Integration of Automatic Tools for Displaying Interaction Data in Computer Environments for Distance Learning

Mbala, Aloys; Reffay, Christophe; Chanier, Thierry

doi:10.1007/3-540-47987-2_84

Cited by 6 publications

(3 citation statements)

References 9 publications

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“…By using these SNA models, on global communication tracks, we aim at developing a monitoring system (Mbala & al., 2002) according to Jermann & al. 's classification (2001) which distinguishes mirroring-, monitoring-and guidingsystems in CSCL.…”

Section: Introductionmentioning

confidence: 99%

How Social Network Analysis can help to Measure Cohesion in Collaborative Distance-Learning

Reffay

Chanier

2003

Designing for Change in Networked Learning Environments

119

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It has been argued that cohesion plays a central role in collaborative learning. In face-to-face classes, it can be reckoned from several visual or oral cues. In a Learning Management System or CSCL environment, such cues are absent. In this paper, we show that Social Network Analysis concepts, adapted to the collaborative distance-learning context, can help measuring the cohesion of small groups. Working on data extracted from a 10-week distance-learning experiment, we computed cohesion in several ways in order to highlight isolated people, active subgroups and various roles of the members in the group communication structure. We argue that such processing, embodied in monitoring tools, can display global properties both at individual level and at group level and efficiently assist the tutor in following the collaboration within the group. It seems to be more appropriate than the long and detailed textual analysis of messages and the statistical distribution of participants' contributions.

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Section: Introductionmentioning

confidence: 99%

How Social Network Analysis can help to Measure Cohesion in Collaborative Distance-Learning

Reffay

Chanier

2003

Designing for Change in Networked Learning Environments

119

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“…For such a complex situation we suggest we give priority to monitoring and not to guiding systems, even if other works in progress in our research group reconsider a whole DLMS as a multi-agent architecture in order to sustain interactions [9]. We have to understand exactly what happened in the groups during such an experiment.…”

Section: Resultsmentioning

confidence: 99%

Social Network Analysis Used for Modelling Collaboration in Distance Learning Groups

Reffay

Chanier

2002

Intelligent Tutoring Systems

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Abstract. We describe a situation of distance learning based on collaborative production occurring within groups over a significant time span. For such a situation, we suggest giving priority to monitoring and not to guiding systems. We also argue that we need models which are easily computable in order to deal with the heterogeneous and the large scale amount of data related to interactions, i.e. models relying on theoretical assumptions which characterise the structures of groups and of interactions. Social Network Analysis is a good candidate we applied to our experiment in order to compute communication graphs and cohesion factors in groups. This application represents an essential part of a system which would enable tutors to detect a problem or a slowdown of group interaction.

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“…«Approach» that indicates if the activity is individual, collaborative or cooperative; «Context» that indicates, for example, that the activity takes place in either an industrial context or a school context; «Problem to solve» that can be used to index activities for an eventual retrieval; «Constraints» that can be technical, organizational, temporal, and so forth; «Result» that includes beneficiary, resolution rate, dissemination means and delays; «Date» that indicates the start and end dates of the activity (Mbala 2002); «Activity-type» that may be classified into debate, analysis, validation, etc.…”

Section: Ims-cld Specificationmentioning

confidence: 99%

Ims-Cld: A New Specification for Learning Scenarios in Copes

2008

Proceedings of the Fourth International Conference on Web Information Systems and Technologies

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In the present work we focus on the problem of capitalization of techno-pedagogic knowledge, both tacit and explicit in the domain of e-learning. We attempt to solve this problem within the framework of a CoPE (Communities of Practice of E-learning) which is about considering a virtual space of exchange, sharing, and resolution of problems encountered by the actors of the e-learning during all phases of an online learning system life cycle. The purpose of this article is to propose a new specification for learning scenarios in CoPEs, called IMS-CLD (Learning Design in CoPEs). This language is an extension of IMS-LD (Learning Design) language, enriched with CoPE's concepts in order to capture the richness of interactions, which are inherent to collaborative activities and more particularly within CoPEs. IMS-CLD aims at facilitating the communication between the LMS (Learning Management System) on one side and the CoPE's environment on the other side. After providing a detailed description of the elements of IMS-CLD, we present a case study in order to depict their use through the specification of learning scenarios in a given CoPE.

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Integration of Automatic Tools for Displaying Interaction Data in Computer Environments for Distance Learning

Cited by 6 publications

References 9 publications

How Social Network Analysis can help to Measure Cohesion in Collaborative Distance-Learning

How Social Network Analysis can help to Measure Cohesion in Collaborative Distance-Learning

Social Network Analysis Used for Modelling Collaboration in Distance Learning Groups

Ims-Cld: A New Specification for Learning Scenarios in Copes

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