Creating cognitive tutors for collaborative learning: steps toward realization

Our long-term research goal is to provide cognitive tutoring of collaboration within a collaborative software environment. This is a challenging goal, as intelligent tutors have traditionally focused on cognitive skills, rather than on the skills necessary to collaborate successfully. In this paper, we describe progress we have made toward this goal. Our first step was to devise a process known as bootstrapping novice data (BND), in which student problem-solving actions are collected and used to begin the development of a tutor. Next, we implemented BND by integrating a collaborative software tool, Cool Modes, with software designed to develop cognitive tutors (i.e., the cognitive tutor authoring tools). Our initial implementation of BND provides a means to directly capture data as a foundation for a collaboration tutor but does not yet fully support tutoring. Our next step was to perform two exploratory studies in which dyads of students used our integrated BND software to collaborate in solving modeling tasks. The data collected from these studies led us to identify five dimensions of collaborative and problem-solving behavior that point to the need for abstraction of student actions to better recognize, analyze, and provide feedback on collaboration. We also interviewed a domain expert who provided evidence for the advantage of bootstrapping over manual creation of a collaboration tutor. We discuss plans to use these analyses to inform and extend our tools so that we can eventually reach our goal of tutoring collaboration.     

Tracing the change in discourse in a collaborative dynamic geometry environment: From visual to more mathematical

This case study investigated the development of group cognition by tracing the change in mathematical discourse of a team of three middle-school students as they worked on a construction problem within a virtual collaborative dynamic geometry environment. Sfard’s commognitive framework was employed to examine how the student team’s word choice, use of visual mediators, and adoption of geometric construction routines changed character during an hour-long collaborative problem-solving session. The findings indicated that the team gradually moved from a visual discourse toward a more formal discourse—one that is primarily characterized by a routine of constructing geometric dependencies. This significant shift in mathematical discourse was accomplished in a CSCL setting where tools to support peer collaboration and pedagogy are developed through cycles of design-based research. The analysis of how this discourse development took place at the group level has implications for the theory and practice of computer-supported collaborative mathematical learning. Discussion of which features of the specific setting proved effective and which were problematic suggests revisions in the design of the setting.     

Findings from observational studies of collaborative work

The work activity of small groups of three to four people was videotaped and analysed in order to understand collaborative work and to guide the development of tools to support it. The analysis focused on the group's shared drawing activity—their listing, drawing, gesturing and talking around a shared drawing surface. This analysis identified specific features of collaborative work activity that raise design implications for collaborative technology: (1) collaborators use hand gestures to uniquely communicate significant information; (2) the process of creating and using drawings conveys much information not contained in the resulting drawings; (3) the drawing space is an important resource for the group in mediating their collaboration; (4) there is a fluent mix of activity in the drawing space; and (5) the spatial orientation among the collaborators and the drawing space has a role in structuring their activity. These observations are illustrated with examples from the video data, and the design implications they raise are discussed.     

Using icons to convey medication schedule information

We examined older adult comprehension and memory for medication schedules conveyed by different types of visual icons as well as text. Three icons were compared: a timeline, a pair of 12 h clocks (one for AM and one for PM hours) and a 24 h clock. In Experiment 1, older and younger participants paraphrased and then recalled schedules that were conveyed by the three icons or by text. Text and timeline schedules were paraphrased more accurately than either clock icon. Paraphrase errors suggested that subjects had trouble integrating schedule information across the two 12 h clocks. Analysis of paraphrase times showed that the text schedule was paraphrased most quickly, followed by the timeline, the 24 h clock and the 12 h clock. No differences were found for the accuracy of recalling the icon and text schedules. Experiment 2 examined free and cued recall after limited study time by older adults. Because text superiority in Experiment 1 may have reflected greater familiarity with text than with icons, recall was examined across four trials in Experiment 2. Text was recalled most accurately, followed by the timeline, the 24 h clock and the 12 h clock. Study-test trials did not influence recall. Text schedules may have been generally more effective than the icons because of their greater familiarity. The timeline may have been the most effective icon because it was more compact and familiar than the clock icons used in the study. The findings suggest that including such icons in medication instructions requires training.     

Measuring causality between collaborative and individual gaze metrics for collaborative problem-solving with intelligent tutoring systems

When students are working collaboratively and communicating verbally in a technology-enhanced environment, the system cannot track what collaboration is happening outside of the technology, making it difficult to fully assess the collaboration of the students and adapt accordingly. In this article, we propose using gaze measures as a proxy for cognitive processes to achieve collaboration awareness. Specifically, we use Granger causality to analyse the causal relationships between collaborative and individual gaze measures from students working on a fractions intelligent tutoring system and the influence that the students' dialogue, prior knowledge, or success has on these relationships. We found that collaborative gaze patterns drive the individual focus in the pairs with high posttest scores and when they are engaged in problem-solving dialogues but the opposite with low performing students. Our work adds to the literature by extending the correlational relationships between individual and collaborative gaze measures to causal relationships and suggests indicators that can be used within an adaptive system.     

Collaborative Problem Solving and Groupware for Software Development

When a group is working together toward a common goal, communication and collaboration are key. This is especially true in software development where a project of any significance involves groups of people. Collaborative problem-solving techniques and groupware technology can be a boon to software development because they enhance communication and cooperation. This article examines how software development is affected by collaborative problem solving and decision making, groupware theory and tools, and group cognition and psychology. It also analyzes collaboration tools and their correlation to problem solving and group characteristics.     

Developing a collaborative learning environment using a web-based design

Abstract Today, technology is being used to support teachers in designing interesting and stimulating learning environments for students. In this paper, a web-based design project is used to create a collaborative learning environment with the aim of inculcating collaborative skills into the learners and increasing their problem-solving and critical thinking skills. The design project was created using multimedia tools such as Dreamweaver and Adobe-Photoshop. Students worked in groups and were actively responsible for their own learning processes. Results showed that students engaged in collaborative learning enhanced their problem-solving and critical thinking skills, learned to work in a team and became more autonomous learners.     

Development and evaluation of a system enhancing Second Life to support synchronous role‐based collaborative learning

Research and commercial interest toward 3D virtual worlds are recently growing because they probably represent the new direction for the next generation of web applications. Although these environments present several features that are useful for informal collaboration, structured collaboration is required to effectively use them in a working or in a didactical setting. This paper presents a system supporting synchronous collaborative learning by naturally enriching Learning Management System services with meeting management and multimedia features. Monitoring and moderation of discussions are also managed at a single group and at the teaching level. The Second Life (SL) environment has been integrated with two ad hoc developed Moodle plug‐ins and SL objects have been designed, modeled, and programmed to support synchronous role‐based collaborative activities. We also enriched SL with tools to support the capturing and displaying of textual information during collaborative sessions for successive retrieval. In addition, the multimedia support has been enhanced with functionalities for navigating multimedia contents. We also report on an empirical study aiming at evaluating the use of the proposed SL collaborative learning as compared with face‐to‐face group collaboration. Results show that the two approaches are statistically undistinguishable in terms of performance, comfort with communication, and overall satisfaction. Copyright © 2009 John Wiley & Sons, Ltd.     

Cognitive tools,individual differences,and group processing as mediating factors in a hypermedia environment

Much research exists on how problem-solving in hypermedia is assisted through the use of navigational aids. However, as hypermedia becomes more pedagogically rich, the structural characteristics of hypermedia no longer serve merely as navigational aids, but often as cognitive tools. When cognitive tools are embedded in problem-solving hypermedia environments, the objective is the continuous active manipulation of cognitive tools in the problem space in order to gather information, test hypotheses, and develop a solution. The purpose of this study was to investigate cognitive tools, individual differences, and group processing as mediating factors when learners were engaged in problem-solving in a hypermedia environment. We specifically examined group patterns of cognitive tool use to determine in what ways the group patterns of tool use may affect students’ individual performance and experience of the problem-solving process. The findings provided some evidence to support a more contextual approach to individual cognition and learning; and emphasized the notion that a system of instructional variables interact to create optimal conditions for learning.     

A hybrid approach to promoting students’ web-based problem-solving competence and learning attitude

Fostering problem-solving abilities has long been recognized as an important issue in education; however, past studies have shown that it is difficult and challenging to find effective learning strategies or tools for improving students’ problem-solving abilities. To cope with this problem, in this study, a hybrid approach that integrates the cognitive apprenticeship model with the collaborative learning strategy is proposed for conducting web-based problem-solving activities. Students’ problem-solving performance is examined in such a hybrid learning context. Furthermore, past studies indicate that cognitive load could affect learners’ performance; thus, the influence of cognitive load on students’ problem-solving effectiveness with this new approach is investigated in depth. The experimental results show that middle- and low-achievement students in the experimental group gained significant benefits from the hybrid approach in comparison with those who learned with the traditional approach. Accordingly, a discussion of how to accommodate the needs of different learning ability groups is provided.     

Co-Insights framework for collaborative decision support and tacit knowledge transfer

Abundant software tools use visual analytics (VA) techniques to support various decisions with the aim of boosting better insights. Large organizations, however, lose efficiency in selecting the right tools to support the persons who apply the tools to various decision tasks. Consequently, the creation and sharing of insights are far from optimal, leading consistently to sub-optimal decisions. In this work, the Co-Insights framework is introduced with automated collaboration support features to enable effective creation and sharing of distributed insights. A collaboration network (Co-Net) is established to model the collaborative decision making process in an organization. Two important features of the Co-Insights framework are developed: collaborative agent allocation analysis (CA3) for task–participant matching; and a robust mechanism for the recommendation of selected VA tools, by participant–tool matching. Thus, by better matching of tasks and tools with participants, the creation and sharing of insights are improved in any collaborative team for better decision making, accompanied with the tacit knowledge transfer to sustain the entire organization. To validate the effectiveness of these two main features, two experiments built on the Co-Net model are performed to test the newly developed algorithms. It has been found that CA3 significantly improves the matching scores by up to 35%, compared with conventional task–participant matching methods. The neural network based participant–tool matching mechanism yields robust results with 4% mismatches for 10% noise levels, and with 16% mismatches for 30% noise levels. Real case applications and implications are described, and further plans to extend this new framework are also outlined based on the reported experiments and evaluations.     

Informed collaboration in health care: An embedded‐cases study in geriatric telepsychiatry

Telemedicine, the delivery of medical consultation and services, is enabled by information and communications technologies. Participants in telemedicine consultation services (ie, clinicians, patients, and other parties) use video conferencing, special‐purpose software and/or hardware, and data and notes from electronic medical records and other systems to formulate effective treatment plans. Telemedicine is a particular mode of informed collaboration—information and communications technology–supported collaborative activity in which collaborators rely (wholly or in part) on digitally stored information retrieved from various sources to pursue their collective objectives. We report on an embedded‐cases study of a long‐running geriatric telepsychiatry clinic in the north‐eastern United States. Our analysis draws on the theory of distributed cognition (DCog) to explicate the ways in which information and cognitive effort are distributed across individuals and artefacts to support psychiatric consultation from a distance and how these processes play out over time in routines. On the basis of this case study, we offer a refinement of DCog theory, focusing on four interrelated dynamic processes that, we propose, act as critical enablers of informed collaboration: cognitive offloading, visibility of action, intersubjective understanding, and knowledge redundancy. We discuss practical implications for designing telemedicine services and tools, and we offer suggestions for further research on informed collaboration.     

Evaluation of a Geospatial Annotation Tool for Unmanned Vehicle Specialist Interface

Map-based interfaces have been developed to support collaborative control of unmanned vehicles (i.e., robots). Annotation on the map (or geospatial annotation) has been proposed as an effective way to support team collaboration; however, there is a lack of research focused on the design of geospatial annotation tools to promote usability and task performance. The utility of location reference in geospatial annotations for communication and information sharing is the focus of this article. Two annotation tool designs were developed. The annotation contents were directly anchored on the map in the first design, whereas in the second design annotations were summarized in a separate panel on the interface. Evaluation participants followed instructions from a simulated team leader and assigned unmanned vehicles to different tasks for two simulated scenarios that include searching for victims and collecting hazardous materials samples. The results demonstrate the potential of using geospatial annotations to enrich communication and support map-based unmanned vehicle control. Participants appreciated the direct location reference feature of the first design and had generally shorter response time, but felt that the second design provided better usability and lower task workload. These results suggest that the user experience depends on the manner of obtaining information from the annotation tools, and the integration of the tool with user's task flow and other interface components, such as the map display. The presented results can be used as a basis for designing geospatial annotation tools for team collaboration that better fit user needs and preferences.     

The design,development, and deployment of a tabletop interface for collaborative exploration of genomic data

In this paper, we reflect on the design, development, and deployment of G-nome Surfer; a multi-touch tabletop user interface for collaborative exploration of genomic data. G-nome Surfer lowers the threshold for using advanced bioinformatics tools, reduces the mental workload associated with manipulating genomic information, and fosters effective collaboration. We describe our two-year-long effort from design strategy to iterations of design, development, and evaluation. This paper presents four main contributions: (1) a set of design requirements for supporting collaborative exploration in data-intensive domains, (2) the design, implementation, and validation of a multi-touch tabletop interface for collaborative exploration, (3) a methodology for evaluating the strengths and limitations of tabletop interaction for collaborative exploration, and (4) empirical evidence for the feasibility and value of integrating tabletop interaction in college-level education.     

Supporting teachers' intervention in collaborative knowledge building

In the context of distributed collaborative learning, the teacher's role is different from traditional teacher-centered environments, they are coordinators/facilitators, guides, and co-learners. They monitor the collaboration activities within a group, detect problems and intervene in the collaboration to give advice and learn alongside students at the same time. We have designed an Assistant to support teachers' intervention in collaborative knowledge building. The Assistant monitors the collaboration, visualizes it and provides advice to the teacher on the subject domain and the collaboration process. The goal of the research present in this paper is to explore the possibilities of enriching Computer Supported Collaborative Learning (CSCL) environments with tools to support collaborative interaction.     

Telerobot-enabled HUB-CI model for collaborative lifecycle management of design and prototyping

The HUB-CI model is investigated in a telerobotic system in a client/server network to manage the lifecycle of engineering design and prototyping. The purpose of this platform is to support collaborative engineering design and proof of concept to enhance distributed team collaboration and resource utilization. The suggested platform is exemplified in two collaboration support tools and a physical prototyping platform. Structured Co-Insight Management is developed to support innovative idea exchanges and the consensus decision-making during the design process. Conflict/error detection management helps preventing conflicts and errors during the lifecycle of design and development. Physical collaboration over the network occurs when a team controls the telerobot operation during prototyping and testing in design cycles. A pilot system is implemented with a group project for the design of an electronic circuit (including both hardware and software designs). The functional assessment method is used to compare this platform to other collaborative design tools. The system presented offers unique qualitative advantages as an integrated collaboration support system.     

Cognitive,social, and environmental attributes of distributed engineering collaboration: A review and proposed model of collaboration

The objective of this article is to review the attributes that influence distributed collaboration groups engaged in engineering tasks in order to guide the research into the development of new tools and methods to support engineering groups. Three comprehensive areas of literature that describe the cognitive, social, and environmental factors influencing collaboration are covered including task characteristics, collaborative technology, and group/individual development. A model is proposed that can contribute to the understanding of the engineering collaboration process, distributed group interaction, and the role of the task within this environment. The relationships between the attributes included in the model are hypothesized to affect the distributed collaboration process. This article discusses the attributes and suggests that further research is required to validate the model's relationships. © 2000 John Wiley & Sons, Inc.     

Visualizing the sequential process of knowledge elaboration in computer-supported collaborative problem solving

This case study illustrates the sequential process of the joint and individual knowledge elaboration in a computer-supported collaborative learning (CSCL) environment. The case comprised an Internet-based physics problem-solving platform. Six Dutch secondary school students (three males, three females) participated in the three-week experiment. They were paired based on self-selection. Each dyad was asked to collaborate on eight moderately structured problems concerning Newtonian mechanics. Their online interactions, including their textual and pictorial messages, were categorized and sequentially plotted. The three dyads showed three different collaboration patterns in terms of joint and individual knowledge elaboration.     

The foundations of a theory-aware authoring tool for CSCL design

One of the most useful ways to enhance collaboration is to create scenarios where learners are able to interact more effectively. Nevertheless, the design of pedagogically sound and well-thought-out collaborative learning scenarios is a complex issue. This is due to the context of group learning where the synergy among learners’ interactions affects learning processes and, hence, the learning outcome. Although many advances have been made to support the designing of collaborative learning scenarios through technology, a more systematic approach is lacking. With the limitations of the current designing methods and tools, it is difficult to develop intelligent authoring systems that can guide users in order to produce more effective collaboration. One of the main difficulties with creating a more consistent (computer-understandable) approach to designing collaboration is the necessity of proposing better ways to formalize the group learning processes. In this paper, we present an innovative approach that uses ontologies and concepts from learning theories to create a framework that represents collaborative learning and its processes. Ontologies provide the necessary formalization to represent collaboration, while learning theories provide the concepts to justify and support the development of effective learning scenarios. Such an approach contributes to establish the foundations for the development of the next generation of intelligent authoring systems referred to as theory-aware systems. To verify the viability and usefulness of our proposed ontological framework in the context of systematic design, the development and use of an intelligent authoring tool for CSCL design is presented. This system is able to reason on ontologies to give suggestions that help users to create theory-compliant collaborative learning scenarios. We carried out several experiments with teachers in a geometry drawing course and the results indicate that the system helps teachers to create and interchange their scenarios more easily and facilitates the selection of important pedagogical strategies that influence positively the designing and effectiveness of group activities.