions to the discussions) and the perception of students' situation in the group dynamics (social behaviour and sociometric status).…”

Section: Monitoring Toolsmentioning

confidence: 99%

KM and WEB 2.0 Methods for Project-Based Learning

Michel

Lavoué

2010

Multiple Perspectives on Problem Solving and Learning in the Digital Age

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Our work aims to study tools offered to students and tutors involved in face-to-face or blended project-based learning activities. To better understand the needs and expectations of each actor, we are especially interested in the specific case of project management training. The results of a course observation show that the lack of monitoring and expertise transfer tools involves important dysfunctions in the course organisation and therefore dissatisfaction for tutors and students (in particular about the acquisition of knowledge and expertise). To solve this problem, we propose a personalised platform (according to the actor: project group, student or tutor), which gives information to monitor activities and supports the acquisition and transfer of expertise. This platform is based on Knowledge Management (KM) and Web 2.0 concepts to support the dynamic building of knowledge. KM is used to define the learning process (based on the experiential learning theory) and the way the individual knowledge building is monitored (based on metacognitive concepts). Web 2.0 is used to define the way the experience is shared. We make the hypothesis that this approach improves the acquisition of complex skills (e.g. management, communication and collaboration), which requires a behavioural evolution. We aim to make the students become able 'to learn to learn' and evolve according to contexts. We facilitate their ability to have a critical analysis of their actions according to the situations they encounter.

show abstract

Analysing a collaborative writing activity in order to improve tutor's perception of individual contributions of learners

Cited by 5 publications

References 7 publications

An Architecture to Combine Activity Traces and Reporting Traces to Support Self-Regulation Processes

An Architecture to Combine Activity Traces and Reporting Traces to Support Self-Regulation Processes

Development of an assistance environment for tutors based on a co-adaptive design approach

KM and WEB 2.0 Methods for Project-Based Learning

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