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检索条件"机构=Centre for Research on Computer-supported Learning and Cognition"

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Effects of Aging and Domain Knowledge on Usability in Small Screen Devices for Diabetes Patients

Effects of Aging and Domain Knowledge on Usability in Small ...

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5th Annual Usability Symposium 2009

作者： Valdez, Andre Calero Ziefle, Martina Horstmann, Andreas Herding, Daniel Schroeder, Ulrik Human Technology Centre Humtec Australia Department of Computer Science Computer-Supported Learning Research Group RWTH Aachen University Germany

ISBN: (纸本)9783642103070

Technology acceptance has become a key concept for the successful rollout of technical devices. Though the concept is intensively studied for nearly 20 years now, still, many open questions remain. This especially applies to technology acceptance of older users, which are known to be very sensitive to suboptimal interfaces and show considerable reservations towards the usage of new technology. Mobile small screen technology increasingly penetrates health care and medical applications. This study investigates impacts of aging, technology expertise and domain knowledge on user interaction using the example of diabetes. For this purpose user effectiveness and efficiency have been measured on a simulated small screen device and related to user characteristics, showing that age and technology expertise have a big impact on usability of the device. Furthermore, impacts of user characteristics and success during the trial on acceptance of the device were surveyed and analyzed.

关键词： Usability Aging Health care Performance Small screen device Perceived Ease of Use Perceived Usefulness Technical experience Domain knowledge

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Analysis of collaborative writing processes using revision maps and probabilistic topic models 13

Analysis of collaborative writing processes using revision m...

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3rd International Conference on learning Analytics and Knowledge, LAK 2013

作者： Southavilay, Vilaythong Yacef, Kalina Reimann, Peter Calvo, Rafael A. School of Information Technologies University of Sydney Australia Centre for Research on Computer-supported Learning and Cognition University of Sydney Australia School of Electrical and Information Engineering University of Sydney Australia

ISBN: (纸本)9781450317856

The use of cloud computing writing tools, such as Google Docs, by students to write collaboratively provides unprecedented data about the progress of writing. This data can be exploited to gain insights on how learners' collaborative activities, ideas and concepts are developed during the process of writing. Ultimately, it can also be used to provide support to improve the quality of the written documents and the writing skills of learners involved. In this paper, we propose three visualisation approaches and their underlying techniques for analysing writing processes used in a document written by a group of authors: (1) the revision map, which summarises the text edits made at the paragraph level, over the time of writing. (2) the topic evolution chart, which uses probabilistic topic models, especially Latent Dirichlet Allocation (LDA) and its extension, DiffLDA, to extract topics and follow their evolution during the writing process. (3) the topic-based collaboration network, which allows a deeper analysis of topics in relation to author contribution and collaboration, using our novel algorithm DiffATM in conjunction with a DiffLDA-related technique. These models are evaluated to examine whether these automatically discovered topics accurately describe the evolution of writing processes. We illustrate how these visualisations are used with real documents written by groups of graduate students. © 2013 ACM.

关键词： Visualization

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Facilitating the Self-Formation of Collaborative Groups, Online

Facilitating the Self-Formation of Collaborative Groups, Onl...

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International Conference on Advanced learning Technologies (ICALT)

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

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

关键词： Online Communities/Technical Collaboration Potential well cognition Continents Biographies Fellows Uncertainty Automatic testing Production Collaborative work

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learning about complexity and beyond: Theoretical and methodological implications for the learning sciences

Learning about complexity and beyond: Theoretical and method...

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9th International Conference of the learning Sciences, ICLS 2010

作者： Jacobson, Michael J. Wilensky, Uri Reimann, Peter Sengupta, Pratim Wilkerson-Jerde, Michelle Kapur, Manu Centre for Research on Computer-supported Learning and Cognition University of Sydney Australia Center for Connected Learning and Computer Based Modeling Northwestern University United States Vanderbilt University United States Learning Sciences Laboratory National Institute of Education Nanyang Technological University Singapore Singapore

This paper provides an overview of a symposium that explored the implications of complexity for the field of the learning sciences. Two papers explored aspects of learning about complex systems in the domains of physics and electricity and of the mathematics of change and variation. The third paper viewed learning from a complexity perspective as an emergent phenomenon, and proposes to compliment traditional quantitative and qualitative methodologies used in learning sciences research with computational agent-based modeling methods. The fourth paper is a "theoretical case study" in which an "ontological network theory" based on scale free networks is proposed, and then used to reframe the debate in the learning sciences concerning "coherent knowledge" versus "knowledge-in-pieces" theories of conceptual change. Overall, it is hoped this session stimulated interest in new theoretical and methodological "lenses" for understanding the challenges of learning about complex systems and for doing research into learning as complex systems. © ISLS.

关键词： Autonomous agents

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Enhancing and scaling-up design-based research: the potential of e-research 08

Enhancing and scaling-up design-based research: the potentia...

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Proceedings of the 8th international conference on International conference for the learning sciences - Volume 2

作者： Lina Markauskaite Peter Reimann Centre for Research on Computer-supported learning and Cognition University of Sydney Sydney Australia

This paper identifies ways in which conceptual, methodological and technical developments in e-research can contribute to solutions of key questions in learning science research and, in particular, design-based research (DBR). The paper focuses on DBR issues in three major areas: methodology, research process, and dissemination. By mapping DBR issues to the conceptual and technological features of e-research, and illustrating those features with concrete examples from a range of research domains, the paper demonstrates how e-research approaches and tools could enhance present DBR practices as well as open avenues for new research questions and new ways of doing research. It concludes by discussing potential challenges and outlining some critical elements for the uptake of e-research in learning science.

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Time is precious: why process analysis is essential for CSCL (and can also help to bridge between experimental and descriptive methods) 07

Time is precious: why process analysis is essential for CSCL...

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Proceedings of the 8th iternational conference on computer supported collaborative learning

作者： Peter Reimann University of Sydney Research Centre for Computer-supported Learning and Cognition Sydney NSW Australia

ISBN: (纸本)9780615154367

Although process is a key characteristic of the core concepts of CSCL--interaction, communication, learning, knowledge building, technology use--, and although CSCL researchers have privileged access to process data, the theoretical constructs and methods employed in research practice frequently neglect to make full use of information relating to time and order. This is particularly problematic when collaboration and learning processes are studied in groups that work together over weeks, and months, as is increasingly the case. The quantitative method dominant in the social and learning sciences--variable-centered variance theory--is of limited value, so we argue, for studying change on longer time scales. We introduce event-centered process analysis as a more generally applicable approach, not only for quantitative analysis, but also for providing closer links between qualitative and quantitative research methods. We conclude with suggestions on how nomothetic, idiographic, and design-oriented research interests can become better integrated in CSCL.

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Evaluating the models and behaviour of 3D intelligent virtual animals in a predator-prey relationship

Evaluating the models and behaviour of 3D intelligent virtua...

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11th International Conference on Autonomous Agents and Multiagent Systems 2012: Innovative Applications Track, AAMAS 2012

作者： Richards, Deborah Jacobson, Michael J. Porte, John Taylor, Charlotte Taylor, Meredith Newstead, Anne Kelaiah, Iwan Hanna, Nader Department of Computing Macquarie University North Ryde NSW 2109 Australia Centre for Computer Supported Learning and Cognition Faculty of Education and Social Work University of Sydney NSW 2106 Australia

ISBN: (纸本)9781627481564

This paper presents the intelligent virtual animals that inhabit Omosa, a virtual learning environment to help secondary school students learn how to conduct scientific inquiry and gain concepts from biology. Omosa supports multiple agents, including animals, plants, and human hunters, which live in groups of varying sizes and in a predator-prey relationship with other agent types (species). In this paper we present our generic agent architecture and the algorithms that drive all animals. We concentrate on two of our animals to present how different parameter values affect their movements and inter/intra-group interactions. Two evaluations studies are included: one to demonstrate the effect of different components of our architecture;another to provide domain expert validation of the animal behavior. Copyright © 2012, International Foundation for Autonomous Agents and Multiagent Systems (***). All rights reserved.

关键词： Animals

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Task performance in mobile and ambient interfaces. Does size matter for usability of electronic diabetes assistants?

Task performance in mobile and ambient interfaces. Does size...

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2010 International Conference on Information Society, i-Society 2010

作者： Valdez, André Calero Ziefle, Martina Horstmann, Andreas Herding, Daniel Schroeder, Ulrik Human Technology Centre RWTH Aachen University Aachen Germany Computer-Supported Learning Research Group Department of Computer Science RWTH Aachen University Aachen Germany

ISBN: (纸本)9780956426338

Mobile small screen technology increasingly penetrates health care and medical applications. However, usability research regarding the ease of using these devices, as well as acceptance issues did mostly address aspects of IC-Technologies in younger and healthy users. This study investigates impacts of ageing and domain knowledge on user interaction using the example of diabetes. First, the software for the monitoring of diabetes had been developed and implemented on a PC. The simulated diabetes assistant was displayed on a small screen device as well as on a very large display, simulating an ambient assisted living environment. In a second step, the navigation behavior of younger and older diabetes patients as well as healthy users was assessed. Results show that age and display-size have a big impact on the device interaction, independently of domain knowledge. Furthermore, it was found that simple usage of a bigger screen could be helpful for tutoring patients in using a mobile electronic living assistant. © 2010 i-Society.

关键词： Medical applications

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Enhancing workplace learning through mobile technology: Designing the GPS for WPL

Enhancing workplace learning through mobile technology: Desi...

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32nd Annual Conference of the Australasian Society for computers in learning and Tertiary Education, ASCILITE 2015

作者： Trede, Franziska Markauskaite, Lina Goodyear, Peter Macfarlane, Susie Tayebjee, Freny McEwen, Celina Education For Practice Institute Charles Sturt University Australia Centre for Research on Computer-Supported Learning and Cognition University of Sydney Australia School of Exercise and Nutrition Sciences Faculty of Health Deakin University Australia Careers Unit University of Western Sydney Australia

Technology-mediated learning (TML) and workplace learning (WPL) are major priorities for universities. TML is core to the dynamic growth and modernization of university education, and WPL is an essential strategy used by universities to prepare students for future work. In Australia, both are rapidly changing practices, providing new possibilities and challenges. Though these two areas have largely remained separate in educational literature and practice, the integration of TML and WPL can provide important opportunities to bridge university and the workplace as well as build students' digital capacities and online professional identities. This poster presents a mobile resource for students, named the "GPS for WPL", aimed at helping students, academics and workplace educators to improve professional learning experiences by making better use of mobile technology. This resource was designed as part of a project funded by the Office for learning and Teaching, entitled "Enhancing Workplace learning through Mobile Technology". © ASCILITE 2015 - Australasian Society for computers in learning and Tertiary Education, Conference *** right reserved.

关键词： Students

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Failures and successes in collaborative inquiry: learning the physics of electricity with agent-based models 09

Failures and successes in collaborative inquiry: learning th...

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Proceedings of the 9th international conference on computer supported collaborative learning - Volume 1

作者： Suneeta A. Pathak Beaumie Kim Michael J. Jacobson BaoHui Zhang Learning Sciences Laboratory National Institute of Education Nanyang Technological University Singapore Centre for Research on Computer-supported Learning and Cognition The University of Sydney Australia

ISBN: (纸本)9781409285984

This paper presents a process-oriented case study of successes and failures in collaborative inquiry. The interactions of pairs were recorded and transcribed while they were engaged in learning activities, mediated by agent-based NetLogo electricity models. Transcripts of learner interactions were coded for engagements in science inquiry. The purpose of this paper is to articulate the dynamics of collaborative science inquiry approach resulting from varied scaffolding and consistent scaffolding in learning activities. Our findings indicate that students under a varied scaffolding approach were more deeply engaged in inquiry process and performed better on model-based explanations.

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