Introduction to the Proceedings of CSCL 2011 Gerry Stahl, Hans Spada, Naomi Miyake, Nancy Law
The Scientific Field of CSCL
Policies and Practices for CSCL
The CSCL Community and Conference
ISLS now provides an institutional framework for running the CSCL and ICLS conferences on alternate years and for publishing the International Journal of Computer Supported Cooperative Learning (ijCSCL) and the Journal of the Learning Sciences (JLS). Now, in addition to the CSCL journal, there is also a CSCL book series sponsored by ISLS and published by Springer.
Toward a Global CSCL
Further efforts to build the CSCL field include the creation of the International Society of the Learning Sciences (ISLS) by the CSCL community and the Learning Sciences research community. In addition, papers from the CSCL and ICLS conferences are available in the ACM Digital Library, and both ijCSCL and JLS are abstracted in major indexing services, where they rank highly.
CSCL 2011 Long Papers
In the early days of CSCL research, there was no publication specifically targeting this area, and publications in this area were difficult to find.
CSCL 2011 Short Papers and Posters
CSCL 2011 Pre-Conference, Keynotes, Symposia and Post- Conference
Hong Kong University Centenary
LONG PAPERS
PART 1: KNOWLEDGE BUILDING
PART 2: LEARNING ACTIVITIES AND TOOLS
PART 3: LEARNING INTERACTIONS
PART 4: TECHNOLOGY-ENHANCED INTERACTIONS AND ANALYSIS
PART 5: ISSUES IN CSCL
SHORT PAPERS & POSTERS
PART 1: KNOWLEDGE BUILDING
PART 2: LEARNING ACTIVITIES AND TOOLS
PART 3: LEARNING INTERACTIONS
PART 4: TECHNOLOGY-ENHANCED INTERACTIONS & ANALYSIS
PART 5: ISSUES IN CSCL
POSTERS
DESIGN STUDY ON ALGEBRA REFORM: A GENSING PROJECT 890
Collaborative Knowledge Building for Understanding Scientific Concepts 912 Pei-Chen Tsai, Huang-Yao Hong, Chieh-Hsin Chiu, Ming Hong. Ways to Contribute to a Knowledge-Building Dialogue in History 998 Monica Resendes, Maria Chuy, Bodong Chen, Marlene Scardamalia 73.
KEYNOTES, SYMPOSIA, PRACTITIONER-ORIENTED EVENTS, PRE-CONFERENCE AND POST-CONFERENCE
Teplovs, Wenli Chen, Ming Ming Chiu, Heisawn Jeong, Chee Kit Looi, Richard Medina, Jun Oshima, Keith Sawyer, Hajime Shirouzu, Jan Willem Strijbos, Stefan Trausan-Matu, Jan van Aalst. Jun Oshima, Marlene Scardamalia, Carl Bereiter, Bodong Chen, Maria Chuy, Monica Resendes, Jan van Aalst, Carol Chan, Katerine Bielaczyc, Huang-Yao Hong, Jianwei Zhang.
PART 3: INTERACTIVE EVENTS, DEMONSTRATIONS AND CSCL IN PRACTICE SHOWCASES 1119
Automated Data Analysis to Support Teacher Enrichment Practice 1168 Leng Jing, Johnny Yuen, Wing Wong, Nancy Law, Yonghe Zhang, Stephane Allaire, Christian Perreault, Therese Laferriere, Christopher Teplovs. International Knowledge Building Project: Blueprints for Deep Understanding 1178 Thérèse Laferrière, Christian Perreault, Pier-Ann Boutin, Nancy Law, Johnny Yuen, Mireia Montané, Oscar Hernandez Lopez, Pere Boluda, Marta Blancafort.
PART 6: DOCTORAL CONSORTIUM 1206
PART 7: EARLY CAREER WORKSHOPS 1288
PART 8: POST-CONFERENCE EVENTS 1290 CSCL 2011 Post-conference Events in Mainland China 1291
Long papers
Construction of Health Knowledge in an Alternative Medical Community of Practice: Hermeneutic Analysis of a Web Forum
Introduction
The Urkost Movement As an Alternative Medical Community of Practice
The Internet is a fast and convenient way of communication between members of alternative medicine movements, and this is also true for the Urkost movement. Forum members are strongly committed to their field and engage in collective discussions and activities.
Hermeneutic Sociology of Knowledge
The opening page of the online forum explains that insults will be deleted and that a "loving and respectful" atmosphere of communication is desired. Users of the Urkost forum share an identity defined by a common interest in a certain topic.
Analysis of Knowledge Construction
As the regular moderator of the forum, Brigitte Rondholz ("BR" hereafter) is presented - who is presented as the deputy of Franz Konz. BR is a leading figure of the Urkost movement, as can be seen from her great activity on the forum.
Conclusion
The last part of the analysis of structures of knowledge creation examined the attitude of the Urkost community to standard medicine. With a clear communication separation from standard medicine, the feeling of superiority and perhaps also insecurity of the followers of Urkost was expressed.
Endnotes
It turned out that the Urkost forum welcomed new members in a rather cordial and open manner. Both the motivation of the forum members and the reactions to critics were communicated in an emotional and personal way.
Learning Science through Knowledge-Building and Augmented Reality in Museums
Theoretical Considerations
A repeated measures ANOVA was performed on the data set to determine if there was a statistically significant difference between the mean gains. An ANOVA was performed on the data set to determine if there was a statistically significant difference in responses between conditions, and a post-hoc Tukey analysis was performed to determine the source of the difference.
Analysis
To investigate how the scaffolding of knowledge construction influenced the nature of the museum visit, 10 groups (30 students) in condition 4 were randomly selected for brief interviews. More than 50 percent of students said the remaining three scaffolding categories were helpful.
Discussion
The least useful scaffolds were identified as the knowledge building prompts (57 percent) and the instructions (37 percent). Instead, we address the possibility of using knowledge-based scaffolding to promote learning in informal environments.
Conclusions and Future Research
To be clear, we are not claiming to have achieved knowledge building in this study. To address the issue of over-formalization, another condition will be added between conditions 3 and 4, in which we will post the worksheet questions, but with the instructions, knowledge building prompts, and answer banks of the previous set.
Acknowledgment
In this condition, students will also work in small groups, but will not be required to complete the worksheet while they are interacting with the device.
Beyond Small Groups: New Opportunities for Research in Computer-Supported Collective Learning
Background
In contrast, research on collective learning—the ability to interact and contribute to large groups—is just beginning to build on such work. However, it is not clear what it means to work effectively in large groups, to develop and foster a sense of community and belonging, and to design collective learning interactions.
Computer-Supported Collective Learning in Networked Community of Scratch
Participants usually take on the same role in the group, with one leader coming from the group. It is imperative that each member takes on a strong role in the group, because if one or more members are reluctant members, the group's goals may be compromised.
Acknowledgments
Visualisations for Longitudinal Participation, Contribution and Progress of a Collaborative Task at the Tabletop
Related Work
Considerable work has been done to explore the importance of group visualizations to externalize the activity of groups and, in many cases, to reveal relationships between observable patterns and the quality of group work. The Narcissus Project introduced a visualization of group activity which enables a user to navigate to see the detailed evidence that contributed to each piece of group work (Upton & Kay, 2009).
The Collaborative Learning Environment
All groups were asked to individually create concept maps on the desktop and then a group map on the table on the topic: how the water cycle works. They then read a two-page text about the water cycle and had to draw an individual concept map.
Design of Visualisations
To perform actions on the concept map, participants move their personal area over the target element and then perform the actions. This technique increases the touch load on the table, but provides custom concepts/links for creating nodes, orients elements to the user, and also supports tracking of all touches that each participant makes (right of Figure 1).
Verbal
Regarding the position of students around the desk, it has been shown that this has an effect on the division of labor adopted spontaneously by students (Jermann, et al., 2009). After completing their concept maps, students were asked to generate a group solution concept map at the table.
Touch
In the radars shown on the right of Figure 2 (at time 25), we can notice that the participant corresponding to the yellow marker (at time 3) did not touch the table at all, but did most of the conversation. The map contributions graph gives an overall visualization of the proportion of these actions that each participant has performed.
Evaluation
Looking at the purple markers (User 4) we see that this user created more proposals that were present in the main map, as the purple markers coincide with the group map's progress towards the main map. Note that, in this visualization, the similarity to a master concept map is not used to mark the group map, but only as an indicator of how many of the group's propositions match those in the teacher's view. left).
Results
These visualizations provide useful information about the fairness of the intellectual contribution of the group members. The contribution form gives an indication of the extent of each student's contribution to the group artifact.
Questioning and the Quality of Knowledge Ideas in a CSCL Context: A Study on Two Age-groups of Students
Literature Review
A total of four levels of explanation are classified in Zhang et al.'s (2007) study: 1) unexplained facts;. For tenth grade students, as suggested by the correlation results, there appeared to be a positive relationship between levels of questioning and levels of explanation of a thread.
Location-based Collaborative Learning at a Geography Trail
Examining the Relationship among Task Design, Facilitation and Discourse Types
Theoretical Frameworks
Understand the influence of physical forces such as erosion and sedimentation on beach slope. Knowledge Creation Task 7: Design thinking focusing on the coastal area of Sentosa Island in terms of its attractions, accessibility and amenities.
Findings and Discussion
We argue that one reason to explain the above phenomenon lies in the nature of task. Students had to practice more critical thinking in the course of finding and confirming solutions together.
Principle-Based Design for Collective Growth: from Knowledge- Sharing to Explanatory Knowledge-Building Discourse
Throughout years 1 and 2, TT and TC worked together with the researchers and other peer teachers in connection with a knowledge-building teacher network (Chan, in press). The second question examined knowledge-building participation and discourse among children over the two-year period.
Does Contributing to a Knowledge Building Dialogue Lead to Individual Advancement of Knowledge?
University of Toronto's Eric Jackman Institute of Child Study—where “knowledge construction discourse” supported by Knowledge Forum technology (Scardamalia & Bereiter, 2003) is an integral part of everyday classroom work. How light travels,” “Colors of light,” “Natural and artificial light,” “Shadows,” and so on (see Zhang et al., 2007 for details on inquiry procedures).
Results and Discussion
As indicated in Table 3, working with evidence accounted for approximately 19% of the variation in idea science. Working with evidence was the only significant predictor, explaining approximately 26% of the variance in the knowledge test scores (see Table 5 for details).
Knowledge Construction Patterns in Online Conversation
A Statistical Discourse Analysis of a Role-Based Discussion Forum
The model of Gunawardena et al. (1997) suggest two possible KC models, but others are also theoretically possible. Summarizing is a synthetic function that requires the learner to organize and integrate different ideas in the discussion (Wise et al., 2009).
Research Questions
Over half of the posts were at KD Stage 1 (Information Sharing), with a significant number at KD Stage 3 (Negotiation Understanding) and KD Stage 5 (Dating and Application). In addition, similar to some previous findings (Schelens et al. 2007), this study also showed a greater proportion of posts in KC Stage 3 (Negotiating Understanding) than in Stage 2 (Exploring Dissonance).
Quantified Measures of Online Discourse as Knowledge Building Indicators
Two of the social network measures of note-binding contacts are significantly related to depth of understanding achieved (p < .05). There is a significant negative correlation between students' depth of optical comprehension and the occurrence of the most basic, 1000 English word families in online discourse, indicating a limited level of vocabulary and writing.
Critical Moments of Knowledge Co-construction: Reconsidering Meaning-making of Postings in Online Group Discussion
Analytical Approaches to Knowledge Co-construction
Critical moments of knowledge Co-construction: rethinking message meaning making in online group discussions. Second, many researchers have put a lot of effort into analyzing the quality of knowledge co-construction.
Research Method The Context
The data log of the discussion forums served as the main source of data analyses. We adopted Waters and Gasson's (2006) approach ── “the classification of the primary learner role behavior” ── to investigate the contribution of the participant's behavior in the online forum.
Research Findings
However, the above interpretation of the roles of the group members collapsed by using the "whole thread" as the unit of analysis in recognizing the roles that the members played. 010124 avoided getting involved in the discussion about "the relationship between fog and wind" in which Cathyjudy and Milkbottle were actively involved.
Discussion and Conclusion
Although the complicator, Snowlove's opinion was strong (#45~47), the group members had given it an unfriendly reception, unlike what they gave to the contributor, 010124. The facilitators, Cathyjudy and Milkbottle, adopted the complicator, Snowlove's , opinion to change the direction of the group discussion (#62~68).
Acknowledgements
Distinctive Discourses on Knowledge Sharing, Knowledge Construction, and Knowledge Creation.The InternationalJournal of Computer-Supported Collaborative Learning (ijCSCL. Paper presented at the 40th Hawai`i International Conference on the System Sciences (HICSS-34), Waikoloa, Hawai`i.
Towards an Understanding of “Listening” in Online Discussions
A Cluster Analysis of Learners’ Interaction Patterns
It was calculated as the total number of posts made divided by the number of tasks. It was calculated as the total number of sessions divided by the number of tasks.
Socially Constructive Interaction for Fostering Conceptual Change
Research Context: Hypothesis-Experiment-Instruction
When you lift it up through the surface of the water, what will happen to the water in the glass? What will happen when you suck air through a straw from an upside down glass of water.
Hypotheses
Data Analysis and Results The Data
We counted the utterances of each individual student who participated in our data, to determine if any bias existed in the frequencies of role exchange. The students were assigned letters A to U
This way, air will not escape from the hole punched in the bottom of the can. Here we summarize our interpretation of the socially constructive interaction we observed in the protocol.
Effects of Using Multiple Forms of Support to Enhance Students’
Collaboration during Concept Mapping
The first analysis compared the individual map and teacher modeling of the prompts condition with the individual list only condition (N = 291). A sixth analysis compared the single list + teacher modeling of the prompts condition with the single map only condition (N = 200).
Weblines: Enabling the Social Transfer of Web Search Expertise using User-Generated Short-form Timelines
Introduction and Motivation
Insights: The Products of Exploratory Web Search
Web Pages: Facilitating the Social Transfer of Web Search Expertise Using Short User-Generated Timelines. As Hamming paraphrased in (Gersh, et al, 2006), "the purpose of exploratory research is insight, not data." (The original quote was “The purpose of computing is insight, not numbers.”).
A User-centered Design Process for a Tool to Share Web-based Insights
The thumbnail list is presented from the URL in question and the user can also paste any image URL. With the mouse cursor over individual elements, the user can determine the date more precisely or change the thumbnail.
Participants, Dataset, and Methodology
We have limited the maximum number of elements to 6 and the number of characters to 200 for each subtitle, and the title to 100 characters (to make room for the URL, which can then be published on the microblog). By reducing the number of options, authors should be selective in choosing URLs.
Discussion and Next Steps
Facilitating Web Design Skills through Online Design-Based Learning: The Case of Collaboration Scripts and Incomplete
Concept Maps
Web Design Skills as a Component of Media Literacy
Facilitating Web Design Skills through Online Design-Based Learning
Supporting Online Design-Based Learning through Collaboration Scripts and Incomplete Concept Maps
Our study focuses on (a) computer-supported collaboration scripts as a realization of social scaffolding and (b) incomplete concept maps as a realization of content-related scaffolding. Thus, in this study we used incomplete concept maps and implemented them in an online DBL environment.
Research Questions and Hypotheses
Mean scores (standard deviations in parentheses) on the test of domain-specific web design skills across the four experimental. For domain-specific factual knowledge about FrontPage software and website design standards (mean scores see Fig. 5), results showed significant and positive effects for both the collaborative script and incomplete concept maps.
Collaborative Writing: Too Much of a Good Thing? Exploring Engineering Students’ Perceptions Using the Repertory Grid
Students’ Perceptions/Conceptions of Writing
The Repertory Grid Method
Such data can be analyzed on an individual level as well as aggregated across participants. For more descriptions of the various elicitation and analysis methods, as well as software tools, the reader is referred to tutorials such as Fransella et al.
Research Questions and Methods
A major practical disadvantage of RGT is the time required to perform the construct elicitation, especially if the elicitation is done through an interview. The questionnaire asked students to rate five learning activities they experienced during the course, plus what students consider an "ideal" learning activity, on a scale of 1 to 5 in terms of the 11 constructs that emerged from the interviews.
Findings
Peer assessment, on the other hand, was considered ideal in terms of student-centredness. Peer review was more flexible than CW, but still slightly less flexible than ideal.
Discussion and Conclusions
Saul (ed.), Crossing Borders in Literacy and Science Instruction: Perspectives in Theory and Practice (pp. 13-32). Entwistle (ed.), The Experience of Learning: Implications for Teaching and Studying in Higher Education (3rd (Internet) ed., pp. 39-58).
The Interactional Organisation of Location-based Gaming
Mobile, Location-based Computer Games and Learning
A key issue in these studies is the use of video recordings in the analysis (Heath, Hindmarsh & Luff, 2010). All this was studied at a detailed level of interaction and shows how such activities are practically realized and how the use of navigation resources as a map works in the organization of these activities.
SILO and Premierløitnant Bielke
Such analyzes have the potential to reveal the interactional organization of the game and how different aspects of a given game are made relevant in situ. Goodwin (1994) shows in a detailed study of archaeologists' fieldwork how they make certain aspects of their physical surroundings relevant and visible to each other in interaction and in this way highlight objects as relevant in the given context.
Research Design and Methods
It is also envisaged that the presence of actual buildings and sites relevant to the relevant history will facilitate reflection on that same history. After receiving a command, they orient themselves and wander to the location using the available map, location indicator, distance to next location, up to three hints, and the physical environment.
Analysis of Game Playing
We also see how the sequential structure of the talk and the interaction is an important resource in the interactional organization of the game. This involves both engaging with the resources available through the game, but also bringing their knowledge of the local environment and geography to bear on the instructions and information in the game.
Concluding Remarks
This was supported by the game's design by bringing hints of the physical environment into the game missions. Towards a design framework for mobile computer-supported collaborative learning, Proceedings of the 2005 conference on Computer support for collaborative learning, Taiwan, July 2005, (pp. 520-524).
Analysis of Small Group Interactions in a Seamless Language Learning Environment: An Artifact-Oriented Approach
Our rationale behind designing the f2f activities in small groups is to motivate and prepare students for their personal learning experiences outside of school. With this, we derive a new visualization approach for descriptive analysis of the small group activities in "Move, Idioms!", inspired by the concepts of mediation by artifacts and distributed cognition.
Mediation by Artifacts
It is not (yet) our intention in this paper to formalize this approach for more general use, but more to provide a helicopter view of the process of student artifact co-creations in such collaborative FSL activities.
Move, Idioms!” –Theoretical Framework and Learning Experience Design
Activity 1 – Learning contextual idioms in the classroom/campus: Activities are conducted to motivate and prepare students to engage in later activities outside of school. Activity 2 - Contextual, independent sentence generation outside the classroom: Students wear their assigned cell phones 24x7 to identify or create contexts in their daily lives that can be related to idioms.
The Enactment of “Move, Idioms!”
Activity 3 – Online Collaborative Learning: Students conduct peer reviews on the wiki by commenting on (using the built-in commenting tool in the wiki), correcting or improving their peers' sentences (by modifying the sentences posted on the wiki pages). Activity 4 – In-Class Consolidation: Each student group is assigned a few existing student artifacts (photo/sentence sets) on the same wiki page with a mix of correct, ambiguous and incorrect uses of an idiom.
An Artifact-oriented Approach to Analyze the Small-Group Artifact Co-creation Activities of “Move, Idioms!”
JM-node 2 & 2a: The joint mediation of ST, PE, GD and the smartphone (SP) resulted in the production of the first part of a result artifact – the photo set (PH). JM node 3: The joint mediation of PH, VO, GP and SP resulted in the production of the second part of an outcome artifact – the section (PR).
Conclusion and Future Work
Disruptive learning is probably one of the most complex forms of learning as it involves multiple aspects of the learner. The artifact-oriented analysis and visualization approach reported in this paper is our preliminary attempt to better understand what a smooth learning process might look like from the perspective of students' smooth individual and collective learning experiences.
Digital Media in the Classroom
A Study on How to Improve Guidance for Successful Collaboration and Learning in Student Teams
Graphical user interfaces of the collaborative (hyper)video tools used in the study: (a) WebDIVERTM (right), (b) Asterpix (left). The experimental sessions consisted of the following steps: In Step 1 (preparation phase), the students individually read the general instructions, including the different types of guidance (either guidance for effective design or guidance for effective social interactions during design).
Weather Gods and Fruit Kids – Embodying Abstract Concepts Using Tactile Feedback and Whole Body Interaction
We experience and understand the world by moving in it, exploring new situations through bodily interaction and with the material, physical and social environment (Lakoff & Johnson, 1999; Säljö, 2000). In a previous study with the school we explored how learning situations can be created in mixed digital and physical environments, and how the properties of relevant media can be used to support exploration and learning (Ahmet et al., 2011).
The Weather Gods and Fruit Kids Game
While performing a number of exercises, they were encouraged to formulate hypotheses and reflect on the results of the exercises they performed: i) run vs. walking where the children first ate a slice of apple and then ran or walked while observing on a computer screen the type of activity that "eaten" the eaten apple the fastest, ii) the children operate a lamp and a fan, while observing which device lasts the longest time on the estimated amount of energy found in the slice of apple they ate earlier , iii) by moving to charge a 'smart battery' while listening to audio and vibration feedback, the children to find the movement patterns that produced a rhythmic sound from the Wii Motes. The themes were adapted to the analysis of the interaction and learning in and around the game Weather Gods and Fruit Kids.
