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Facilitating the self-formation of collaborative groups, online

Facilitating the self-formation of collaborative groups, onl...

引用

6th International Conference on Advanced learning Technologies, ICALT 2006

作者： Lawrence-Slater, Michael Centre for Research on Computer Supported Learning and Cognition University of Sydney Australia

ISBN: (纸本)0769526322

Many factors come into play in the creation of collaborative groups. These include the assessment of skills and abilities of potential members as well as social cues. In online courses, when groups are to be formed over the network, participants know nothing of each other - not even what they look like, This paper reports on an online course where the participants, situated in three institutions, over two continents, formed groups online and successfully completed a collaborative project. To enable this, participants posted a brief biography showing their interests, the degree being studied, their institutional affiliation, an email address, name and an image of themselves (ideally, but not necessarily, their proper name and a photograph). Participants then accessed these details and "met" others with a view to forming a group. This technique not only enabled the formation of groups, but also, at the outset of the course, demonstrated that participants could successfully collaborate online. In the course experience survey, the participants rated this method highly both for its function and as a community-building facility. © 2006 IEEE.

关键词： Curricula

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Designing learning spaces in higher education for autonomy: Preliminary findings and applications 30

Designing learning spaces in higher education for autonomy: ...

引用

30th Annual conference on Australian Society for computers in learning in Tertiary Education, ASCILITE 2013

作者： Parisio, Martin Centre for Research on Computer-supported Learning and Cognition The University of Sydney Australia

ISBN: (纸本)9781741384031

Learner autonomy underpins many of the educational outcomes at university such as flexibility, adaptability, self-initiative and self-direction. Indeed, learner autonomy is a key to life-long learning. This paper reports on research investigating the ways designers of innovative learning spaces incorporate customisable, (re)configurable and flexible features that support and encourage learner autonomy. The research aims to elicit high-level design principles that may prove useful in design for learning more generally – including design for learning in virtual and hybrid (physical and virtual) spaces. The research involved seventeen learning spaces across eight universities, observations and interviews with educational stakeholders, and architects and interior designers of those spaces. Preliminary findings suggest designers aim to empower students by providing configurable spaces fitted out with modular furniture and ubiquitous technology – emphasising choice. The paper ends by reviewing the application of these design ideas to broader problems and opportunities in ‘design for learning’ research and practice. © 2013 Mr Martin Parisio.

关键词： learning systems

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Emerging teachers’ conceptions about their current use of ICT in vocational education 30

Emerging teachers’ conceptions about their current use of I...

引用

30th Annual conference on Australian Society for computers in learning in Tertiary Education, ASCILITE 2013

作者： Khan, Shahadat Hossain Markauskaite, Lina Centre for Research on Computer Supported Learning and Cognition The University of Sydney Australia

ISBN: (纸本)9781741384031

This article presents emerging results from an ongoing phenomenographic study that examines teachers’ conceptions of ICT-enhanced teaching and learning in vocational education. Twenty three teachers from three Technical and Further Education (TAFE) institutions participated in semi-structured in-depth interviews about the role of ICT in their teaching and profession. The emerging findings reveal that vocational education teachers consider ICT use for teaching vocational courses in five different ways. Specifically, they saw the use of ICT for teaching: 1) as a response to external expectations;2) as a means to access information and resources;3) as a delivery tool;4) as media to support active learning;and 5) as an environment for preparing students for their chosen profession. While some of these findings are in line with those of similar phenomenographic studies in higher and tertiary education, conceptions a) and e) tend to be more distinct in vocational education settings. © 2013 Shahadat Hossain Khan and Lina Markauskaite.

关键词： Teaching

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From "events" to "Activities": Creating abstraction techniques for mining students’ model-based inquiry processes 6

From "events" to "Activities": Creating abstraction techniqu...

引用

6th International Conference on Educational Data Mining, EDM 2013

作者： Southavilay, Vilaythong Markauskaite, Lina Jacobson, Michael J. School of Information Technologies University of Sydney Australia Centre for Research on Computer Supported Collaborative Learning and Cognition University of Sydney Australia

ISBN: (纸本)9780983952527

In this paper, we present a technique that we have developed to transform sequences of technical events into more abstract actions and semantic activities. The sequences of more abstract units are then used for discovering patterns of students’ interaction with computer models using heuristic miner. Our proposed approach automatically segments sequences of technical events that occurred during model runs and pauses and, on the basis of the nature of technical events that occurred during model runs and pauses, clusters them into actions. Then, using heuristic rules, it classifies actions into activities. We demonstrate the usefulness of our multilevel abstraction for extracting and exploring characteristic patterns of students’ interaction with computer models. Our study shows that each abstraction level could help to identify distinct characteristics of students’ interaction. © 2013 International Educational Data Mining Society. All rights reserved.

关键词： Semantics

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Measuring group progress through a complex computer-supported design task: Identifying the effects of scaffolds on learners’ activity 11

Measuring group progress through a complex computer-supporte...

引用

11th International Conference on computer supported collaborative learning: Exploring the Material Conditions of learning, CSCL 2015

作者： Thompson, Kate Centre for Research on Computer Supported Learning and Cognition CoCo Research Centre The University of Sydney Australia

ISBN: (纸本)9780990355076

This paper investigates three groups of three postgraduate students who completed the same collaborative design task. Each group was given a different scaffold focused on the design process, assigned roles, or tool use. An analysis of the coded discourse using First Order Markov models showed differences between the groups’ decisions related to the scaffolds. Implications for assessment of group progress, and recommendations for the use of scaffolds for collaborative computer-supported design tasks are discussed. © ISLS

关键词： E-learning

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Productive failure in inquiry learning in a multi-user virtual environment

Productive failure in inquiry learning in a multi-user virtu...

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26th Annual Conference of the Australasian Society for computers in learning in Tertiary Education - "Same places, different spaces", ASCILITE 2009

作者： Kennedy-Clark, Shannon Jacobson, Michael Reimann, Peter Centre for Research on Computer Supported Learning and Cognition Faculty of Education and Social Work University of Sydney Sydney Australia Centre for Research on Computer Supported Learning and Cognition Faculty of Education and Social Work University of Sydney Sydney Australia

ISBN: (纸本)9781877314827

This research focuses on analysing the impact of structure in inquiry learning activities in a Multi-User Virtual Environment. Productive failure is a learning strategy that has shown that using a low structure initial activity in inquiry learning can result in better learning outcomes than using an initial high structure activity. Virtual Singapura is a multi-user virtual environment that presents learners with the opportunity to engage with a visually rich, authentic and dynamic environment that enhances a student's engagement with inquiry learning. This research aims to inform research on productive failure and the structuring of inquiry based activities in virtual environments. © 2009 Shannon Kennedy-Clark, Michael J. Jacobson and Peter Reimann.

关键词： Virtual reality

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learning the physics of electricity with agent-based models: The paradox of Productive Failure

Learning the physics of electricity with agent-based models:...

引用

16th International Conference on computers in Education, ICCE 2008

作者： Pathak, Suneeta A. Jacobson, Michael J. Kim, Beaumie Zhang, Bao Hui Feng, Denga Learning Sciences Laboratory National Institute of Education Nanyang Technological University Singapore Singapore Centre for Research on Computer Supported Collaborative Learning and Cognition University of Sydney Australia

ISBN: (纸本)9789868473522

The overall goal of this research is to explore the efficacy of learning the physics of electricity with NetLogo agent-based models (ABM) where the degree of learner scaffolding is varied. Learners were given four tasks for an ABM in each class period. The experimental condition involved Productive Failure (PF), where one group of learners initially used a set of ABMs in an unscaffolded manner whereas the comparison condition (Non-PF or N-PF) used a more conventional physics education laboratory approach in which the learners were provided with steps to follow in their ABM activity. Both groups then used the ABMs for a second activity that was scaffolded, followed by a third unscaffolded ABM problem-based activity that was the same for both conditions. This sequence of activities was followed over four days with four different ABMs. It was hypothesized that whereas the participants in the PF group would initially fail in the first ABM activity in contrast to the initial success of the N-PF group, by the last unscaffolded ABM activity the PF group would perform at a higher level, and that there would be cumulative overall learning gains by the posttest for this group. This paper reports on the preliminary research findings that are largely consistent with the hypothesized results. Issues for future research are also discussed.

关键词： Problem solving

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Pre-service teachers' perspectives on using scenario-based MUVEs in science education

Pre-service teachers' perspectives on using scenario-based M...

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27th Annual Conference of the Australasian Society for computers in learning in Tertiary Education, ASCILITE 2010

作者： Kennedy-Clark, Shannon Centre for Research on Computer Supported Learning Cognition Faculty of Education and Social Work University of Sydney Australia

ISBN: (纸本)9781742720166

This paper presents the findings of a study on the understanding and attitudes of pre-service teachers in the use of scenario-based multi-user virtual environments in science education. The participants in the study used Virtual Singapura, a virtual world, and completed an open-ended questionnaire. Data from the questionnaire indicated that gender and current computer game use were likely to affect the perceived benefits of using virtual worlds in a classroom setting. Behavior management was seen as being a constraining factor on a pre-service teacher"s willingness to use a virtual world in the future. Overall, the results of the study indicate that teachers are both aware of virtual worlds and have an understanding of both their potential advantages and disadvantages within a classroom setting. © 2010 Shannon Kennedy-Clark.

关键词： computer games

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Directions for m-learning research to enhance active learning

Directions for m-learning research to enhance active learnin...

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24th Annual Conference of the Australasian Society for computers in learning in Tertiary Education - "ICT: Providing Choices for Learners and learning", ASCILITE 2007

作者： Litchfield, Andrew Dyson, Laurel Evelyn Lawrence, Elaine Zmijewska, Agnieszka Faculty of Information Technology University of Technology Sydney Australia Centre for Research on Computer Supported Learning and Cognition University of Sydney Australia

ISBN: (纸本)9789810595791

This paper aims to inform readers of suggested directions for researching how mobile technology can enhance active student learning. These directions are informed by an online survey of our students in early 2007 and a contemporary literature search. We present the findings of our search of global best-practice in m-learning, gaps in the current literature are identified and five directions are suggested for 2007 m-learning research and development. We start discussing how to investigate these suggested directions. Our five suggested action research directions are all significant issues in m-learning and all need to be better investigated. If we are interested in enhancing student learning, a priority is to design mlearning and teaching strategies that involve active experiential learning. These strategies need to effectively support our learners' development of attitudes, understandings and skills in identified graduate attributes, curriculum objectives and stated learning outcomes. The development of wide support for an online body of knowledge of m-learning and teaching principles, strategies and effective, practical case-studies across all disciplines - an m-portal - is needed and can support and inform emerging national and international approaches to using mobile technologies to enhance learning. Guided by our findings and suggested research suggestions the authors hope to discuss, extend and develop collaborative partnerships for future action research, development and sponsorship at our ascilite 2007 conference workshop. © 2007 Andrew Litchfield, Laurel Evelyn Dyson, Elaine Lawrence and Agnieszka Zmijewska.

关键词： Students

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Ontologies as Scale Free Networks: Implications for Theories of Conceptual Change

Ontologies as Scale Free Networks: Implications for Theories...

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9th International Conference of the learning Sciences, ICLS 2010

作者： Jacobson, Michael J. Kapur, Manu Centre for Research on Computer-supported Learning and Cognition The University of Sydney Australia Learning Sciences Laboratory National Institute of Education Nanyang Technological University Singapore

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