Dissertations / Theses on the topic 'Script collaborativi'

2015 - 2016
Questa tesi è parte di una ricerca che mira a comprendere se sia possibile utilizzare, nell'ambito dell'educazione matematica, una piattaforma di e-learning per realizzare un insegnamento basato sulla mediazione e sull'interazione tra pari (Vygotsky, 1980). Vogliamo esaminare se e in che misura è possibile trasferire il ruolo di mediatore, assunto classico dall'insegnante, al gruppo di pari online, supportato dalla piattaforma. Questa ricerca ha portato alla definizione di una metodologia per l'apprendimento della matematica competenceoriented in ambiente e-learning, che abbiamo definito DIST (Digital Interactive Storytelling). Si basa sul presupposto che un buon utilizzo degli strumenti offerti dalla piattaforma e una collaborazione ben strutturata tra i coetanei possano agire come un supporto agli studenti per raggiungere il loro obiettivo di apprendimento (Dello Iacono, 2015; Albano , Dello Iacono, Mariotti, 2016, Albano, Dello Iacono, Fiorentino, 2016). L'approccio teorico si basa su una visione socio-costruttivista dell'apprendimento, dove gli studenti costruiscono la propria conoscenza, attivamente impegnati in interazioni sociali e interiorizzando successivamente tali pratiche (Vygotsky, 1980). Il DIST-M consiste in script collaborativi, volti a regolare e strutturare ruoli ed interazioni in un ambiente collaborativo (King, 2007). La metodologia descritta è implementata in un framework di storytelling, dove gli studenti assumono il ruolo di un personaggio di una storia con l’obiettivo di risolvere i problemi proposti. Tale scelta consente, da una parte, di motivare gli studenti e, dall’altra, consente l’integrazione tra pensiero narrativo e logico-scientifico (Zan, 2011). Il DIST è organizzato come un insieme di frames. Ogni frame è un insieme di script, ognuno dei quali costituito da uno o più task, in cui il task è un'attività di apprendimento atomico. Il primo frame è il “Frame Introduzione” e mira a far familiarizzare lo studente con il DIST, con la storia e con gli strumenti offerti dalla piattaforma. Tutti gli altri frames sono etichettati come "Frame di Livello" poiché mirano a mediare diversi livelli della competenza specifica in gioco. Ciò significa che si prevede un frame del livello 1, che medierà un livello di base di competenza, un livello di livello 2, che media la stessa competenza ad un livello superiore e così via. L'attività può essere individuale, collaborativa o mista. Nei singoli compiti, lo studente lavora da sola e si richiede di non comunicare con i suoi coetanei e di consegnare individualmente il proprio lavoro. Nelle attività collaborative, lo studente dovrebbe condividere il lavoro e la consegna con i suoi coetanei utilizzando gli strumenti disponibili nella piattaforma (chat, forum, wiki, ecc.). Nei compiti misti, lo studente può comunicare con i suoi coetanei (di solito per chiacchierata) ma egli consegne individualmente il proprio lavoro. Lo script è stato progettato come sequenza di compiti collaborativi e individuali in modo che l'apprendimento sia socializzato e poi interiorizzato, secondo una visione Vygotskian (Vygotsky, 1980). Quando un DIST riguarda una competenza matematica, verrà chiamato DIST-M, il che significa Digital Storytelling Interattivo in Matematica. In questa tesi presentiamo un’implementazione del DIST-M, relativamente alla competenza argomentativa in matematica. I risultati PISA mostrano che la capacità di esprimere argomentazioni in forma scritta è un punto critico (Turner e Adams, 2012). Dall’altra parte, in una cornice di approccio discorsivo all'apprendimento della matematica (Sfard, 2001), Ferrari mostra che il linguaggio matematico e i registri evoluti condividono molte caratteristiche. Così, egli conclude che avere familiarità con le comunicazioni scritte è un prerequisito per promuovere il pensiero matematico avanzato (Ferrari, 2004). Scopo del nostro DIST-M è, dunque, quello di avviare lo studente alla costruzione di argomentazioni verbali in matematica, attraverso la produzione personale, il confronto e la mediazione tra pari per giungere a enunciato comune. L’obiettivo, infatti, è quello di trasferire al gruppo di pari on-line e alla piattaforma il ruolo vygostkiano dell’esperto. Per implementare il DIST-M, per il caso specifico di studio, abbiamo utilizzato la piattaforma Moodle (https://moodle.org), che mette a disposizione diversi strumenti per la collaborazione: Chat, Forum, Wiki, Lesson, Compito e altro. Per implementare la storia abbiamo utilizzato i fumetti (per mezzo dell’ambiente on line gratuito Toondoo (www.toondoo.com)), poiché il rapporto diretto tra parola e immagine può favorire il processo di apprendimento, rendendolo meno faticoso e più piacevole (Marrone, 2005). Per la realizzazione delle attività interattive abbiamo utilizzato il software di matematica dinamica GeoGebra (https://www.geogebra.org) come linguaggio di programmazione per implementare applicazioni interattive integrate all’interno delle pagine Moodle. Per l'implementazione di DIST-M sono state definite tre nuove risorse, quali Tutorial, Domande Grafiche Interattive e Domande Semiaperte Interattive. Il Tutorial è un'applicazione che prevede l'interazione dello studente con un oggetto interattivo (grafici, caselle di testo, tabelle, ecc.), per trovare una configurazione dell'oggetto come risposta a una data domanda. La Domanda Grafica Interattiva (DGI) è una risorsa simile al Tutorial, ma il codice restituito dall’applicazione non corrisponde solo alle due opzioni risposta corretta o risposta errata, ossia più di una configurazione degli oggetti grafici può essere corretta. Inoltre il codice dipende dal movimento di alcuni parametri e, quindi, una configurazione può essere esatta (tutti i parametri sono corretti), semi-esatta (un sottoinsieme dei parametri è corretto), errata (nessun parametro è corretto). La Domanda Semiaperta Interattiva (DSI) consente di costruire la risposta a una data domanda assemblando alcuni blocchi-parole o tessere disponibili mediante trascinamento. Aggregando opportunamente le tessere, lo studente costruisce un enunciato composto da una proposizione principale (risposta alla domanda), una subordinata (motivazione), unite tra loro da una congiunzione causale (perché, poiché, dato che, siccome, …). L’applicazione riconosce enunciati di tipo causale, quindi è in grado di stabilire l’equivalenza tra congiunzioni diverse e l’equivalenza tra le due tipologie di enunciati proposizione principale - congiunzione causale - proposizione subordinata e congiunzione causale - proposizione subordinata - proposizione principale. L'attuale implementazione del DIST-M include il Frame Introduzione, costituito da un solo script e il Frame di livello 1, costituito da due script, denominati Capitolo 1 e Capitolo 2. La figura seguente mostra la progettazione dello script Capitolo 1. All’inizio gli studenti scelgono i ruoli, negoziandoli all’interno del gruppo, comunicando nella chat. I ruoli previsti sono 4: - Il Capitano: è il leader del gruppo e ha il compito di promuovere la partecipazione di tutti i compagni nelle discussioni e nei processi decisionali; - L’Ufficiale Scientifico: ha il compito di raccogliere e sintetizzare i contributi di ciascuno alla risoluzione dei quesiti; - L’Ufficiale di Rotta: aiuta i compagni ad utilizzare in modo efficace gli strumenti ICT; - L’Ufficiale delle Comunicazioni: ha il compito di sintetizzare i discorsi dei compagni e formalizzarli attraverso social media. Dopo che i ruoli sono stati assegnati, lo studente lavora con un oggetto interattivo (Domanda Grafica Intertattiva) la cui manipolazione appropriata dà la risposta a una domanda posta (task 2 parte 1). Come già descritto, ogni configurazione dell'oggetto corrisponde ad un codice che viene restituito allo studente. A seconda del codice inserito nella casella di testo, viene somministrata allo studente una domanda di riflessione personalizzata (task 2 parte 2). Lo scopo di tale domanda è quello di permettere allo studente di concentrarsi su ulteriori possibili configurazioni esatte dell'oggetto, in caso di risposta esatta, e di spingerlo a riflettere su eventuali errori, in caso di risposta semi-esatta o errata, guidandolo verso processi di autoregolamentazione. A questo punto, lo studente è tenuto a rispondere ad una domanda aperta individuale, volta a generalizzare l'esperienza precedente (task 3). Ogni studente deve riportare la sua risposta in un Forum Domande e Risposte, che consente di vedere gli interventi altrui solo dopo aver postato il proprio. Dopo che tutti gli studenti hanno inviato le loro risposte, inizia una discussione nello stesso forum, per elaborare una risposta condivisa (task 4). L'uso del forum garantisce il completamento della fase precedente, poiché gli studenti per discutere hanno bisogno di accedere alle risposte dei pari e, dunque, devono riportare necessariamente il proprio intervento. Il forum consente anche un passaggio verso un registro più evoluto. Una volta concordata la risposta da dare come condivisa, gli studenti sono tenuti a consegnarla usando il modulo Compito di Moodle (task 5). Nella fase successiva, lo studente lavora individualmente (task 6) per convertire la risposta condivisa precedentemente trovata in un registro più evoluto, assemblano blocchi - parole disponibili (Domanda Semiaperta Interattiva). Una volta terminata la fase precedente, lo studente dovrà riportare la risposta costruita con i blocchi-parole sul forum di gruppo Domande e Risposte (task 7), correlata di ragionamento. In caso di successo nell'attività, viene attribuito allo studente il titolo di Campione. Tutti gli studenti sono tenuti a discutere le risposte nel forum. I Campioni di tutti i gruppi (eventualmente anche un insegnante, che può intervenire in assenza di Campioni) hanno il compito di aiutare, nel Forum Generale, chiunque sia in difficoltà (task 8). Al termine dell'attività, gli studenti sono tenuti a compilare un Diario di Bordo di gruppo (task 9) e un Diario Personale (task 10). Il primo, implementato attraverso un wiki collaborativo di Moodle, ha come obiettivo quello di raccogliere tutte le informazioni cognitive che gli studenti ritengono utili per il prosieguo della missione. Il secondo è una riflessione metacognitiva dello studente sull'attività, sulle difficoltà incontrate e su come le ha superate. Il DIST-M è stato testato in uno studio pilota che ha coinvolto studenti del Liceo Classico "Virgilio" di San Giorgio del Sannio (BN). Gli studenti coinvolti sono stati 11, suddivisi in 4 gruppi, di cui 3 di 3 membri ed uno di 2. Nei gruppi di 3 membri, uno degli studenti ha giocato 2 ruoli (task 1), mentre nel gruppo di 2 membri, ogni studente ha giocato 2 ruoli. Gli studenti sono stati divisi in gruppi in modo casuale dal ricercatore e i membri dello stesso gruppo hanno comunicato solo attraverso gli strumenti della piattaforma. Ogni studente ha lavorato al suo PC. Il ricercatore ha supportato gli studenti nella fase iniziale di accesso alla piattaforma fornendo indicazioni preliminari. Ogni studente ha avuto accesso alla piattaforma tramite username e password. Gli studenti sono apparsi in forma anonima, cioè, durante le attivtà, è stato visualizzato soltanto lo username. Lo scopo del nostro DIST-M è quello di facilitare la costruzione di argomentazioni e perciò siamo interessati alla produzione di testi scritti da parte dello studente per sostenere la soluzione ad un problema. Alcuni modelli teorici di analisi delle argomentazioni non si riferiscono alla lingua, ma un argomento scritto è, innanzitutto, un testo scritto. Così la produzione, da parte dello studente, di un testo corretto e di una spiegazione accettabile sono strettamente intrecciati. È per questo motivo che abbiamo scelto di utilizzare un approccio linguistico per analizzare i dati, attraverso strumenti specifici, come la coesione testuale, che consente di creare la tessitura di un testo, rendendolo una singola entità piuttosto che un insieme di parole e frasi disorganizzate (Halliday e Hasan, 1976). Guardando allo script, possiamo notare che il miglioramento nella produzione di argomentazioni è stato sostenuto principalmente da due punti chiave: - i task sociali, che richiedono la negoziazione di un consenso condiviso da parte di tutti i membri del gruppo, sembrano sottolineare allo studente la necessità di produrre argomenti per sostenere la propria risposta; questa richiesta era presente fin dall'inizio, ma molti studenti non hanno fornito argomentazioni nei task individuali; - il task 6, guidato dal dispositivo, che supporta il passaggio dell’argomentazione da un registro colloquiale ad uno più evoluto, ha favorito non solo un raffinamento dell'argomentazione, ma soprattutto ha consentito allo studente di riflettere su concetti matematici. I risultati ci incoraggiano a continuare ad approfondire l'efficacia del DIST-M progettato, per promuovere la capacità di costruzione di argomentazioni espresse attraverso testi coesi. [a cura dell'autore]
This thesis is part of a research that aims to understand whether it is possible to use, in the context of mathematics education, an e-learning platform to implement a teaching methodology based on mediation and peer interaction (Vygotsky, 1980). We want to investigate whether, and to what extent, it is possible to transfer the role of mediator, classically assumed by the teacher, to the online peer group, supported by the platform. This research has led to the definition of a design methodology for competence-based mathematics learning in e-learning environment, we named Digital Interactive Storytelling (DIST). It is based on the assumption that such environment can be arranged in a way that a good exploitation of platform tools and a well-structured collaboration among peers can act as an expert support to students in achieving their learning goal (Dello Iacono, 2015; Albano, Dello Iacono, Mariotti, 2016; Albano, Dello Iacono, Fiorentino, 2016). The underpinning theoretical approach is frame in the socio-constructivist view of learning, where students construct their own knowing at beginning being actively engaged in social interactions and then internalizing it (Vygotsky, 1980). The DIST-M consists in collaboration scripts, aimed at regulating and structuring roles and interaction in a collaborative setting (King, 2007). As suggested by the name, the described methodology is implemented in a storytelling framework, where the students is a character of a story and she should interact facing problems, whose solution is needed to go on. Such choice on one hand can motivate learners and on another hand can have benefits of the integration between narrative and logical-scientific thought (Zan, 2011). The DIST is organized as a collection of various Frames. Each Frame is a collection of scripts, each of them consisting of one or more tasks, where a task is defined as an atomic learning activity. The first Frame is called Introduction and it aims to familiar the student with the DIST and the story and with the computer-based tools to be used. All the other Frames are labelled as “Frame of level” since they aim to mediate various levels of the specific competence at stake. This means that there will foresee a Frame of level 1, that mediates a basic level of competence, a Frame of level 2, mediating the same competence at a higher level, and so on. The task can be individual, collaborative or mixed. In the individual tasks, the student work alone and she is required not to communicate with her peers and to deliver her work individually. In the collaborative tasks, the student is expected to share the work and the delivery with her peers by using the tools available in the platform (chat, forum, wiki, etc.). In the mixed tasks, the student can communicate with her peers (usually by chat) but she deliveries her work individually. The script has been designed as sequence of collaborative and individual tasks so that learning is first socialized and then interiorized, according to a Vygotskian view (Vygotsky, 1980). When a DIST concerns a mathematical competence, it will be called DIST-M, that means Digital Interactive Storytelling in Mathematics. In this thesis we present an instance of DIST-M designed and implemented for a specific case study focused on argumentation and communicative competences in mathematics. As shown by PISA outcomes, a critical and challenging aspect of PISA tasks is the requirement of expressing arguments and conclusions in written form (Turner and Adams, 2012). In the frame of discursive approach to mathematics learning, seen as initiation to a particular mathematical discourse (Sfard, 2001), Ferrari (2004) shows that mathematical language and written literate registers of ordinary language share many features. Thus, he concludes that being familiar with written literate communications is a prerequisite to promote advanced mathematical thinking. To this aim, there is a need of a shift from the request of just solving a problem to the request of verbal explanations. This is why we have focus the DIST-M presented in the thesis on the construction of arguments written according to a register shared in the mathematical scientific community. We have implemented the DIST-M in the e-learning platform Moodle (https://moodle.org). It is an environment for modular learning which offers various collaboration tools we have used: Chat, Forum, Wiki, Lesson, Task. Moreover, concerning the digital storytelling frame of the DIST-M, we have used comic strips, by means of the tool Tondoo (www.toondoo.com - online environment for creating comics) to implement the story, as they allow a direct and immediate link between words and images, promoting the learning process as it appears less hard and more enjoyable (Marrone, 2005). Finally, the interactivity given by the possibility of manipulating objects has been realized by means of the dynamic mathematical software GeoGebra (www.geogebra.org), as programming language in order to implement interactive applications integrated within Moodle pages. For the implementation of DIST-M three kinds of new resources have been defined, that are Tutorial, Interactive Graphical Question and Interactive Semi-Open Questions. The Tutorial is an interactive application that provides for the interaction of the student with a interactive object (graphs, text boxes, tables, etc.) in order to find a configuration of the object as answer to a given question. The Interactive Graphical Question (IGQ) is a resource similar to the Tutorial, but the code given back does not correspond only to the two options correct or wrong answer. In fact, the answer required by an IGQ differs with respect to the one of the Tutorial for two features. On one hand it is not unique, that is more than one configurations of the graphical objects can be correct. On the other hand it depends on the movement of some parameters, so each configuration can be correct (all parameters are admissible), semi-correct (a subset of the parameters is admissible), wrong (no parameter is admissible). Finally, the Interactive Semi-Open Question (ISQ) allows to construct the answer to a given question by assembling some available words-blocks by means of dragging. The expected answer should be constituted as a main sentence linked to a secondary one, the latter concerning the arguments to support what stated in the main sentence. The actual implementation of the DIST-M includes the Frame Introduction, consisting of one script, and the Frame of level 1, consisting of two scripts, named Chapter 1 and Chapter 2. The following figure shows the design of the script Chapter 1 . At beginning (task 1) each student is expected to choose a role to play in her group, by negotiating it by chatting with the mates. The roles foreseen are four, assuming 4 as best size of a group for the effectiveness of the collaboration, and they are the following: - the Captain, who is the leader of the group who takes care of engaging all the mates in the discussions and in the decision processes; she mediates the social literacy; - the Scientific Official, who is in charge of collecting and summarizing all the mates’ answers concerning mathematical questions to be solved during the mission; he/she mediates the mathematical literacy; - the Technological Official, who supports the mates who are in troubles in using the platform; he/she mediates the digital literacy; - the Communication Official, who reports and summarize the conversations of the mates when a shared communication/answer is required. After the roles have been assigned, the group is required to work with an interactive object (see Interactive Graphical Question) whose suitable manipulation gives the answer to a posed question (task 2 part 1). As already described, each configuration of the object corresponds to a code that is given back to the student. According to the code that the student insert in a text box, a personalized reflective question is delivered (task 2 part 2). The aim of such question is to let the student focus on further possible exact configurations of the object, if she was successful; on the reason of her choice, in case of semi-correct configuration; and on what has brought him to generate a wrong configuration, in case of unsuccessful. Such part of the task wants to be steer the student towards self-regulation processes by means of being aware of what done and why. Then the student is required to answer to an individual open question, aimed to shift from the previous experience to a general case (task 3). It should bring out the elaboration of arguments to justify the given answer. Each student has to post his/answer in a Question and Answer Forum, so that she cannot be influenced by reading first the arguments of the peer and force the participation. After all the students posted their answers, a discussion starts, using the previous forum, in order to elaborate a shared answer (task 4). The use of the forum guarantees that everyone completes the previous task, otherwise they cannot access to the peers’ answers, and differing from the chat where communication is immediate and not so formal, in the forum there is an implicit request of a shift towards a more literate register. Once agreed the answer to be given as shared one, the students are required to deliver it by using the Moodle task module used collaboratively (task 5) so that each member takes his/her responsibility to deliver a shared answer. In the next step, the student works individually (task 6) in order to convert the shared answer previously found into a more literate forms assembling suitable words-blocks (see Interactive Semi-Open Question). According to the argumentative aim, the words-blocks have been constructed in order to highlight the causal structure of the sentences, that is the causal conjunctions (i.e. since, because, etc.) constitute single blocks, whilst the other blocks allow the construction of the two sentences (main and conditional ones) to be linked by the causal conjunctions. The device is able to recognize the correctness of the construction independently on the order of the sentences. Once finished the previous construction, the student is asked to post it on the group Question and Answer Forum (task 7) with the request of explaining his/her reasoning. If she was successful in the previous task, then she is acknowledged of this (she has the title of Champion) and he/she is asked to help her mates. All the students are required to discuss the answers in the thread. The Champions of all groups (eventually, also a teacher who can be essential when there is no champion) are expected to be available in a general forum for anybody is in troubles (task 8). At the end of the activity, the students are required to edit a Group LogBook (task 9) and an Individual LogBook (task 10). The first one is composed using a Moodle collaborative wiki, aiming at collect and store all the cognitive information useful for the mission. The second one is referred to a metacognitive reflection of the student on the activity, on the difficulties encountered and how he/she overcomes them. The DIST-M has been tested in a pilot involving 10 degree students from High School focusing on humanities "Virgilio" of San Giorgio del Sannio (BN), in the south of Italy. The students involved were 11, divided into 4 groups, 3 of which consisting in 3 members and 1 consisting in 2 ones. In groups of 3 members, one of the students played 2 roles (task 1), whilst in the group of 2 members, each student played 2 roles. Students were divided into groups randomly by the researcher and the members of the same group could communicate only by the tools of the platform. Each student worked on her PC. The researcher supported the students in the initial phase of access to the platform by providing preliminary indications. Each student logged into the platform by username and password provided by the researcher. Students, therefore, appeared anonymously on the platform, that is the username showed on the screen were something like S1, S2, …, and so on. The aim of our DIST-M is to facilitate the construction of arguments and, therefore, we are interested in the production of written verbal arguments by the student to support the solution of a problem. Some theoretical models of analysis of the arguments do not refer to language but a written argument is, first, a written text. So the student production of a correct text and an acceptable explanation are closely intertwined. This is why we chose to use a linguistic approach to analyse the data, by means of specific tools, such as textual cohesion, which allows to create the texture of a text, making it a single entity rather than a collection of words and disorganized sentences (Halliday and Hasan, 1976). Looking at the tasks’ flow, we can note that the improvement has been mainly fostered by two key points: - the social tasks, that require to negotiate a delivery shared by all the members of the group, seem to come to light the need of producing arguments to support the answer; this request was present from the beginning, but many students did not give arguments when delivered individually; - the task 6, guided by the device, that supports the treatment from the sentence in a colloquial register chosen by the group to sentence in a literate register, foster not only to refine the argument, but mainly to deepen the students’ understanding as shown by their further cohesive sentences produced to explain their reasoning. The above outcomes encourage us to go on further investigating the effectiveness of the designed DIST-M for promoting the ability of converting reasoning in constructing arguments expressed by cohesive texts. [edited by author]
XXIX n.s.

How can a playwright share authorial control with a group of actors when creating a new play script? How does the individual playwright address matters of genre, form, style and structure to create a unifying theme, while remaining true to the dramatic intention and aesthetics of the group? What impact will the collaborators have on a playwright's work? Will they help or hinder the writing process? This exegesis closely follows the creation of a new play, The Woods, in a process where the playwright intended to facilitate a collaborative process with the actors rather than act as sole author. Issues arising in this mode of working include the real meaning of sole authorship, aesthetic integrity and creative power balance. The analysis of these issues will have relevance for theatre practitioners working in collaborative contexts.

How can a playwright share authorial control with a group of actors when creating a new play script? How does the individual playwright address matters of genre, form, style and structure to create a unifying theme, while remaining true to the dramatic intention and aesthetics of the group? What impact will the collaborators have on a playwright's work? Will they help or hinder the writing process? This exegesis closely follows the creation of a new play, The Woods, in a process where the playwright intended to facilitate a collaborative process with the actors rather than act as sole author. Issues arising in this mode of working include the real meaning of sole authorship, aesthetic integrity and creative power balance. The analysis of these issues will have relevance for theatre practitioners working in collaborative contexts.

Abstract The use of mobile devices, including mobile phones and tablets, is a growing trend in education. The practice has been widely technology driven and often justified simply by the importance of using new technology in a classroom and by claiming such devices to be important in reaching something referred to, although not that well defined, as 21st century skills. This thesis is one answer to the challenge represented by this development. It brings together theoretical ideas of scaffolding learning with collaborative scripts and the use of mobile devices as cognitive tools in a real life educational settings. This thesis has constructivist grounds and aims at exploring how to support collaborative learning when students have ill-structured problems and their activities are supported with mobile technologies. The study consists of three case studies, which together form an example of how important it is to design, develop and deliver lightweight digital tools and activities for learners to construct knowledge. Overall, the results of three case studies in this thesis confirms that it is a dubious assumption that learners will automatically take appropriate and measured advantage of the affordances of mobile devices and other emergent technologies involved in cognitive activities: rather, these cognitive tools require deliberate attention and effort from learners to make use of the affordances of the tools. Furthermore, results from the case studies reveal that personal factors such as students’ prior knowledge and their metacognitive and collaborative skills, as well as contextual cues such as cultural compatibility and instructional methods, influence student engagement
Tiivistelmä Mobiililaitteiden, kuten puhelinten ja tabletien, opetuskäyttö lisääntyy hyvää vauhtia. Aihepiiri on ollut teknologiavetoinen, opetuskäyttöä on perusteltu lähinnä tarkemmin määrittelemättömillä 2000-luvun kansalaistaidoilla (21th century skills) ja uuden teknologian hyödyntämisen tärkeydellä. Tämä väitöskirja on teoreettisesti ja metodologisesti perusteltu vastine tähän keskusteluun. Tutkimus yhdistää pedagogista vaiheistamista ja kognitiivisia työkaluja käsittelevän teoreettisen viitekehyksen kolmeen todellisissa oppimistilanteissa tehtyyn kokeiluun. Työ koostuu kolmesta tapaustutkimuksesta, jotka yhdessä muodostavat esimerkin kuinka mobiililaitteiden avulla tuettua opiskelua voidaan suunnitella ja toteuttaa erilaisissa konteksteissa. Ensimmäisessä tapaustutkimuksessa tutkittiin maantieteellisesti hajautuneen opetusta suunnittelevan yhteisön vuorovaikutusta. Toisessa tapaustutkimuksessa selvitettiin kuinka tukea luontopolkutyöskentelyä mobiilisovellusten avulla. Kolmannessa tapaustutkimuksessa tutkittiin yliopisto-opiskelijoiden opintojen tukemista mobiilin sosiaalisen median sovelluksia hyödyntäen. Kolme tapaustutkimusta osoittavat että oppilaiden ei voida olettaa automaattisesti osaavan hyödyntää uusinta teknologiaa ja pedagogisia menetelmiä opiskelunsa tukena. Päinvastoin, käyttäminen vaatii opiskelijoilta paljon päämäärätietoista ponnistelua. Henkilökohtaiset tekijät, kuten aiemmat kokemukset, opiskelutaidot, mutta myös tilannesidonnaiset tekijät kuten opetusmenetelmät vaikuttavat opiskelijoiden kykyyn hyödyntää uutta teknologiaa opiskelussa

Dieser Beitrag befasst sich mit der Analyse eines CSCL-Scripts im Rahmen einer Video-Lernumgebung für die Hochschullehre. Teilnehmende der Experimentalgruppe beschäftigen sich in fünf Phasen mit der Peer Annotation von Videomaterial und mit Peer Assessment, denen im Vergleich zu einer Kontrollgruppe ein schrittweiser und zeitlich gesteuerter Ablauf zugrunde liegt. Der Beitrag verfolgt das Ziel, auf Basis von Analysen erhobener Logdaten aufzuzeigen, welchen Einfluss der Script-Einsatz auf die Effektivität der Interaktion und die Kollaboration zwischen Teilnehmenden hat sowie welche Auswirkungen das Script auf die Nutzungsintensivität und die Arbeitsverteilteilung innerhalb der Gruppen hat.

In a European-wide effort to improve the professional development of teachers, the 2AgePro project was conducted from November 2008 to October 2010. One of its goals was to develop and test different forms of intergenerational teacher collaboration among junior and senior teachers in primary and secondary schools. Another aim was to utilise the results from these pilots, which were conducted in the Czech Republic, Finland, Germany, the Netherlands, and Sweden, to create a model for intergenerational collaboration that could be used in any national or cultural setting. This article reports on the national pilots and proposes a European model for intergenerational collaboration for teachers.
2AgePro

Computer-supported collaborative learning (CSCL) creates avenues for productive collaboration between students. In CSCL, collaborative learning flow patterns (CLFPs) provide pedagogical rationale and constraints for structuring the collaboration process. While structured collaboration facilitates the design of favourable learning conditions, orchestration of collaboration becomes an important factor, as learner participation and real-world constraints can create deviations in real time. On the one hand, limited research has examined the orchestration challenges related to collaborative learning situations scripted according to CLFPs in authentic educational contexts to resolve collaboration at different scales. On the other hand, learning analytics (LA) can be used to provide proper technological tooling, infrastructure and support to orchestrate collaboration. To this end, this dissertation addresses the following research question: How can LA support orchestration mechanisms for scripted CSCL? To address this question, this dissertation first focuses on studying the orchestration challenges associated with scripted CSCL situations on small scales (in the classroom learning context) and large scales (in the distance learning context, specifically in massive open online courses [MOOCs]). In the classroom learning context, lack of teacher access to activity regulation mechanisms constituted a key challenge. In MOOCs, sustained student participation in multiple phases of the script was a primary challenge. The dissertation also focuses on studying the design of LA interventions that might address the orchestration challenges under examination. The proposed LA interventions range from human-in-control to machine-in-control in nature given the feasibility and regulation needs of the learning contexts under investigation. Following a design-based research (DBR) methodology, evaluation studies were conducted in naturalistic classrooms and in MOOCs to evaluate the effects of the proposed LA interventions and to understand the conditions for their successful implementation. The results of the evaluation studies conducted in the classroom context shed light on how teachers interpret LA data and how they action the resulting knowledge in authentic collaborative learning situations. In the distance learning context, the proposed interventions were critical in sustaining continuous flows of collaboration. The practical benefits and limitations of deploying LA solutions in real-world settings, as well as future research directions, are outlined.
El aprendizaje colaborativo asistido por ordenador (CSCL) ofrece oportunidades para la colaboración productiva entre estudiantes. En CSCL, los patrones de flujo de aprendizaje colaborativo (CLFP) proporcionan un fundamento pedagógico y restricciones para estructurar el proceso de colaboración. Si bien la colaboración estructurada facilita el diseño de condiciones de aprendizaje favorables, la orquestación de dicha colaboración estructurada se convierte en un factor importante, ya que la participación del alumno y los condicionantes del mundo real pueden crear desviaciones en el momento de su realización. Por un lado, existe una investigación limitada sobre los desafíos de la orquestación de aprendizaje colaborativo guiado según los CLFP en contextos educativos auténticos a diferentes escalas. Por otro lado, la analítica del aprendizaje (LA) se puede utilizar para proporcionar las herramientas tecnológicas, la infraestructura y el apoyo adecuados para orquestar la colaboración. Con este fin, esta tesis doctoral plantea la siguiente pregunta de investigación: ¿Cómo puede LA apoyar los mecanismos de orquestación de guiones de CSCL? Para abordar esta pregunta, la tesis doctoral se centra, primero, en estudiar los desafíos de la orquestación en situaciones CSCL guiadas a pequeña escala (en el contexto del aula) y a gran escala (en el contexto de aprendizaje a distancia, específicamente en cursos masivos abiertos en línea [MOOC]). En el contexto del aula, un reto imporante es la falta de acceso de los docentes a los mecanismos de regulación de la actividad. En los MOOC, el reto principal es sostener la participación de los estudiantes a lo largo de las diversas fases del guión. La tesis doctoral también se centra en estudiar el diseño de intervenciones de LA que podrían abordar los retos de orquestación detectados. Dadas las necesidades de viabilidad y regulación de los contextos de aprendizaje investigados, las intervenciones de LA propuestas van desde acciones automáticas donde la “máquina está en control” a intervenciones que implican “control por humanos”. Siguiendo una metodología de investigación basada en el diseño (DBR), se han realizado estudios en aulas y en MOOCs para evaluar los efectos de las intervenciones de LA propuestas y comprender las condiciones para su buena implementación. Los resultados de la evaluación realizada en el contexto del aula arrojan luz sobre cómo los profesores interpretan los datos de LA y cómo actúan en consecuencia en situaciones auténticas de aprendizaje colaborativo. En el contexto de la educación a distancia, las intervenciones propuestas fueron fundamentales para mantener flujos continuos de colaboración. La tesis docotral describe los beneficios prácticos y las limitaciones a la hora de implementar soluciones de LA en entornos reales, así como las direcciones de investigación futuras.

Portable and interactive technologies are changing the nature of collaborative learning practices. Learning can now occur both in and beyond the classroom and furthermore combine formal and informal activities monitored and orchestrated across spatial locations. This rises to a new type of orchestrated learning that we term Computer Supported Collaborative Blended Learning (CSCBL) scripts. This thesis investigates the challenges associated with the design of CSCBL scripts and with the technologies responsible for their enactment. Three contributions are presented. First, a conceptual model that combines 4 factors to be considered in the design of CSCBL scripts. Second, technological solutions operationalizing the aforementioned factors are proposed and evaluated through synthetic experiences. And third, four CSCBL experiments using 4SPPIces. These experiments are analyzed into two interrelated multicase case studies, whose cross-analyzed results provide an evaluation of the model, of the operationalization solutions supporting the enactment of the involved CSCBL scripts and of the educational value of the experiences themselves.
La introducción de tecnologías interactivas y móviles está produciendo un cambio significativo en la naturaleza de las prácticas educativas. Actualmente, el aprendizaje mediante colaboración se puede dar en situaciones en que secuencias de actividades formales e informales dentro y fuera del aula se combinan e integran de forma coordinada. Esto da lugar a un nuevo tipo de actividades de colaboración orquestadas en entornos mezclados que llamaremos guiones CSCBL (de su acrónimo en inglés). Esta tesis investiga los retos relacionados con diseño de los guiones CSCBL y de la selección apropiada de la tecnología para su puesta en marcha. De este trabajo de investigación se derivan tres contribuciones principales. Primero, se propone un modelo conceptual que combina 4 factores a tener en cuenta en el diseño de guiones CSCBL. Segundo, se proponen un conjunto de soluciones tecnológicas para dar soporte computacional a los diferentes factores del modelo y dar apoyo a la puesta en marcha de guiones CSCBL. Cada una de estas soluciones se evalúa mediante experimentos sintéticos. Finalmente, esta tesis presenta tres experimentos en que se usa el modelo para proponer actividades de colaboración en entornos mezclados y aplicarlas en entornos reales. Estos experimentos han sido evaluados mediante dos estudios múltiples de casos. El análisis cruzado de los resultados de los casos englobados en cada estudio ofrece una evaluación de la utilidad del modelo y de las soluciones tecnológicas adoptadas para su puesta en marcha.

Increase both students motivation and learning outcomes in Collaborative Learning (CL) activities is a challenge that the Computer-Supported Collaborative Learning (CSCL) community has been addressing in the past last years. The use of CSCL scripts to structure and orchestrate the CL process has been shown to be effective to support meaningful interactions and better learning, but the scripted collaboration often does not motivate students to participate in the CL process, which makes more difficult the use of scripts over time in CL activities. To deal with the motivational problems, the researchers, educators and practitioners are now looking at gamification as a solution to motivate and engage students. However, the gamification is a complex task, requiring from instructional designers and practitioners, knowledge about game elements (such as leaderboards and point systems), game design (e.g. how to combine game elements) and their impact on motivation, engagement and learning. Moreover, the gamification is too context-dependent, requiring personalization for each participant and situation. Thus, to address these issues, an ontological engineering approach to gamify CL sessions has been proposed and conducted in this dissertation. In this approach, an ontology has been formalized to enable the systematic representation of knowledge extracted from theories and best practices related to gamification. In this ontology, the concepts, extracted from practices and theories related to gamification, and identified as relevant to deal with the motivational problems in scripted collaborative learning, have been formalized as ontological structures to be used by computer-based mechanisms and procedures in intelligent-theory aware systems. These mechanisms and procedures with ontological structures aim to provide support to give advices and recommendations that will help instructional designers and practitioners to gamify CL sessions. To validate this approach, and to demonstrate its effectiveness and efficiency into deal with the motivational problems in scripted collaborative learning, four empirical studies were conducted in real situations at the University of São Paulo with undergraduate Computer Science and Computer Engineering students. The results of the empirical studies demonstrated that, for CL activities where the CSCL scripts are used as a method to orchestrate and structure the CL process, the ontological engineering approach to gamify CL scenarios is an effective and efficient solution to deal with the motivational problems because the CL sessions obtained by this approach affected in a proper way the participants motivation and learning outcomes.
Aumentar a motivação e os resultados de aprendizagem dos estudantes nas atividades de aprendizagem colaborativa é um desafio que a comunidade de Aprendizagem Colaborativa com Suporte Computacional tem abordado nos últimos anos. O uso de scripts para estruturar e orquestrar o processo de aprendizagem colaborativa demonstrou ser eficaz para dar suporte as interações significativas e um melhor aprendizado, mas a colaboração com scripts muitas vezes não motiva os alunos a participar do processo de aprendizagem colaborativa, o que dificulta o uso de scripts ao longo do tempo em atividades de aprendizgem colaborativas. Para lidar com problemas de motivação, os pesquisadores, educadores e profissionais estão agora olhando a gamificação como uma solução para motivar e envolver os alunos. No entanto, a gamificação é uma tarefa complexa, exigindo de projetistas instrucionais e profissionais, conhecimento sobre elementos do jogo (e.g. leaderboards e sistemas de pontos), design de jogos (e.g. como combinar elementos do jogo) e seu impacto na motivação, engajamento e aprendizado. Além disso, a gamificação é muito dependente do contexto, exigindo personalização para cada participante e situação. Assim, para abordar esses problemas, uma abordagem de engenharia ontologias para gamificar sessões de aprendizagem colaborativa foi proposto e desenvolvida nesta dissertação. Nessa abordagem, uma ontologia foi formalizada para possibilitar a representação sistemática de conhecimentos extraídos de teorias e melhores práticas relacionadas à gamificação. Na ontologia, os conceitos, extraídos de práticas e teorias relacionadas à gamificação, e identificados como relevantes para lidar com problemas motivacionais na aprendizagem colaborativa com scripts, foram formalizados como estruturas ontológicas a serem utilizadas por mecanismos e procedimentos informatizados em sistemas inteligentes cientes de teorias. Esses mecanismos e procedimentos com estruturas ontológicas visam fornecer suporte para dar conselhos e recomendações que ajudarão os projetistas instrucionais e profissionais a gamificar as sessões de aprendizagem colaborativa. Para validar a abordagem e demonstrar sua eficácia e eficiência em lidar com problemas motivacionais na aprendizagem colaborativa com scripts, quatro estudos empíricos foram conduzidos em situações reais na Universidade de São Paulo com estudantes de graduação em Ciência da Computação e Engenharia da Computação. Os resultados dos estudos empíricos demonstraram que, para as atividades de aprendizagem colaborativa no que os scripts são usados como um método para orquestrar e estruturar o processo da aprendizagem colaborativa, a abordagem de engenharia ontológica para gamificar cenários de aprendizagem colaborativa é um eficaz e eficiente solução para lidar com problemas motivacionais porque as sessões de aprendizagem colaborativa obtidas por essa abordagem afetaram de maneira adequada a motivação e os resultados de aprendizagem dos participantes.

In den letzten Jahren haben Lernvideos im Bereich des informellen und formellen Lernens an Bedeutung gewonnen. Inwieweit Lernende bei der Nutzung von Videos unterstützt werden und Lehrende didaktische Szenarien umsetzen können, hängt jedoch von der eingesetzten Videolernumgebung ab. Es ist Anliegen der vorliegende Arbeit, Prinzipien des User Interface Designs sowie Komponenten und Mechanismen videobasierter Lehr-Lern-Szenarien in Bezug auf Videolernumgebungen zu identifizieren, zu beschreiben und technisch zu realisieren. Das Ziel besteht darin, Gestaltungsprinzipien in Form von Interaction Design Patterns zu erarbeiten und computergestützte videobasierte Lehr-Lern-Szenarien mit Hilfe von CSCL-Scripts durch eine geeignete Spezifikation und Formalisierung zu realisieren. Für die Erarbeitung der Interaction Design Patterns wurden 121 Videolernumgebungen hinsichtlich 50 Kategorien in einer Inhaltsanalyse empirisch untersucht und dokumentiert. Unter Berücksichtigung ähnlicher Patterns aus thematisch verwandten Pattern Languages und den Erfahrungen aus der Implementierung und dem Einsatz von Videolernumgebungen entstanden 45 Interaction Design Patterns für verbreitete Lösungen für wiederkehrende Probleme bei der Gestaltung und Entwicklung von Videolernumgebungen. Diese Patterns wurden auf Pattern Konferenzen diskutiert und im Anschluss evaluiert sowie bei der Konzeption, Entwicklung und Bewertung mehrerer Videolernumgebungen angewendet. Zudem wurde das Software Framework VI-TWO vorgestellt, mit dem sich fast alle Patterns auf einfache Weise in Web-Anwendungen realisieren lassen. Zur Spezifikation videobasierter CSCL-Scripts wurden existierende videobasierte und nicht videobasierte Scripts analysiert. Im Ergebnis unterschieden sich videobasierte CSCL-Scripts von allgemeinen CSCL-Scripts vor allem hinsichtlich der mit dem Video verknüpften oder darin verankerten Aufgaben und Aktivitäten. Videos werden dabei nicht als monolithische Einheiten, sondern als zeitkontinuierliche Medien betrachtet, in denen weitere Informationen zeitgenau verankert und Lernaktivitäten stattfinden können. Außerdem ließen sich drei Typen videobasierter CSCL-Scripts identifizieren: (1) Scripts zur Analyse und Diskussion von Videoinhalten, (2) Peer Annotation Scripts einschließlich dem Peer Assessment und (3) Jigsaw-Scripts, die das problembasierte Lernen mit Hilfe von Videos ermöglichen. Unabhängig davon variiert die Komplexität der Scripts auf drei Stufen: (1) sofern voneinander abgegrenzte zeitliche Phasen von Lernaktivitäten bestehen, (2) wenn darüber hinaus die Teilnehmer innerhalb von Gruppen Aufgaben bearbeiten (intra-group) und (3) falls außerdem Aufgaben auch gruppenübergreifend bearbeitet werden (inter-group). Auf Grundlage der Spezifikation konnte ein Datenmodell und ein Modell für die nutzerseitige Modellierung von Scripts verschiedener Komplexitätsstufen sowie Typen entwickelt und in dem CSCL-System VI-LAB realisiert werden. Diese Arbeit leistet in zweifacher Hinsicht einen Beitrag zur Forschung im Bereich E-Learning. Zum einen beschreiben die Interaction Design Patterns wiederkehrende User Interface Lösungen und stellen somit ein Hilfsmittel für Designer, Software Entwickler und Lehrende bei der Gestaltung und Implementierung von Videolernumgebungen dar. Zum anderen wurden durch die Spezifikation und softwareseitige Umsetzung videobasierter CSCL-Scripts Voraussetzungen geschaffen, die den praktischen Einsatz und die weitere Untersuchung des kollaborativen Lernens mit Videos ermöglichen.

This dissertation tracks the social circulation of media scripts and collaborative meaning-making in urban Moroccan and Lebanese families' domestic conversations as ways in which the social imaginary of a differentiated pan-Arab audience imaginary is performed. Media scripts refer to television input or information circulated through entextualization processes, embedded direct and indirect quotations framed by a particular discussion, in household dialogues. They include stories, statistics, historical dates, anecdotal observations, music tunes, quotes, iconic units of language varieties and their attendant identities that Moroccan and Lebanese families managed in interpretive discussions. Scripts are easily detached and mobile sound bites that serve on an affective level as possible identity performances. I argue that Fassi Moroccan and Beiruti families are interpretive communities created and who participate in creating a culture of circulation, which is not just about the objects moving through a culture, but the means, methods, and mechanisms of transmission and interpretation built around and negotiated by the members of that community (Lee and LiPuma 2002). Collaborative in this dissertation draws on the Bakhtinian concept that all interaction involves interlocutors, whether present or not, and a set of interpretive conditions affecting meaning (Bakhtin and Holquist 1982:424). Although the social imaginary of an Arab audience is perceived as unitary enough to merit regional satellite programming, the performances of Moroccan and Lebanese families illuminate the differentiated and fractured construction of a pan-Arab cultural project. Through domestic media ethnography of pan-Arab and national entertainment, talk shows, and news programming reception, I explore functional literacies tied to intervisual cues and the management of intergenerational authority; a pan-Arab language ideology that includes performances of multilingualism and shifting identity alignments linked to specific features of linguistic varieties encountered via television; and the link between language, gender, and confessionalism in morality evaluations of gendered media representations. I focus on the everyday domestic contexts, linguistic mechanisms, and discursive frameworks activated by Moroccan and Lebanese families in media engagements.

Abstract. Maker culture is a new movement adopted by the educational sector around the world. Such movement aroused the interest of researchers and educators to explore it. Within its environment, students can collaborate with others to solve problems or do some projects. However, collaboration does not occur naturally. From this problem, this research has flourished. The research design of this study is a case study, following qualitative methodology entitled content analysis. The participants involved are twenty students in their 1st year of master studies. The aim of the current study is to explore collaborative learning in Maker culture to identify three aspects; 1) how it might affect the students’ learning gain, 2) how the participation and collaborative interaction among the students are influenced, 3) how did the students perceive such collaborative script. The researcher answered these questions by designing a macro collaborative script and implementing it in two separated sessions within the maker culture context. The data collection methods were pre and post-questionnaires in addition to video data and they were analyzed using QSR NVivo software. The findings of this study indicated that the students’ learning gain was significant, yet the majority acquired a shallow level of knowledge and not a deep level of knowledge. As for the participation and collaborative interaction, although the students were on-task almost 57% of the duration of the sessions, interestingly the duration of collaborative interaction was only around 33% of their participation. Hence, it can be deduced that even if the students are participating in a collaborative task that does not mean they are collaboratively interacting; the reasons that might be behind such results are elaborated comprehensively in the study. Finally, the students had a positive attitude towards this type of collaboration script. The researcher recommends that collaborative interaction might be enhanced if the script was adaptive with more details, this might lead to a deeper level in cognitive learning gain and a higher percentage in collaborative interactions.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2014-10-29T10:51:03Z No. of bitstreams: 2 Dissertação - Adriano Ferraz da Costa - 2014.pdf: 2236830 bytes, checksum: 346658a05929b70aca0ac193dc990bc8 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)
Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-10-30T10:47:20Z (GMT) No. of bitstreams: 2 Dissertação - Adriano Ferraz da Costa - 2014.pdf: 2236830 bytes, checksum: 346658a05929b70aca0ac193dc990bc8 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)
Made available in DSpace on 2014-10-30T10:47:20Z (GMT). No. of bitstreams: 2 Dissertação - Adriano Ferraz da Costa - 2014.pdf: 2236830 bytes, checksum: 346658a05929b70aca0ac193dc990bc8 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-05-02
The Semantic Web or Web 3.0 is a model proposed by Tim Berners-Lee concept. The Semantic Web is an extension of current a web that will enable computers and humans to work in cooperation. However, in order to Web 3.0 becomes a web reality it requires to implement applications that provide their data structured according to the Semantic Web standards. In this dissertation we developed a Collaborative Learning Environment that takes advantage of the Semantic Web, and it favors the process of teaching and learning. The Collaborative Environment is based on collaboration scripts and it is integrated into a framework for the creation of Virtual Communities of Practice that are semantically structured.
A Web Semântica ou Web 3.0 é um conceito proposto por Tim Berners-Lee. A Web Semântica é uma extensão da Web atual que permitirá aos computadores e humanos trabalharem em cooperação. Contudo para que a Web 3.0 se torne realidade é preciso implementação de aplicações que forneçam seus dados estruturados de acordo com os padrões daWeb Semântica. Nesta dissertação foi desenvolvido um Ambiente Colaborativo de aprendizagem que utiliza os recursos da Web Semântica, e que favorece o processo de ensino e aprendizagem. O Ambiente Colaborativo é baseado em scripts de colaboração e integrado a um framework de criação de Comunidades Virtuais de Prática estruturadas semânticamente.

Les situations d'enseignement apprentissage évoluent en milieu universitaire, notamment par le déplacement de paradigme sur l'apprenant initié par les théories socioconstructivistes et la présence du numérique qui s'accroît. Aujourd'hui un intérêt particulier est dirigé sur les études relatives à des situations de classe où sont mises en œuvre des approches innovantes et complexes fondées sur des pratiques instrumentées par la technologie. Cela ouvre de nouveaux boulevards dans la recherche en éducation surtout en questionnant les outils technologiques en tant qu'artefacts pour des usages en enseignement, en apprentissage et en administration scolaire. Dans le lot de ces usages s'est développée une importante littérature à propos des approches collaboratives autour des interactions écrites ou verbales entre apprenants. Dans le contexte de l'enseignement supérieur en Afrique francophone ces usages sont très limités voire inexistants. Ainsi, comment engager des groupes d'apprenants dans des interactions écrites de nature collaborative autour de questions complexes devient un défi majeur dans ce contexte spécifique confronté, comme d'autres pays du monde, au renouveau pédagogique marqué par l'adoption d'un nouveau système, l'utilisation de l'approche par les compétences et l'intégration d'outils et d'environnements numériques dans les situations de formation. Cela a fondé l'objet de notre étude qui est axée sur la collaboration, plus spécifiquement sur les interactions écrites, partant du " Knowledge Building " comme théorie et modèle avancés de collaboration pour soutenir une démarche de production de connaissances. Notre étude s'est adossée au domaine du CSCL (Computer Supported Collaborative Learning) qui a servi de cadre d'ancrage des pratiques que nous avons mises en œuvre afin d'étudier la qualité de la collaboration à travers le discours écrit des apprenants. Nous avons exploré les interactions et la manière dont des groupes d'individus produisaient ensemble un savoir dans des situations pédagogiques instrumentées dont le design a été pensé progressivement pour amener les groupes d'apprenants à produire un savoir collectif. Pour cela nous avons lancé une démarche d'expérimentation qui s'est déroulée sur 3 itérations, soit avec trois cohortes de 2015 à 2019. Deux situations pédagogiques ont été mises en place et dans chacune d'elles trois équipes de six ou sept membres interagissant en tant que Knowledge Building Community (axe théorique), en faisant appel aux principes de coélaboration de connaissances, mais aussi aux scripts collaboratifs sur deux supports numériques (axe technologique). Les données furent récoltées grâce à différents sources et outils de collecte. L'approche méthodologique du Design Research (McKenney & Reeves, 2012) a guidé l'expérimentation et a permis d'interroger de manière itérative chaque intervention en vue d'un raffinement progressif du dispositif. Notre étude nous a mené à la formulation d'une grille d'analyse des interactions innovatrice puisqu'elle puise son ancrage dans des données collectées au sein d'un contexte singulier engageant des apprenants peu informés des pratiques collaboratives instrumentées. Elle présente différentes catégories qui permettent d'analyser qualitativement, dans un contexte comme le nôtre, les interactions écrites de groupes d'apprenants engagés dans un processus de collaboration axé sur la coélaboration de connaissances. Notre étude a permis également d'établir la nécessité d'agir sur deux mécanismes pour espérer une appropriation des principes de coélaboration de connaissances suffisante pour conduire à des interactions écrites de nature collaborative cohérentes, soit les scripts collaboratifs et les fonctionnalités de production de notes écrites des environnements technologiques. Elle s'ajoute aux travaux liés aux démarches méthodologiques fondées sur le design avec la recommandation d'usage d'outils métacognitifs qui permettent d'agir sur la compréhension des apprenants quant à la démarche à entreprendre individuellement et aussi avec d'autres.
Teaching and learning situations have been evolving, notably through the paradigm shift towards the learner, initiated by socioconstructivist theories and digital technologies. Today a particular interest is directed on studies related to classroom situations where innovative and complex approaches based on technology-instrumented practices are implemented. This opens new avenues in educational research, especially by questioning technological tools as artifacts for use in teaching, learning and school administration. An important literature on collaborative approaches, centered on learners' written or verbal interactions, has developed in the framework of these uses. In the context of higher education in Francophone Africa, these uses are very limited or non-existent. Thus, the major challenge becomes that of engaging groups of learners in written interactions of a collaborative nature, around complex questions in this specific context in which, as in other countries of the world, they face a pedagogical renewal marked by the adoption of a new system, the use of a competency-based approach and the integration of digital tools and environments in educational situations. This is at the origin of our study, which focuses on collaboration, more specifically on written interactions, using Knowledge Building as theory. Our study is therefore anchored in the practices of the CSCL domain. We explored the interactions and the way groups of individuals produced knowledge together in instrumented pedagogical situations progressively designed to this end. We launched an experimental approach inclusive of 3 iterations involving three student cohorts from 2015 to 2019. Two pedagogical situations were set up and, in each of them, three teams of six or seven members interacted as a Knowledge Building Community (theoretical axis), using the principles of Knowledge Building and also collaborative scripts on two distinct digital platforms (technological axis). Data were collected using different sources and gathering tools. The methodological approach, Design Research (McKenney & Reeves, 2012), guided the experimentation and made it possible to iteratively question each intervention with a view to progressively refine the system. Our study led us to the formulation of an interaction analysis grid, an innovation anchored in data collected within a singular context involving learners with little information about instrumented collaborative practices. The study presents different categories that make it possible to qualitatively analyze, in a similar context, the written interactions of groups of learners engaged in a collaborative process focused on knowledge Building. Our study has also established the need to act on two mechanisms for a sufficient appropriation of the Knowledge Building principles leading to coherent written interactions of a collaborative nature, namely collaborative scripts and written note production functionalities of technological environments. Finally, our study adds to design-based research works focused on the use metacognitive tools that make it possible to act on learners' understanding of the process to be undertaken individually and also with others.

Abstract This study focuses on requirements of computer-supported collaborative learning (CSCL). The aim is to investigate the factors university students experience to promote or hinder collaborative learning. In addition the aim is to examine interactional features in successful collaborative learning situations and the effect of pedagogical scripts into the interaction. The theoretical approach is sosiocognitive, and the interactional processes are seen as a key mechanism fostering learning and knowledge construction. This thesis consisted of two empirical case studies, which were implemented in the context of international web courses. The first data consist of questionnaires, interviews, learning diaries and on-line discussions. The second data includes questionnaires and on-line discussions. The analysis combines qualitative and quantitative methods in order to create a comprehensive understanding of students’ experiences and interactional features in collaborative learning situations. There is plenty of research concerning CSCL, but the focus is seldom on students’ experiences. Also interactional processes in collaborative learning situations have been studied, but studies are often short-term studies conducted in laboratory settings. Recent research of CSCL has been concentrating on the effects of pedagogical scripts, but the results have been contradictory. This study supplements earlier studies by analysing the requirements for successful collaborative learning from the perspective of students’ experiences and interactional features during authentic and long-term web courses. The results indicated that students experienced fluent interaction, group-oriented learning task, studying skills and motivation as main factors promoting collaborative learning. Communication in foreign language and passive group members were experienced most significant hindering factors. Interaction in successful collaborative learning was most often group-related instead of task-related. Groups used a lot of effort in organizing their collaboration. Task-related discussion was commentative and questioning. However, theorybased knowledge was seldom presented. This study also indicated that learning tasks had more effect to different forms of ineraction than pedagogical scripts. The findings supports planning and implementation of collaborative learning
Tiivistelmä Väitöstutkimus tarkastelee tietokoneavusteisen yhteisöllisen oppimisen edellytyksiä. Tavoitteena on selvittää, mitkä tekijät yliopisto-opiskelijat kokevat yhteisöllistä oppimista edistäviksi ja vaikeuttaviksi. Lisäksi tavoitteena on selvittää vuorovaikutuksen muotoja onnistuneissa yhteisöllisen oppimisen tilanteissa sekä pedagogisten skriptien vaikutusta vuorovaikutukseen. Teoreettisesti tutkimus pohjautuu sosiokognitiiviseen näkemykseen oppimisesta, jolloin korostetaan vuorovaikutuksen merkitystä tiedon rakentamiseen. Tutkimus koostuu kahdesta tapaustutkimuksesta, jotka on toteutettu kansainvälisten verkkokurssien konteksteissa. Ensimmäisen tapaustutkimuksen aineisto koostuu kyselylomakkeista, haastatteluista, päiväkirjoista ja verkko-oppimisympäristön keskusteluviesteistä. Toisen tapaustutkimuksen aineisto sisältää kyselylomake- ja verkkokeskusteluaineiston. Aineiston analyysissa on yhdistetty sekä laadullisia että määrällisiä menetelmiä. Vaikka tietokoneavusteista yhteisöllistä oppimista on tutkittu paljon, analyysin kohteena ovat harvemmin olleet oppijoiden kokemukset. Myös yhteisöllisiä vuorovaikutusprosesseja on tutkittu aiemmin, mutta tutkimukset on toteutettu usein lyhytkestoisina laboratoriotutkimuksina. Viimeaikaisissa tutkimuksissa on analysoitu pedagogisten skriptien vaikutusta vuorovaikutukseen, mutta tulokset skriptien hyödyistä ovat osin ristiriitaisia. Tämä tutkimus täydentää aikaisempia tutkimuksia analysoimalla yhteisöllisen oppimisen edellytyksiä autenttisten ja pidempikestoisten verkkokurssien aikana. Tutkimuksen tulokset osoittavat yhteisöllistä oppimista edistäviksi tekijöiksi sujuvan vuorovaikutuksen, yhteistä ponnistelua vaativan oppimistehtävän, opiskelutaidot ja motivaation. Vaikeuttavia tekijöitä puolestaan ovat viestinnän haasteet vieraalla kielellä opiskeltaessa sekä passiiviset ryhmän jäsenet. Vuorovaikutus onnistuneissa yhteisöllisen oppimisen tilanteissa oli useammin ryhmään kuin sisältöön keskittyvää. Ryhmät käyttivät paljon aikaa yhteisen työskentelyn organisointiin. Sisältöön liittyvä keskustelu oli kommentoivaa ja kysymyksiä esittävää. Teoriaperustaisen tiedon esiin tuomien oli kuitenkin harvinaista. Tulokset osoittavat myös oppimistehtävän voivan vaikuttaa pedagogisia skriptejä enemmän vuorovaikutukseen. Tämän tutkimuksen tulokset tukevat käytännössä yhteisöllisten oppimistilanteiden suunnittelua ja toteutusta

L'intérêt pour l'utilisation de tablettes en classe se traduit par le développement d'un grand nombre d'applications éducatives. Cependant, peu de travaux prennent en compte le rôle de l'enseignant dans l'orchestration, c'est-à-dire la préparation en amont et la gestion en temps réel, de ce type de situation. Et lorsque des travaux de recherche proposent de fournir des outils informatiques pour supporter les enseignants dans cette orchestration, les logiciels développés sont souvent spécifiques à un exercice et ne peuvent donc pas être réutilisés pour l’orchestration d’exercices différents. Le travail de cette thèse se place dans ce contexte et vise à fournir une librairie d’outils logiciels pouvant servir de base pour le développement de technologies d’orchestration. Pour cela, je propose (1) une modélisation de l’orchestration d’un scénario pédagogique qui explicite les actions d’orchestration d’un enseignant et sur quoi portent ces actions ; (2) des modèles d’interface utilisateur offrant la possibilité aux enseignants de réaliser ces actions d’orchestration ; (3) un framework logiciel pour tablette facile à instancier implémentant ces modèles d’interface, et dont les instanciations ont pour objectif de supporter efficacement un enseignant dans l’orchestration d’une situation donnée
The use of tablets in classrooms is soaring. This phenomenon can be witnessed by the large amount of applications developed for educational purposes. Yet, little work has addressed the teacher’s role in the orchestration, which stands for the planning beforehand and the management at run-time, of such situations. When these works do address this issue, it often leads to the design of software applications that are too tied to a specific exercise, making these applications difficult to reuse in a different situation. This doctoral project falls within this context and attempts to build a software framework that can serve as a foundation for the development of orchestration technologies. To do so, I propose (1) a model of orchestration that make explicit the teacher’s orchestration actions and on what these actions; (2) abstract user interfaces that allow teachers to perform these orchestration actions; (3) an easy-to-instantiate software framework for tablets that implements these abstract user interfaces, and whose instantiations aim towards efficiently supporting teachers in the orchestration of a specific situation

Em Aprendizagem Colaborativa com Suporte Computacional (ACSC), o planejamento instrucional consiste em obter uma sequência de interações instrucionais que definem o conteúdo instrucional como a representação do que deve ser ensinado e da forma em que os participantes devem interagir, denominada informação de planejamento instrucional. O desenvolvimento, adaptação e personalização de unidades concisas de estudo compostas por recursos instrucionais e informação de planejamento instrucional, denominadas unidades de aprendizagem, envolve um processo de planejamento instrucional complexo que consome muito tempo e apresenta um conjunto de tarefas repetitivas a serem efetuadas pelos projetistas instrucionais. Neste trabalho, o planejamento instrucional em ACSC é modelado como um problema de planejamento hierárquico para dar suporte ao desenvolvimento, adaptação e personalização das unidades de aprendizagem de forma automática. A modelagem consiste na representação do domínio a ser ensinado, das caraterísticas dos estudantes e das estratégias de planejamento instrucional na linguagem do sistema JSHOP2ip, um sistema de planejamento hierárquico desenvolvido para dar solução aos problemas específicos de planejamento instrucional. Para avaliar a modelagem proposta, efetuamos o desenvolvimento de um gerador de cursos colaborativos como um serviço Web usando a modelagem proposta e o sistema JSHOP2ip, no qual foram avaliados o desempenho, a modelagem das estratégias e a saída do planejador. Além disso, para demonstrar a viabilidade do modelo proposto em situações reais, efetuamos o desenvolvimento de uma ferramenta de autoria de unidades de aprendizagem que emprega o gerador de cursos colaborativos.
In Computer Supported Collaborative Learning (CSCL), the goal of instructional design is to obtain a instructional interaction sequence that define the instructional content as a representation of what should be taught and the way in which participants must interact, called instructional planning information. The development, adaptation and personalization of basic units of study comprised of the instructional resources and instructional planning information, called units of learning, that involves a complex instructional planning process, time consuming and repetitive. In this work, the instructional design in CSCL is modeled as hierarchical planning problem to support the development, adaptation and personalization for units of learning. The modeling is the representation of the domain to be taught, the characteristics of students and instructional strategies in JSHOP2ip, an independent hierarchical planning system designed to solve problems of instructional design. To evaluate the proposed model, we developed a collaborative course generator as a Web service using the proposed model and JSHOP2ip system, upon which we evaluated the performance, modeling strategies and the output scheduler. Furthermore, to demonstrate the feasibility of the proposed model in real situations, we developed an authoring tool for units of learning employing the collaborative course generator

Two works, Static and The Fictional Life of Historical Oddities represent the dichotomy and symbiosis of two different models of playwriting I have pursued while at the University of Texas. This thesis reflects back on the processes that lead to these plays through periods of generation, revision and refinement. I've sought to find not only distinctions but areas of overlap.
text

Hollywood film editing remains on the theoretical margins of contemporary film scholarship, and the cause of this is three-fold. First, despite advances in collaborative authorship studies, the Hollywood film director is still largely regarded as the sole creative lynchpin upon which the film’s success or failure ultimately lies. Second, Classical Hollywood film editing—commonly referred to as the continuity aesthetic—is considered successful if it remains unnoticed, if it remains invisible. Therefore, within this continuity aesthetic, the editor’s ultimate goal is to hide his or her own labor. Third, determining exactly how and where a film editor contributed to a film text during post-production is an incredibly difficult task. So, what is the solution? This dissertation explores how film archives can contribute to knowledge about the cinematic post-production process. My central research questions are: what kinds of information do film archives contain regarding the creative collaboration between the director and the editor? And, what does available archive material tell us about the changes and creative revisions in post-production? To answer these questions, I conducted original archival research on the following Hollywood Renaissance films: Bonnie and Clyde (1967), The Conversation (1974), Annie Hall (1977), and Raging Bull (1980). These films reflect a highly creative era in the Hollywood industry and are well-known for the collaborative relationship between the directors and the editors. To determine how and where collaborative authorship occurred in these films, I compared archival documents such as the storyboards and shooting scripts to the final film texts. These documents contain explicit instructions about how the scenes should be lit, decorated, and shot and how the film itself should be edited together. Therefore, I argue that any editing discrepancies between these documents and the final films were the result of a creative collaboration between the director and the editor. Ideally, this model of “script-to-screen” archival research will inspire other academics to investigate how and where a film’s creative revision occurs during post-production—and to what effect.
text

碩士
國立雲林科技大學
設計運算研究所碩士班
95
Communication is a interaction between participants for generating design ideas diversely. While the communication between two participants is blocked with isolated communication boundaries, the ideas are often transferred via a propagated interaction process among design team participants. The paper describes an organizational communication method to study the interconnections between designers and design teams using act/react characteristics of role-interplay. Adapting a role-play framework called DARIS; a particular controlling agent called Playwright Agent is developed and used for implementing Acting Scripts in collaborative environment. Furthermore, by simulating the communication interconnection by interconnecting process among discrete communication boundaries, the interaction and controlling mechanism of Playwright Agent is also unleashed in the paper. The mechanism and the agent implementation of proposed framework, namely Script-Based DARIS is shown to represent the interaction as well as their consequence. An example for describing how Playwright Agent works is also shown in the paper.

Research Doctorate - Doctor of Philosophy (PhD)
Project-Based Learning (PBL) is an instructional teaching and learning approach that many higher education institutions have embedded into their programs of study. In a PBL environment, students work collaboratively in a group on a specific project for an extended period of time, facilitated by an instructor. Within this context, collaboration is an essential outcome in learning. Collaboration is also regarded as an essential 21st-century skill that students should learn to engage in, experience and practise. Previous studies have identified collaboration in group work as a key challenge in PBL. While PBL students face challenges in effective collaboration, PBL instructors also find themselves not equipped to facilitate and support collaboration effectively. There have been many technological innovations and related research to support and enhance collaboration. However, research has found that, within the PBL context, there are shortcomings in terms of technological solutions and related processes that are able to create an environment in which groups can engage in productive collaborative scenarios. In this study, the researcher takes inspiration from the field of Computer Supported Collaborative Learning (CSCL) to address this issue. Specifically, an investigation is conducted into the possibility of incorporating CSCL scripts to build a technology-based environment that is able to support collaboration within the PBL environment. CSCL scripts assist groups in carrying out fruitful collaborative scenarios by offering tools and strategies to structure and coordinate collaborative activities within a computer-based learning environment. To conduct this investigation, Design-Based Research (DBR) is employed as the methodological framework for developing such a technological environment involving an iterative cycle of development, implementation, and empirical evaluation. This thesis presents the study as a DBR project in designing a technology-enhanced collaborative PBL environment that is developed in stages and evaluated empirically. A CSCL script-based PBL environment called the Project-Based Learning Activity Designer (PBL-AID) was designed and developed to evaluate the feasibility of utilising CSCL scripts. The environment was evaluated with instructors and students and within real-world classroom environments during the iterative cycles of development. In general, students and instructors, the two main stakeholder groups, have positive feedback and acceptance towards the CSCL-script based technological environment. The design of PBL scenarios based on a CSCL-script enables PBL instructors to reflect on PBL activities, provide clear expectations, and scaffold PBL phases for their project groups. In turn, PBL student groups are provided with clear guidance and scaffolded phases to support project work and encourage productive collaboration when completing their projects. This process was shown to encourage productive teamwork interaction and assist to keep the team on track with their tasks. Moreover, students’ perspectives were evaluated for technology acceptance and collaborative behaviour. While results on students’ technology acceptance were positive, results on collaborative behaviour were inconclusive. Some students considered that certain features of the environment, such as the progress monitoring and feedback process, were additional burdens. Such features need to be undertaken by all members in order to be considered useful. In future, further investigation is warranted on enhancing these features and evaluating the effectiveness of group collaboration in other PBL settings.

碩士
國立中央大學
網路學習科技研究所
97
Script is a set of instructions specifying how the group memebers should interact and collaborate to solve a problem,and it could be used as one kind of scarfolding in collaborative learning.This research is aimed at how to use Script in web co-discovery activities with the web co-discovery system to help learners to develop the discussion framework of open-issue questions. How to use Scripts to support learners using the system in web co-discovery activity to let the activities can have a clearer framework and better discussion will be the focus of this research. We developed a system for web co-discovery activity. And we hope that learners can contribute, exchange, and link their resources or concepts without any limits in this system. System could record how learners solving their problem and expanding their knowledge map. By analyzing log data we could find the influence of Script in development process of knowledge map. We found out Script has a great impact in the process of solving open-issue questions. Script could enable learners to focus on searching the information about background knowledge of the problem, and learners would provide more their comment. And Script let learners focus on discussion about issue so that they could make conclusions more easily. In addition, through the activities of Script learners could complete discussion framework in early phase of activities, so that group could consider wider in the following discussion.

In den letzten Jahren haben Lernvideos im Bereich des informellen und formellen Lernens an Bedeutung gewonnen. Inwieweit Lernende bei der Nutzung von Videos unterstützt werden und Lehrende didaktische Szenarien umsetzen können, hängt jedoch von der eingesetzten Videolernumgebung ab. Es ist Anliegen der vorliegende Arbeit, Prinzipien des User Interface Designs sowie Komponenten und Mechanismen videobasierter Lehr-Lern-Szenarien in Bezug auf Videolernumgebungen zu identifizieren, zu beschreiben und technisch zu realisieren. Das Ziel besteht darin, Gestaltungsprinzipien in Form von Interaction Design Patterns zu erarbeiten und computergestützte videobasierte Lehr-Lern-Szenarien mit Hilfe von CSCL-Scripts durch eine geeignete Spezifikation und Formalisierung zu realisieren. Für die Erarbeitung der Interaction Design Patterns wurden 121 Videolernumgebungen hinsichtlich 50 Kategorien in einer Inhaltsanalyse empirisch untersucht und dokumentiert. Unter Berücksichtigung ähnlicher Patterns aus thematisch verwandten Pattern Languages und den Erfahrungen aus der Implementierung und dem Einsatz von Videolernumgebungen entstanden 45 Interaction Design Patterns für verbreitete Lösungen für wiederkehrende Probleme bei der Gestaltung und Entwicklung von Videolernumgebungen. Diese Patterns wurden auf Pattern Konferenzen diskutiert und im Anschluss evaluiert sowie bei der Konzeption, Entwicklung und Bewertung mehrerer Videolernumgebungen angewendet. Zudem wurde das Software Framework VI-TWO vorgestellt, mit dem sich fast alle Patterns auf einfache Weise in Web-Anwendungen realisieren lassen. Zur Spezifikation videobasierter CSCL-Scripts wurden existierende videobasierte und nicht videobasierte Scripts analysiert. Im Ergebnis unterschieden sich videobasierte CSCL-Scripts von allgemeinen CSCL-Scripts vor allem hinsichtlich der mit dem Video verknüpften oder darin verankerten Aufgaben und Aktivitäten. Videos werden dabei nicht als monolithische Einheiten, sondern als zeitkontinuierliche Medien betrachtet, in denen weitere Informationen zeitgenau verankert und Lernaktivitäten stattfinden können. Außerdem ließen sich drei Typen videobasierter CSCL-Scripts identifizieren: (1) Scripts zur Analyse und Diskussion von Videoinhalten, (2) Peer Annotation Scripts einschließlich dem Peer Assessment und (3) Jigsaw-Scripts, die das problembasierte Lernen mit Hilfe von Videos ermöglichen. Unabhängig davon variiert die Komplexität der Scripts auf drei Stufen: (1) sofern voneinander abgegrenzte zeitliche Phasen von Lernaktivitäten bestehen, (2) wenn darüber hinaus die Teilnehmer innerhalb von Gruppen Aufgaben bearbeiten (intra-group) und (3) falls außerdem Aufgaben auch gruppenübergreifend bearbeitet werden (inter-group). Auf Grundlage der Spezifikation konnte ein Datenmodell und ein Modell für die nutzerseitige Modellierung von Scripts verschiedener Komplexitätsstufen sowie Typen entwickelt und in dem CSCL-System VI-LAB realisiert werden. Diese Arbeit leistet in zweifacher Hinsicht einen Beitrag zur Forschung im Bereich E-Learning. Zum einen beschreiben die Interaction Design Patterns wiederkehrende User Interface Lösungen und stellen somit ein Hilfsmittel für Designer, Software Entwickler und Lehrende bei der Gestaltung und Implementierung von Videolernumgebungen dar. Zum anderen wurden durch die Spezifikation und softwareseitige Umsetzung videobasierter CSCL-Scripts Voraussetzungen geschaffen, die den praktischen Einsatz und die weitere Untersuchung des kollaborativen Lernens mit Videos ermöglichen.:1 Einführung 19 1.1 Motivation 19 1.2 Herausforderungen und Forschungsfragen 20 1.2.1 Interaction Design Patterns 20 1.2.2 Videobasierte CSCL-Scripts 22 1.3 Kapitelübersicht und Forschungsmethoden 25 1.3.1 Kapitelübersicht 25 1.3.2 Forschungsmethoden je Kapitel 27 2 Lernen mit Videos 29 2.1 Terminologie, Einsatzfelder und Potentiale von Lernvideos 30 2.1.1 Begriffsbestimmung 30 2.1.2 Einsatzfelder und Szenarien für das Lernen mit Videos 32 2.1.3 Potentiale des Medium Video 34 2.2 Videos im Kontext kognitiver Lerntheorien 36 2.2.1 Theorie der kognitiven Last 36 2.2.2 Kognitive Theorie des Lernens mit Multimedia 38 2.3 Interaktivität audiovisueller Lernmedien 44 2.4 Lernformen 48 2.4.1 Rezeptives Lernen 49 2.4.2 Selbstgesteuertes Lernen 50 2.4.3 Kollaboratives Lernen 52 2.5 Zusammenfassung 56 3 Videolernumgebungen und Hypervideos 59 3.1 Terminologie und Modelle 60 3.1.1 Videolernumgebung 60 3.1.2 Terminologie: Video, Hypervideo und interaktives Video 62 3.1.3 Spezifikationen für Hypervideo-Dokumente 65 3.1.4 Modelle des zeitlichen Layouts 66 3.2 Human Video Interface 69 3.2.1 Gestaltungsraum von Hypervideos 70 3.2.2 Usability-Herausforderungen von Human Video Interfaces 74 3.3 Technische Herausforderungen 76 3.3.1 Download und Cache-Management / Echte Nicht-Linearität 77 3.3.2 Synchronisierung von Video und Annotationen 78 3.3.3 Adressierung und Abruf von Medienfragmenten 78 3.3.4 Deklarative Ansätze der Repräsentation von Multimedia 80 3.4 Produktion und Integration in Lernumgebungen 81 3.4.1 Produktion: Vorgehensweisen und Paradigmen 82 3.4.2 Integration in Lernumgebungen und Zusammenspiel mit Diensten im WWW 85 3.5 Zusammenfassung 87 4 Interaction Design Patterns für Videolernumgebungen 91 4.1 Einführung in Design Patterns 92 4.1.1 Design Patterns 95 4.1.2 Mustersprache 101 4.1.3 Verwandte Ansätze im Interaction Design 104 4.1.4 Verwandte Pattern Languages 106 4.2 Systematische Elaboration von Design Patterns 109 4.2.1 Stand der Forschung bzgldem Pattern Mining 110 4.2.2 Inhaltsanalyse von Videolernumgebungen 112 4.2.3 Analyse und Integration ähnlicher Muster bzwMustersprachen 128 4.2.4 Verfassen sowie Revision und Evaluation der Muster 130 4.2.5 Konstruktion der Pattern Language 135 4.3 Pattern Language für Videolernumgebungen 140 4.3.1 Struktur der Pattern Language 140 4.3.2 Angrenzende Mustersprachen 144 4.3.3 Repräsentation in einer Wissensbasis 145 4.3.4 Anwendungs- und Einsatzszenarien 148 4.3.5 Exemplarische Interaction Design Patterns 151 4.4 Zusammenfassung 168 5 Videobasierte CSCL-Scripts 171 5.1 Einführung 172 5.1.1 Hintergrund zu Scripts und CSCL-Scripts 172 5.1.2 Definition videobasierter CSCL-Scripts 175 5.1.3 Mehrwert und Potentiale 177 5.1.4 Typisierung videobasierter CSCL-Scripts 178 5.2 Spezifikation videobasierter CSCL-Scripts 184 5.2.1 Script-Komponenten 185 5.2.2 Script-Mechanismen 194 5.3 Modellierung von CSCL-Scripts 197 5.3.1 Komplexitätslevel 200 5.3.2 Verwandte Systeme und Ansätze zur Modellierung von Scripts 201 5.3.3 Konzept für eine formale Repräsentation 206 5.3.4 Konzept zur Modellierung im User Interface 209 5.4 Zusammenfassung 212 6 Realisierung von Patterns und Scripts 215 6.1 VI-TWO: JavaScript Framework für interaktive Videos 216 6.1.1 Anforderungen 217 6.1.2 Verwandte Arbeiten 219 6.1.3 Architektur von VI-TWO 222 6.1.4 Videoplayer 224 6.1.5 Videoannotationen 225 6.1.6 Makrointeraktivität in Kollektionen von Videos 229 6.1.7 Autorenwerkzeuge 232 6.2 VI-LAB: CSCL-System für videobasierte CSCL-Scripts 235 6.2.1 Anforderungen 236 6.2.2 Architektur von VI-LAB 238 6.2.3 Modellierung videobasierter CSCL-Scripts 241 6.2.4 Monitoring 244 6.3 Anwendungsbeispiele für VI-TWO und VI-LAB 246 6.3.1 Vi-Wiki 246 6.3.2 IWRM education 247 6.3.3 VI-LAB (Version 1) auf Basis von Wordpress 247 6.3.4 VI-LAB (Version 2) auf Basis von node.js 248 6.3.5 Theresienstadt explained 249 6.4 Zusammenfassung 252 7 Schlussbetrachtung 255 7.1 Beitrag der Arbeit zur Forschung 255 7.2 Kritische Würdigung 256 7.3 Ausblick 257

The purpose of this study was to examine the effectiveness of structured computer-supported collaboration in helping students with a vast array of comprehension skills, grapple with challenging text-based learning materials. Two collaborative discussion conditions were compared: (a) regular peer text chat and (b) structured peer text chat in which 62, grade 10 students were assigned to one of two conditions. In the structured condition, students were assigned to roles, scripts and prompts based on a modified reciprocal teaching model to guide their discussion on a difficult text on crystal methamphetamine. Reading comprehension competence was measured using the Test of Reading Comprehension (TORC-3) and a pre-post Task Specific Reading Comprehension (TSRC) test was used to measure comprehension of the target text for subjects in both conditions. Although students in the structured chat condition did not achieve greater gains in reading comprehension, those who scored lower on the TORC-3 had greater gains than students who scored higher on the TORC-3.

碩士
國立彰化師範大學
工業教育與技術學系
102
This study investigated the effectiveness of scripted collaborative gameplay on 7th grade students’ learning achievement and motivation. This study used quasi-experimental design, and a total of 135 students from two public schools in Changhua County participated. Participants were assigned to two groups：68 students in scripted collaborative game and 67 students in collaborative game group. Upon the completion of the study, students completed learning achievement test, motivation questionnaires and interviews. 　　The results of this study found that scripted collaborative game groups performed significantly better than collaborative game groups in the learning achivement test. However, scripted collaborative game groups reported significantly higher pressure than collaborative game groups. Lastly, the interview revealed that students in the scripted collaborative groups engaged in more effective discussion on science concepts during the game play, whereas students in the collaborative groups discussed merely the surface levels such as game features and functionalities. Thus, the use of scripts in collaborative game learning can guide students’ attention towards concept understanding and increase their awareness on the embedded science knowledge.