Lessons from industry in the design of virtual collaborative learning environments

Kuljis, Jasna; Lees, Dominic

doi:10.1109/iti.2002.1024648

Cited by 5 publications

(3 citation statements)

References 15 publications

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“…However, collaborative learning supports a company's needs for training and worker selflearning. According to Kuljis and Lees (2002), the principles of collaborative learning are based upon a learner-centered model that treats the learner as an active participant. The members of the cooperative group are encouraged to carry on deeper conversations, create multiple perspectives, and develop reliable arguments.…”

Section: Collaborative Learning Developmentmentioning

confidence: 99%

Knowledge workers’ collaborative learning behavior modeling in an organizational social network

Różewski¹,

Jankowski²,

Bródka³

et al. 2015

Computers in Human Behavior

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Computations related to learning processes within an organizational social network area require some network model preparation and specific algorithms in order to implement human behaviors in simulated environments. The proposals in this research model of collaborative learning in an organizational social network are based on knowledge resource distribution through the establishment of a knowledge flow. The nodes, which represent knowledge workers, contain information about workers' social and cognitive abilities. Moreover, the workers are described by their set of competences, their skill level, and the collaborative learning behavior that can be detected through knowledge flow analysis. The proposed approach assumes that an increase in workers' competence is a result of collaborative learning. In other words, collaborative learning can be analyzed as a process of knowledge flow that is being broadcast in a network. In order to create a more effective organizational social network for co-learning, the authors found the best strategies for knowledge facilitator, knowledge collector, and expert roles allocation. Special attention is paid to the process of knowledge flow in the community of practice. Acceleration within the community of practice happens when knowledge flows more effectively between community members. The presented procedure makes it possible to add new ties to the community of practice in order to influence community members' competences. Both the proposed allocation and acceleration approaches were confirmed through simulations.Keywords: organizational social network, computational models, collaborative learning behavior, knowledge flow, community of practice . to maximize worker knowledge level (over a planning horizon) through sharing in different organizational environments was presented by Dong et al. (2012). In this approach, organizations that support multiple skills and have workers with varying levels of knowledge in these skills were examined. The algorithm developed identified the best set of knowledge transfers in each period in order to maximize the total weighted knowledge level of a given organization over a planning horizon. As a result, the mixed integer programming model and its related heuristics were formulated to facilitate the systematic analysis and understanding of effective knowledge flows. Neither of these approaches included a community-of-practice component or roles in the knowledge flow.Depending on the analysis concept, there are different approaches to collaboration network analysis (Różewski, 2010). The queuing theory can be used to efficiently optimize a telecommunications network (Różewski and Ciszczyk, 2009). In such a situation, the node represents various computer stations that are able to signal regeneration or data distribution.Another approach to collaboration network analysis is from the workflow point of view (Wang et al., 2006). In this context the network's unit is a task and we are looking for workload optimization. Moreover, the nodes correspond to work...

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Section: Collaborative Learning Developmentmentioning

confidence: 99%

Knowledge workers’ collaborative learning behavior modeling in an organizational social network

Różewski¹,

Jankowski²,

Bródka³

et al. 2015

Computers in Human Behavior

View full text Add to dashboard Cite

show abstract

“…Often, these pictures are simple icons that have a low resolution and are quite small. Therefore, participants in such e-learning sessions experience a feeling of distance more than a feeling of group awareness (Kuljis & Lees, 2002). As far as it concerns multi-user Virtual Reality tools, in their majority, focus on letting each participant experience the existence of other participants as well as the interaction between them.…”

Section: Introductionmentioning

confidence: 99%

Exploiting Virtual Environments to Support Collaborative E-Learning Communities

Bouras

Guannaka

Tsiatsos

2008

International Journal of Web-Based Learning and Teaching Technologies

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The main goal of this article is to facilitate educational designers and developers by providing a point of reference for making decisions on how to incorporate 3D environments into the applications they develop as well as for extending their capabilities by integrating more functionality. Therefore, this article presents the design principles for virtual spaces, which aim at supporting multiuser communication in Web-based learning communities. In addition the implementation of these principles is presented using as point of reference EVE Training Area. This environment constitutes a three-dimensional space where participants, represented by 3D humanoid avatars, have the ability to use a variety of 3D e-collaboration tools for learning together. Furthermore, this article presents collaborative e-learning usage scenarios that could be realized by exploiting collaborative virtual environments.

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“…Balancing computer science innovation with academic and teaching goals has been a particular problem for research and commercial groups that evaluate computerassisted learning. Kuljis and Lees state that "whereas most research projects attempt to implement the most recent technological developments, commercial products seem to focus in providing efficient e-Learning solutions using already available solutions" (Kuljis & Lees, 2002). Thus, complex artificial intelligence developments can seem to provide no educational benefit in actual classroom situations; for example, the use of adaptive web content generators for e-learning.…”

Section: An Overview Of E-learningmentioning

confidence: 99%

Intrinsic and extrinsic factors that influence instructors' use of e-learning

Albalwi

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This study would not have existed without help, encouragement and cooperation of many people. My family, my friends, my colleagues, my professors and many others whom I cannot mentioned have helped me a lot in different ways to finish this research. After the almighty Allah, and with deepest appreciation, I would like to thank Dr. Mohammad Al Rasheed, the Former Minister of Education in Saudi Arabia who gave me the opportunity to pursue my higher education in the USA. I am indebted to Dr. Al Rasheed to help bring my dream into reality. I would like also to thank Dr. Rabea Jan, the Chairman of Computer Department at Jeddah Teacher College for his belief in me. Rebea means Spring in Arabic and Professor Rabea is like spring in his care, help, and passionate. Both Dr. Al Rasheed and Jan have a great impact on my life.

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Lessons from industry in the design of virtual collaborative learning environments

Cited by 5 publications

References 15 publications

Knowledge workers’ collaborative learning behavior modeling in an organizational social network

Knowledge workers’ collaborative learning behavior modeling in an organizational social network

Exploiting Virtual Environments to Support Collaborative E-Learning Communities

Intrinsic and extrinsic factors that influence instructors' use of e-learning

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