A Wireless Instructor System for Computer-Supported Collaborative Learning Requiring Immersive Presence (CSCLIP)

The Computer-Supported Collaborative Learning Requiring Immersive Presence (CSCLIP) concept has been established with the objective of extending and enhancing thee-learning experience of distance education, especially for classes that involve laboratory (lab) experiments. The CSCLIP concept defines immersive presence as an inherent requirement that enables cognitive, affective, and most importantly psychomotor learning objectives to integrate into designs and concepts for next generation e-learning systems (Sharda et~al., 2003). Within the CSCLIP architectural framework, the Wireless Instructor (WI) system has been conceptualized and developed as an essential device to effectively support teaching while roaming instructional features for both local and distance students. The WI system provides cost effective means to establish a real-time immersive presence for the distance learning (DL) student and his/her lab group peers. The technical design and system architecture to create a WI system are introduced in this paper. The objective of the WI system is to make the learning experience more vivid and interactive by enabling the DL students, as well as the local students that are not in the same room with the instructor(s) at the same time, to be able to flexibly interact with the instructor(s) in real-time. With this system the students can experience real-time or non-real-time virtual tours with the instructor(s), enabling the students to visit places that may not be easily accessible due to distance, limited space and/or time, cost, or possible danger. The WI system consists of two major sub-components. First is a wireless audio and video (AV) system, which transfers real-time AV signals to and from the instructor(s) to all students. Second is the wireless instructor locator & data assistant system. These two systems can be combined into one WI unit, but as the applied development technologies are somewhat distinct, their features and architectural designs will be described separately throughout this paper. Integration of the two systems will enable further capabilities.This revised version was published online in March 2005 with corrections to the cover dateThis project was funded by the U.S. Department of Education (DoE) award no. P116Z020042 project titled Telecommunications Virtual Laboratory Development.     

面向深度学习的多模态融合技术研究综述

面向深度学习的多模态融合技术是指机器从文本、图像、语音和视频等领域获取信息实现转换与融合以提升模型性能,而模态的普遍性和深度学习的热度促进了多模态融合技术的发展。在多模态融合技术发展前期,以提升深度学习模型分类与回归性能为出发点,阐述多模态融合架构、融合方法和对齐技术。重点分析联合、协同、编解码器3种融合架构在深度学习中的应用情况与优缺点,以及多核学习、图像模型和神经网络等具体融合方法与对齐技术,在此基础上归纳多模态融合研究的常用公开数据集,并对跨模态转移学习、模态语义冲突消解、多模态组合评价等下一步的研究方向进行展望。     

Discovering the campus together: A mobile and computer-based learning experience

One of the most relevant difficulties faced by first-year undergraduate students is to settle into the educational environment of universities. This paper presents a case study that proposes a computer-assisted collaborative experience designed to help students in their transition from high school to university. This is done by facilitating their first contact with the campus and its services, the university community, methodologies and activities. The experience combines individual and collaborative activities, conducted in and out of the classroom, structured following the Jigsaw Collaborative Learning Flow Pattern. A specific environment including portable technologies with network and computer applications has been developed to support and facilitate the orchestration of a flow of learning activities into a single integrated learning setting. The result is a Computer Supported Collaborative Blended Learning scenario that has been evaluated with first-year university students of the degrees of Software and Audiovisual Engineering within the subject Introduction to Information and Communications Technologies. The findings reveal that the scenario improves significantly students’ interest in their studies and their understanding about the campus and services provided. The environment is also an innovative approach to successfully support the heterogeneous activities conducted by both teachers and students during the scenario. This paper introduces the goals and context of the case study, describes how the technology was employed to conduct the learning scenario, the evaluation methods and the main results of the experience.     

J2EE平台上基于共同建构的协同学习系统CSCL

计算机支持的协同学习(CSCL)是CSCW理论在当代网络教育领域的新应用,其实现可采用J2EE与EJB组件技术及B/W/D三层结构,对实现过程中的一些关键技术如EJB的创建与调用、并发控制技术、协同感知技术等的研究也具有很高的应用价值。     

Learning technologies: Affective and social issues in computer-supported collaborative learning

This paper is concerned with affective issues in learning technologies in a collaborative context. Traditionally in learning there has been a division between cognition and affect: where cognition is concerned with skills and processes such as thinking and problem-solving and affect with emotional areas such as motivation, attitudes, feelings. Affective issues have been viewed as somewhat problematic in studying learning, so although it is well known that learner attitude, motivation, and emotional state are very important, they have often been excluded from the frame of research, or studied separately from cognitive learning. This position is gradually changing and this paper considers what previous research has been conducted in these areas. It discusses the role of affective factors in three main areas of collaboration: in settings where learners are co-located, in on-line communities and to support and develop socio-emotional skills. It considers relevant developments in these areas, what the outcomes have been and suggests important directions for future research.     

Organisational computer supported collaborative learning: the affect of context

The purpose of this introduction is to provide a brief overview of the articles in this special issue and also a framework for understanding, designing and evaluating strategies for co-operative learning in the workplace and in educational environments. The special edition is divided into two parts—Issue 1: Computer Supported Collaborative Learning in Formal Education, and Issue 2: Computer Supported Team and Organisational Learning in Workplaces. In general, Issue 1 focuses on collaborative learning in primary and secondary schools and in the University setting. Issue 2 is meant to focus on learning in complex and often highly stressful work situations which mostly require intensive communication in groups or teams and in each case allow for learning in the wider organisation. This introduction outlines a set of themes that can be found in the following papers and traces briefly how each paper fits within each discussion.     

Activity Theory as a conceptual framework for understanding teacher approaches to Information and Communication Technologies

While the issue of teachers’ perspectives on the barriers to technology use has received considerable attention, teacher concerns have not been studied in a systematic and holistic way. The present paper examines teacher concerns regarding a proposed technology-based innovation using Activity Theory as a theoretical framework. Fifty-one teachers participated in an inservice blended learning course in which a real-life Computer Supported Collaborative Learning example was presented and subsequently discussed in the online forum. The teachers were asked under which conditions they thought Computer Supported Collaborative Learning could be incorporated into their daily practices. Teacher concerns were identified through their online posts. Time and curriculum constraints were reported by teachers as the main obstacles to the proposed technological innovation. The examination of these obstacles using Activity Theory helped to identify three major contradictions in teachers’ activity system: (a) within the object of activity, (b) between the mediational means and the object of activity and (c) between the current and the proposed object. These contradictions are discussed from the perspective of Activity Theory and their implications for the design and implementation of technology are drawn.     

Evaluation of the Efficacy of Affective Education Online Training in Promoting Academic and Professional Learning and Social Capital

This study aimed to compare the efficacy of face-to-face and online education seminars in the professional training of psychology majors and in promoting the development of social capital. Forty-four university students, balanced by gender, age, and academic achievement were divided in two groups, online and face to face, taught by the same teacher. Individual learning scales were administered and students were tested on group processes tasks to measure professional skills acquisition. A follow-up interview 9 months after the end of the seminar was undertaken to assess whether social bonds, formed during the seminars, had lasted over time. An analysis of variance and Mann-Whitney test were used to analyze the data. Results show that students of both groups increased their academic knowledge and social capital, but Computer Supported Collaborative Learning students acquired more group observation skills.     

Collaborative learning with screen‐based simulation in health care education: an empirical study of collaborative patterns and proficiency development

This article is about collaborative learning with educational computer‐assisted simulation (ECAS) in health care education. Previous research on training with a radiological virtual reality simulator has indicated positive effects on learning when compared to a more conventional alternative. Drawing upon the field of Computer‐Supported Collaborative Learning, we investigate collaborative patterns, their causes, and their implications for learning. We investigate why the extent of application of subject‐specific terminology differs between simulation training and more conventional training. We also investigate how the student‐simulator interaction affordances produce collaborative patterns and impact learning. Proficiency tests before and after training, observations during training, and interviews after training constitute the empirical foundation. Thirty‐six dentistry students volunteered for participation. The results showed that not only the task but also the medium of feedback impacts the application of subject‐specific terminology. However, no relation to proficiency development was revealed. We identified turn‐taking as well as dominance patterns of student‐simulator interaction but again found no relation to proficiency development. Further research may give us deeper insights into if and how these collaborative patterns, in other respects, impact collaborative learning with ECAS in health care education.     

Exploring different technological platforms for supporting co-located collaborative games in the classroom

Computer Supported Collaborative Learning is a pedagogical approach that can be used for deploying educational games in the classroom. However, there is no clear understanding as to which technological platforms are better suited for deploying co-located collaborative games, nor the general affordances that are required. In this work we explore two different technological platforms for developing collaborative games in the classroom: one based on augmented reality technology and the other based on multiple-mice technology. In both cases, the same game was introduced to teach electrostatics and the results were compared experimentally using a real class.     

标准化课件制作系统

基于计算机网络的远程教育近年来的迅速发展,标准化、实用化的课件制作工具的研究也逐渐成为热点。该文提出了符合IEEELTSC(IEEE学习技术标准委员会)的两个重要规范CMI(ComputerManagedInstruction)、LOM(Learn-ingObjectMetadata)的学习资源组织模型,基于这个模型设计并实现了标准化课件制作系统,对于促进我国网络教育资源标准化具有重要意义。     

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.     

Notes and annotations as information resources in a social networking platform

Taking notes and annotations contributes in the learning process. Many platforms are developed as Computer Supported Collaborative Learning (CSCL) thanks to advancements in new technologies. A common limitation of these platforms is the restricted ability to share/retrieve notes and annotations (Su, Yang, Hwang, & Zhang, 2010a). This is because the annotations in these platforms are disconnected from the information system and they are only accessible in the annotation system. As a result, the annotations could not be indexed as any other information resources (e.g., a document). This means that the annotations are not accessible/visible like other resources. In this paper, we present an original semantic model in which notes and annotations are modeled as information resources. The semantic model is used within the MEMORAe web platform. Then we detail an experiment of collaborative learning made within a university course using the MEMORAe web platform. The feedback of this experiment shows us that students are satisfied with the use of the MEMORAe web platform for helping them to index and retrieve notes and annotations as any information resources.     

浅谈协作计算机英语的应用

随着人们对教育和学习内涵的深入理解,协作学习越来越受到广泛的重视。学会协作已经成为21世纪教育的四大支柱之一。本文阐述了学生开展协作学习的一些方式：竞争、协同、伙伴、角色扮演等,并以《计算机英语》为例谈了实践中的具体应用。     

浅谈协作计算机英语的应用

随着人们对教育和学习内涵的深入理解,协作学习越来越受到广泛的重视。学会协作已经成为21世纪教育的四大支柱之一。本文阐述了学生开展协作学习的一些方式:竞争、协同、伙伴、角色扮演等,并以《计算机英语》为例谈了实践中的具体应用。     

基于图神经网络的自闭症辅助诊断研究综述

自闭症谱系障碍是一种复杂的神经系统发展障碍疾病,截至目前其病因尚不明确。图神经网络作为非欧几里得空间深度学习的重要分支,在处理图结构数据的相关任务中取得优异表现,为医学领域的成像和非成像模式的集成提供了可能,因此利用图神经网络进行自闭症等脑部疾病神经成像诊断逐渐成为研究热点。阐述传统机器学习方法在自闭症疾病预测中应用,介绍图神经网络的基本分类,按照图中节点与边关系的建模方法,从基于人群图和基于个体图两个角度对图神经网络在自闭症辅助诊断中的应用进行梳理和分析,并归纳现有诊断方法的优劣势。根据目前基于图神经网络的自闭症神经成像诊断的研究现状,总结了脑神经科学领域辅助诊断技术面临的主要挑战和未来研究方向,对于自闭症等脑部疾病辅助诊断的进一步研究具有指导意义和参考价值。     

Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study

Technology integration in K-12 classrooms is usually overly teacher-centered and has insufficient impact on students' learning, especially in enhancing students' higher-order cognitive skills. The purpose of this project is to facilitate science teachers' use of information and communication technologies (ICTs) as cognitive tools to shift their practices from traditional teacher-centered methods to constructivist, student-centered ones. This paper describes the outcomes and lessons learned from an application of design-based research (DBR) in the implementation and refinement of a teacher professional development (PD) program that is a key component of the overall project. This DBR study involved 25 middle-school science teachers from 24 schools whose implementation of cognitive tools with their students in science classrooms and virtually through a social networking site were observed over four years. A mixed-methodology was utilized to examine the impact of the cognitive tools intervention on teachers' classroom practices and students' development of new literacy skills. Identifying reusable design principles related to technology integration was another focus of the DBR study. The results revealed teachers' positive changes in their classroom practices by gradually allowing students to take control over the use of technology, and positive impact on students' ICT skills and science learning. Design principles for future professional development programs aimed at preparing teachers to adopt a cognitive tools approach are described.     

基于时态数据的CSCL系统设计与实现的探讨

CSCL(计算机支持协同学习)是利用计算机技术、网络技术和远程通信技术来实现整个教与学的过程。随着时间的积累,数据库中会保存着大量的信息,这些信息包括过去、将来和现在的,并且是同等重要的。传统数据库很难体现这些数据的时态性,数据处理的时空效率受到局限。时态数据库是指能够处理时间信息的数据库,存放对象的现状以及过去的一切状态,并且可以根据对象现在和过去的状态推测其未来可能的状态。因此,该文讲述如何实现用户兴趣的分段存储、用户稳定兴趣的获取并降低用户数据存储量。