Real-time collaborative problem solving: a study on alternative coordination mechanisms

Avouris, Nikolaos; Margaritis, Meletis; Komis, Vassilis

doi:10.1109/icalt.2003.1215032

Cited by 8 publications

(9 citation statements)

References 3 publications

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“…Utility in CASTs: An example of a CAST that implements these two patterns is ModellingSpace (Avouris et al, 2003), a tool that supports collaborative problem solving. With this tool, users take turns inserting VRs into and/or removing VRs from the representation space, enabling a gradual and collaborative problem solving process.…”

Section: Inserting/removingmentioning

confidence: 99%

Untitled

2013

THCI

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This paper is concerned with interaction design for visualization-based computational tools that support the performance of complex cognitive activities, such as analytical reasoning, sense making, decision making, problem solving, learning, planning, and knowledge discovery. In this paper, a number of foundational concepts related to interaction and complex cognitive activities are syncretized into a coherent theoretical framework. This framework is general, in the sense that it is applicable to all technologies, platforms, tools, users, activities, and visual representations. Included in the framework is a catalog of 32 fundamental epistemic action patterns, with each action pattern being characterized and examined in terms of its utility in supporting different complex cognitive activities. This catalog of action patterns is comprehensive, covering a broad range of interactions that are performed by a diverse group of users for all kinds of tasks and activities. The presented framework is also generative, in that it can stimulate creativity and innovation in research and design for a number of domains and disciplines, including data and information visualization, visual analytics, digital libraries, health informatics, learning sciences and technologies, personal information management, decision support, information systems, and knowledge management.

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Section: Inserting/removingmentioning

confidence: 99%

Untitled

2013

THCI

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“…The coordination protocol defines the roles among the collaborative peers and the rights they have in modifying shared artefacts in common workspaces. An evaluation study, described in the case study section, has been performed to examine the effect of different coordination protocols in synchronous computer supported problem solving [7].…”

Section: The Controller Service Is Responsible For Forwarding the Mesmentioning

confidence: 99%

A Framework to Facilitate Building of Collaborative Learning Applications

Margaritis

Fidas

Avouris

2007

Advanced Technology for Learning

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Design and development of computer supported collaborative learning systems is a complicated technological endeavour, since it involves tackling difficult distributed software design issues and adaptation to the continuously shifting technological background. In this paper a framework for the development of Computer Supported Collaborative Learning (CSCL) applications is proposed. The pedagogical value of the proposed framework is based on the fact that it allows the initiation of collaborative sessions with diverse settings, regarding the group size, the floor control and the level of peer awareness, thus facilitating teachers to design a variety of collaborative learning activities. Various evaluation studies have been performed using applications built according to the proposed framework and the obtained results are described.

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“…As a matter of fact, conceptual maps' evaluative use and analysis have always been limited within a strictly qualitative ambit and entirely left to the individual evaluators' interpretative ability. Actually, up to 2003, within the literature on the implementation of multi-platform tools for the evaluation of conceptual maps, only few applicative disposals could be found allowing: a) conceptual learning evaluation based on the identification of a map with subsequent evaluation of the relations' correctness [4] or the execution of "insert the lacking concept "-shaped tests [5]; b) study of cooperative interaction within activities dealing with 'problem solving' with the building of shared knowledge basis [6], [7]. Only recently [8] it has been proved possible to quantitatively evaluate conceptual maps and extract from them proper mental images, "mental print" (for the definition of "mental print" read after par.…”

Section: Introductionmentioning

confidence: 99%

MapEvaluator in action: a comparative test on the efficiency of the quantitative concept map evaluation in a primary school

Giovannella

Selva

Fraioli

2007

Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007)

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In this paper we present a comparative study on the efficiency of the quantitative concept map evaluation -QCMP-performed in a primary school. Using Maptool we analyzed in a quantitative way the transformation of the concept map performed while delivering a didactic module on the human body. We have therefore compared the results of the analysis with those obtained from a traditional summative test based on a multiple choices questionnaire. Using this comparative analysis we were able to individuate an indicator that can be worked out in a self-consistent manner from the concept maps and that appears to be correlated to the results obtained from the summative test.

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Real-time collaborative problem solving: a study on alternative coordination mechanisms

Cited by 8 publications

References 3 publications

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A Framework to Facilitate Building of Collaborative Learning Applications

MapEvaluator in action: a comparative test on the efficiency of the quantitative concept map evaluation in a primary school

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