Teacher regulation of multiple computer-supported collaborating groups

Teachers regulating groups of students during computer-supported collaborative learning (CSCL) face the challenge of orchestrating their guidance at student, group, and class level. During CSCL, teachers can monitor all student activity and interact with multiple groups at the same time. Not much is known about the way teachers diagnose student progress and decide upon appropriate interventions when they regulate multiple groups synchronously. This explorative study describes the strategies and experiences related to regulating the activities of seven groups of students, as reported by two teachers, and aimed to widen the framework for describing teacher regulation of CSCL settings that are characterized by synchronicity. Recurring themes included the high amount of information load teachers experienced while diagnosing students’ needs, the focus and level of regulation, and the way the teachers used prior knowledge of students to decide on an intervention after diagnosis. Both teachers valued the ability to monitor student progress online, and mentioned the necessity of students being able to follow the teacher’s activity as well. Theoretical implications are described in terms of understanding teacher regulation, synchronicity, and information load. Practical implications are described for lowering information load.     

Using online shared workspaces to support group collaborative learning

The ability to work collaboratively is highly valued in today’s workplace. However, collaboration does not often naturally happen in a group. Certain strategies must be applied to coordinate individual efforts and monitor the learning process so that effective collaboration can take place. 34 groups from 4 PGDE (Post Graduate Diploma in Education) classes at NIE (National Institute of Education) in Singapore participated in this study. Each group of four members used an online shared workspace to collaborate. Results showed that about half groups actively used the workspaces to share resources, negotiate ideas, and coordinate their collaboration. On the other hand, using the workspaces helped the teacher to easily track and monitor the collaborative learning process, as the workspaces documented what group members did and how they gradually completed the assignment. The students were also required to write weekly progress reports. Results showed that writing progress reports helped group members to reflect on what they had done and also provided additional information for the teacher to confirm their individual contributions. Issues involved in coordinating and monitoring the collaborative learning process are discussed.     

基于Web的工程制图协同学习支持系统的研究与实现

网络学习支持系统是实施网上协同学习的基础环境。本文讨论了一个基于WEB的工程制图协同学习支持系统 ,对其系统结构进行了介绍 ,并对支持整个系统的几个功能模块的主要技术特点和关键技术进行了研究和分析。     

CSCL Script理论研究与系统设计

CSCL Script的研究成为当前CSCL领域中新的研究热点。为了更好的支持协同学习过程的设计,文章在综述和研究CSCL Script相关理论的基础上，重点设计了模型基本框架、主要功能和各模块之间关系,最后采用“面向行为流”方法基于树型结构设计实现该系统。     

Collaborative virtual learning environments: design and evaluation

E-learning systems have gone through a radical change from the initial text-based environments to more stimulating multimedia systems. Such systems are Collaborative Virtual Environments, which could be used in order to support collaborative e-learning scenarios. The main aim of this paper is to aid educational designers in selecting, designing and evaluating three dimensional collaborative virtual environments in order to gain the pedagogical benefits of Computer Supported Collaborative Learning. Therefore, this paper initially discusses the potential of three dimensional networked virtual environments for supporting collaborative learning. Furthermore, based on a two-step platform selection process this paper (a) presents and compares three dimensional multi-user virtual environments for supporting collaborative learning and (b) validates the most promising solution against a set of design principles for educational virtual environments. According to these principles, an educational environment has been implemented on top of the selected platform in order to support collaborative e-learning scenarios. The design of this environment is also presented. In addition, this paper presents the results of three small scale studies carried out in a tertiary education department, to assess the educational environment. This environment has been evaluated based on a hybrid evaluation methodology for uncovering usability problems, collecting further requirements for additional functionality to support collaborative virtual learning environments, and determining the appropriateness of different kinds of learning scenarios.

Build grid-enabled large-scale collaboration environment in e-Learning grid

As a new branch of grid computing, e-Learning grid is emerging as a nationwide e-Learning infrastructure, which can provide innovative learning experience for learners. In such a grid environment, collaboration services will be the key elements due to the pervasive requirement for cooperative work and collaborative learning. Although there exist enormous research efforts on grid-based collaboration technologies, most of them have many limitations. In this paper, with the findings from the computer support cooperative work (CSCW)/computer support collaborative learning (CSCL) and advantages provided by grid, we propose to build grid-enabled large-scale collaboration environment (GLCE). GLCE focuses on distributed, large-scale, and cross-organizational collaboration through creating group-centered next generation collaboration environment, where both intra-group and inter-group collaboration could be supported. With this idea in mind, we present a grid-based cooperative work framework (GCWF), which aims to implement GLCE with an “upper layer” collaboration middleware based on the special-purpose grid infrastructure designed by our team. The preliminary results of our research on GLCE have been applied to build the learning assessment grid (LAGrid). The goal of LAGrid is to support the formative assessment business in China Radio and TV University (CRTVU) and large-scale collaboration within virtual organization (VO) has been realized.     

Mobile CSCL模型的研究与设计

Mobile CSCL是协同学习领域的研究前沿。本文首先综述国内外现有研究成果,阐述了移动学习中社会化交流模式,在此基础上设计了一个MCSCL应用模型,重点研究了模型中服务器端的设备适配、动态内容、信息组织和学习管理四个方面,并通过比较得出MCSCL的三个重要特征:动态内容、预定学习和独立网关,为深入认识与分析无线网络环境下协同学习问题提供了新的研究框架。     

一种用于多媒体学习系统的权限控制算法

随着计算机网络在教育教学中的广泛应用,CSCL[5](Computer Supported Collaborative Learning)越来越显示它的重要性,同时权限控制也倍受专家们的关注.本文主要讨论基于CCSL的多媒体学习系统中权限控制,提出了多媒体学习系统中权限控制的具体实施策略与实现算法.     

基于改进进化策略的CSCL任务分配自适应决策方法

本文针对在伸缩性很大的多用户多任务（MU-MT）网络协同学习环境中,如何获得稳定的总体效益最优化的任务分配问题,提出了一种基于改进进化策略的自适应决策方法。该方法在传统进化策略基础上,通过进化方向控制和自适应选择算子设计等改进,优化了收敛速度,并防止抖动和早熟。本算法的优点主要在于：运算规模能依据CSCL环境的变化自动调整,具有很强的环境自适应性,因而是在未知网络环境中提供稳健协同性能的有效解决方案。