Detecting and Solving Negative Situations in Real CSCL Experiences with a Role-Based Interaction Analysis Approach

Marcos-García, José Antonio; Martínez‐Monés, Alejandra; Dimitriadis, Yannis; Martínez, Rocío Anguita; Requies, Inés Ruíz; Avi, Bartolomé Rubia

doi:10.1007/978-3-642-04001-6_9

Cited by 5 publications

(2 citation statements)

References 6 publications

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“…Small-group learning has similarly found support through the use of technology, which has been explored in the field of computer-supported collaborative learning. For example, technology can be used to create student groups more effectively by taking into account students' previous work (Marcos-García et al 2009), and students can be assigned different roles within the collaboration (Roscoe et al 2018). However, in the reality of the classroom, lessons do not merely comprise of a single social level; rather, teachers usually combine multiple social levels in order to engage their students (Dillenbourg 2004;Dillenbourg and Tchounikine 2007).…”

Section: Introductionmentioning

confidence: 99%

Designing for the co-Orchestration of Social Transitions between Individual, Small-Group and Whole-Class Learning in the Classroom

Olsen

Rummel

Aleven

2020

Int J Artif Intell Educ

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Educational technologies are often developed such that students work on specific social levels (e.g., individual, small group, whole class) at specific times. However, in the reality of the classroom, learning activities are not so cleanly divided, with transitions occurring between social levels for students at different times. To support these social transitions in a way that can promote student learning, we need to lower the teacher’s orchestration load around managing fluid social transitions. Co-orchestration, in which the orchestration decisions are shared between different parties, can help to lower the orchestration load when it is designed according to the teacher’s values and classroom culture. In this paper, we present a taxonomy of social transitions and investigate how the responsibilities of orchestration can be divided between primary school teachers and a co-orchestration system in order to support the extension from rigid social transitions to fluid transitions in technology-enhanced classrooms. Across two studies, we used a design process involving co-design and prototyping with teachers. We uncovered and refined co-orchestration design desires that balance teachers’ orchestration loads while providing them with a sense of control. We present six design desires for maintaining a balance between teacher and system responsibilities regarding the orchestration of social transitions that can be implemented, such as in our mid-fidelity prototype, to support the range of social transitions. The list of desires contributes to co-orchestration research and more broadly technology design for classrooms by highlighting the changing balance of teacher control depending on what is the focus of the orchestration support.

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Section: Introductionmentioning

confidence: 99%

Designing for the co-Orchestration of Social Transitions between Individual, Small-Group and Whole-Class Learning in the Classroom

Olsen

Rummel

Aleven

2020

Int J Artif Intell Educ

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“…This can be performed through Social Network Analysis (SNA) on collective actions (e.g., extent/aggregation of individuals' neighborhood or direct contacts, central or peripheral role in information exchange/ transmission, and participation in subgroups). A social network is typically characterized as follows: The SNA technique enhances automated monitoring of e-Learning/e-Training systems, and detecting and alerting malfunctioning individuals in collaborative environments (Marcos-García et al, 2009) …”

Section: Performance Impacts Monitoring and Evaluationmentioning

confidence: 99%

e-Learning and e-Training

Nof

Ceroni

Jeong

et al. 2015

Automation, Collaboration, &Amp; E-Services

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Abstract. Advances in ICT (Information and Communication Technologies), automation, and collaboration engineering have significantly revolutionized education and training over the past decades. The distributed and ubiquitous nature of Internet-based education and training, as remarkable instances of e-Service (Chapter 9), has transformed the emphasis of conventional education and training systems, from the transmission and acquisition to creation of knowledge, leading to further customized education and training. The emerging education and training systems are then more learner-oriented than instructororiented, i.e., concentrating more on the learning than the education aspect. The ever-increasing needs for knowledge update due to rapid advances in technology, the rising demand for postgraduate/continuing professional education of working adults, and limited capacities of educational institutions, along with high expenses of traditional education further justify the need for emerging e-Learning and e-Training systems. A major benefit of e-Learning and e-Training is the participative and collaborative infrastructure, as well as enabling engineered CCT aspects and functions of the learning process itself; just as in formation transfer in Internet 1.0 was mostly one-directional (from providers to users), Internet 2.0 enables bi-directional and multi-directional interaction and collaboration.

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A Framework to Foster Collaboration between Students through a Computer Supported Collaborative Learning Environment

Bayón

Santos

Couchet

et al. 2011

Technology-Enhanced Systems and Tools for Collaborative Learning Scaffolding

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Detecting and Solving Negative Situations in Real CSCL Experiences with a Role-Based Interaction Analysis Approach

Cited by 5 publications

References 6 publications

Designing for the co-Orchestration of Social Transitions between Individual, Small-Group and Whole-Class Learning in the Classroom

Designing for the co-Orchestration of Social Transitions between Individual, Small-Group and Whole-Class Learning in the Classroom

e-Learning and e-Training

A Framework to Foster Collaboration between Students through a Computer Supported Collaborative Learning Environment

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