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1.
A limitation of current Web-based collaborative learning is the restricted ability of students to create and share individual annotations with annotated documents. Applying Web 2.0 collaborative annotation systems and analyzing students’ annotation behavior has attracted attention to improve collaborative learning. This study designed a personalized annotation management system 2.0 (PAMS 2.0) for managing, sharing, and reusing individual and collaborative annotations as well as providing a shared mechanism for discussion about shared annotations among multiple users. 相似文献
2.
In this paper, we propose a synchronization scheme to achieve a high level of consistency in peer-to-peer-based shared virtual environments (SVEs), as well as to display natural and realistic motions of virtual objects, in collaborative haptic tasks. The synchronization scheme utilizes an advanced feedback controller to compensate for the state error between geographically separated sites with a significant amount of time delay. It is designed using the mathematical model of a two-user SVE manipulating a freely moving object represented as a mass with damping resistance, with a haptic interface. Thanks to feedback control theory of time delay systems, the controller is shown to result in closed-loop stability and is be robust to perturbations in the time delay. Together with the synchronization control, a recovery filter is also designed and integrated so as to preserve the natural behavior of the synchronized object, which is, otherwise, affected by the feedback control action. In addition to verifying the theoretical results, two experiments using real Internet and local area network communications are carried out. These tests clearly support the validity of the analyses and demonstrate the applicability of the synchronization scheme. 相似文献
3.
Personal knowledge management (PKM) is different from the traditional centralized knowledge management (KM) modes. The PKM is suitable for distributed collaborative KM environments. This paper makes an explorative study on the PKM, and analyzes various forms of personal knowledge resources in the product development process. Then a model of recommender systems for PKM is proposed for knowledge sharing among members in the collaborative environment. The key function of the PKM recommender systems is to supply potentially useful personal knowledge resources from the sites where these knowledge resources are created to the sites where the members may need the knowledge. The PKM is in a mode of distributed control rather than a mode of centralized control, which is widely used by traditional KM methods and tools. This study paves a way for developing an advanced mode of KM platforms for PKM sharing in collaborative environments. 相似文献
4.
The main characteristics of situated learning environments (SLEs) are: to provide authentic contexts, activities, expert performances and integrated assessment; to support multiple roles and perspectives, collaborative knowledge construction, coaching and scaffolding; and to promote reflection and articulation. However, current SLEs have two limitations: (1) not all of these characteristics are included, particularly lacking collaborative knowledge construction, in most cases; and (2) most SLEs are designed to support learning activities outdoors, but not indoors. This paper presents the implementation of an SLE that overcomes these two limitations. This SLE is based on bidirectional Quick Response (QR) codes, which are enhanced QR codes that not only provide information when scanned but also collect user-generated content. This “Bidirectional SLE” is evaluated in an experiment in which it is compared with an equivalent “Traditional SLE”, which is built upon traditional QR codes. The purpose of this comparison is to understand if using bidirectional QR codes as a mechanism to support collaborative knowledge construction in indoor settings has an impact on students' learning outcomes and on their impression of the learning experience. Two hundred fifty-three students participated in this experiment. Data collected from this experiment indicate that the students who worked in the Bidirectional SLE (1) received better scores, providing better and more complete answers, and (2) evaluated their learning experience better than their peers' who worked in the Traditional SLE. Finally, a cross-analysis of these results including teachers' opinions led to a set of lessons learned about the design of SLEs to support collaborative knowledge construction. 相似文献
5.
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. 相似文献
6.
In the few years since its release, Apple's iPad has generated much discussion about its potential to support student learning at all levels of the education system. Much of this has focused on its physical and technical attributes, such as portability, touch-display, connectivity, and large array of apps. However, a few studies have begun to explore possible advantages of iPads being used as public work spaces, enabling students to interact more collaboratively when creating learning outputs. These studies point to other affordances such as the iPad's ability to lay flat on a desk or be propped at a convenient angle, its wide viewing range and multi-user accessible interface, as being particularly relevant in supporting collaboration.Between June and November 2013, researchers from the University of Waikato used a specifically developed ‘observeware’ app to capture display and audio data while young students (5 year olds) were using iPads in pairs for developing numeracy, literacy and problem-solving/decision-making skills. The study used Mercer's (1994) talk types framework to explore the nature of talk students engaged in while they were using the iPads and interacting with each other and their teacher, and also how features of the device may have influenced this.Results indicated exceptionally high levels of on-task talk, but that this was mostly of an affirming and non-critical nature and unsupportive of outcome improvement or refinement. While the iPad offered unique potential as a shared, public learning device, the pedagogical role of the teacher in realising this by helping students learn appropriate ‘ground rules’ to raise talk quality, was critical. This article details the methodology used and the results of the study. It discusses the important role teachers play in helping young students build oral-interaction strategies to capitalise on high levels of learning engagement, and the unique features of these devices. 相似文献
7.
This paper reports on the elicitation of requirements for Virtual Actors in Collaborative Virtual Learning Environments (CVLEs). The methodological approach followed involves the phased development of a series of learning environments which are observed in use by parents, children and teachers. The focus of study is on the interactivity and social communication issues that arise in the learning situation. The research uses as its case study the work of the Manchester Museum Education Service with children at Key Stage Level 2 (9–11 years old) of the National Curriculum. The particular learning situation is based on senet, an ancient Egyptian board game from the Museum’s collection of artefacts from the pyramid builders’ town of Kahun. Results are presented of the first phase prototype, a single display groupware system where interactions take place face-to-face in the ‘real-world’ external to the environment. Results are also presented of the second phase prototype, a multi-user groupware environment in which the users are remotely located and interaction is mainly internal to the environment. The paper discusses how the results from these two phases are being used to establish requirements for a CVLE to be developed in the third phase of research. 相似文献
8.
Most asynchronous computer-supported collaborative learning (CSCL) environments can be characterized as functional environments because they focus on functional, task-specific support, often disregarding explicit support for the social (emotional) aspects of learning in groups which are acknowledged by many educational researchers to be essential for effective collaborative learning. In contrast, sociable CSCL environments emphasize the social (emotional) aspects of group learning. We define sociability as the extent to which a CSCL environment is perceived to be able to facilitate the emergence of a sound social space with attributes as trust and belonging, a strong sense of community, and good working relationships. Specific environmental characteristics, which we have designated social affordances, determine sociability. 相似文献
10.
Although most online learning environments are predominately text based, researchers have argued that representational support for the conceptual structure of a problem would address problems of coherence and convergence that have been shown to be associated with threaded discussions and more effectively support collaborative knowledge construction. The study described in this paper sets out to investigate the merits of knowledge mapping representations as an adjunct to or replacement for threaded discussion in problem solving by asynchronously communicating dyads. Results show that users of knowledge maps created more hypotheses earlier in the experimental sessions and elaborated on them more than users of threaded discussions. Participants using knowledge maps were more likely to converge on the same conclusion and scored significantly higher on post-test questions that required integration of information distributed across dyads in a hidden profile design, suggesting that there was greater collaboration during the session. These results were most consistent when a knowledge map with embedded notes was the primary means of interaction rather than when it augmented a threaded discussion. 相似文献
11.
A major perspective within research on computer-supported collaborative learning (CSCL) approaches learning as a cultural practice and considers the implications of this on the way classroom learning environments are designed. Often referred to as authentic learning, many innovative approaches to the design of learning environments come with the intention that practices of the people who are experts in a domain are enculturated by the participating students. Different approaches taken given the constraints of educational settings have led to conceptual fragmentation in this area of CSCL scholarship. Therefore, the dual aim of this research is to advance our understanding of the relevant cultures at play when designing for authenticity and show how these cut across different approaches taken for the design of authentic CSCL environments in schools. Using the constant-comparative method, we looked back at the past quarter century of sociocultural research to analyze the way different variations of sociocultural activities, scenes, participants, time, and cultural tools have been designed within authentic CSCL environments. A refined conceptualization of authentic learning that elucidates the relationships between intended, current, and authentic cultures emerged coupled with a novel coding scheme and visualization tool that can help the field rise above the wide variation in designs for authenticity. 相似文献
12.
One of the most important facets of collaborative learning is the interaction between individual and collaborative learning activities – between divergent perspectives and shared knowledge building. Individuals bring divergent ideas into a collaborative environment. While individuals bring their own unique knowledge and perspectives, the second important aspect of collaborative learning is how they move from seemingly divergent perspectives to collaborative knowledge building. This is clearly a social process among group members who could adopt various strategies for resolving differences including asserting dominance, acquiescing, or some form of reciprocal sense making. An important aspect of collaborative learning is the move from assimilation to construction, i.e., creating new understandings based on the discussions that they have had. Documenting this change from divergence to collaborative knowledge building to possible construction is therefore important in understanding the nature the collaborative interactions. In this paper we discuss our analysis of the process of collaborative interactions based on three dimensions – divergence of ideas, collaborative knowledge building and construction. Our aim was to document as well as to understand how collaborative interactions develop over time: whether students raise new issues (ideas) more frequently as they become more familiar with the discussion and discussants, and whether shared knowledge building becomes richer over time, and subsequent evidence that students were able to construct their own understanding based on their interactions with others. Our analyses were conducted in the context of an online graduate course conducted using the learning environment that we designed, CoDE, (Constructivist, Distributed learning Environment). In this paper, we will first describe the design of CoDE. We will then describe a study in which CoDE was used to offer an online graduate course in learning theories. We then discuss our analyses of both individual and collaborative learning as it progressed through the duration of the course. 相似文献
13.
Within the framework of research that describes the processes of collaborative knowledge construction in computer-supported collaborative learning (CSCL) environments, the present work has three objectives: (i) the identification of the strategies of six small groups of university students for the elaboration of written products in a CSCL environment; (ii) seek relations between the identified writing strategies and the processes and phases of collaborative knowledge construction in the groups; and (iii) relate these strategies and phases with the learning results obtained by the groups. We carried out a multiple-case study, with the analysis of four different didactic sequences, in two different virtual learning and teaching settings. In each setting, three student groups were studied, where each had to collaboratively develop between four and eight written products. For all the studied groups, the analysis enabled the identification of five types of strategies in the preparation of the elaboration of written products, and four types of phases of collaborative knowledge construction, which are interrelated and also connected with the grades that the groups obtained in each case. 相似文献
14.
Multiagent learning involves acquisition of cooperative behavior among intelligent agents in order to satisfy the joint goals.
Reinforcement Learning (RL) is a promising unsupervised machine learning technique inspired from the earlier studies in animal
learning. In this paper, we propose a new RL technique called the Two Level Reinforcement Learning with Communication (2LRL)
method to provide cooperative action selection in a multiagent environment. In 2LRL, learning takes place in two hierarchical
levels; in the first level agents learn to select their target and then they select the action directed to their target in
the second level. The agents communicate their perception to their neighbors and use the communication information in their
decision-making. We applied 2LRL method in a hunter-prey environment and observed a satisfactory cooperative behavior.
Guray Erus received the B.S. degree in computer engineering in 1999, and the M.S. degree in cognitive sciences, in 2002, from Middle
East Technical University (METU), Ankara, Turkey. He is currently a teaching and research assistant in Rene“ Descartes University,
Paris, France, where he prepares a doctoral dissertation on object detection on satellite images, as a member of the intelligent
perception systems group (SIP-CRIP5). His research interests include multi-agent systems and image understanding.
Faruk Polat is a professor in the Department of Computer Engineering of Middle East Technical University, Ankara, Turkey. He received
his B.Sc. in computer engineering from the Middle East Technical University, Ankara, in 1987 and his M.S. and Ph.D. degrees
in computer engineering from Bilkent University, Ankara, in 1989 and 1993, respectively. He conducted research as a visiting
NATO science scholar at Computer Science Department of University of Minnesota, Minneapolis in 1992–93. His research interests
include artificial intelligence, multi-agent systems and object oriented data models. 相似文献
15.
This paper describes an explorative study carried out to gain response from distance students on their experiences with collaborative learning in asynchronous computer supported collaborative learning (CSCL) environments. In addition, this study also attempts to have a good grip of crucial aspects concerning collaborative learning. The study was undertaken among distance learners from the Open University of the Netherlands who were working in groups of 4–11 persons. During and after the course students’ experiences with collaborative learning were measured and after the course also students’ satisfaction with collaborative learning was assessed. The finding revealed that distance learners appreciate the opportunities to work collaboratively. They show positive experiences and are quite satisfied with collaborative learning. This study also sought to explore individuals as well as course characteristics that influenced aspects of collaborative learning, and to search aspects of collaborative learning that influenced students’ satisfaction. The findings suggested that a group product influences group process regulation and group cohesion influences students’ satisfaction with collaborative learning. 相似文献
17.
In this paper, a neural network implementation for a fuzzy logic-based model of the diagnostic process is proposed as a means to achieve accurate student diagnosis and updates of the student model in Intelligent Learning Environments. The neuro-fuzzy synergy allows the diagnostic model to some extent “imitate” teachers in diagnosing students' characteristics, and equips the intelligent learning environment with reasoning capabilities that can be further used to drive pedagogical decisions depending on the student learning style. The neuro-fuzzy implementation helps to encode both structured and non-structured teachers' knowledge: when teachers' reasoning is available and well defined, it can be encoded in the form of fuzzy rules; when teachers' reasoning is not well defined but is available through practical examples illustrating their experience, then the networks can be trained to represent this experience. The proposed approach has been tested in diagnosing aspects of student's learning style in a discovery-learning environment that aims to help students to construct the concepts of vectors in physics and mathematics. The diagnosis outcomes of the model have been compared against the recommendations of a group of five experienced teachers, and the results produced by two alternative soft computing methods. The results of our pilot study show that the neuro-fuzzy model successfully manages the inherent uncertainty of the diagnostic process; especially for marginal cases, i.e. where it is very difficult, even for human tutors, to diagnose and accurately evaluate students by directly synthesizing subjective and, some times, conflicting judgments. 相似文献
18.
Research on collaborative learning traditionally assumes a certain degree of symmetry between the learning partners in terms of both their learning-relevant traits and their individual learning outcomes. However, if one collaborative partner is clearly more able, skilled, or knowledgeable than the other partner, then it remains unclear who profits more from the collaboration. The present study aimed to explore this issue by manipulating symmetry in prior knowledge within small groups of online learners (dyads) and measuring their problem-solving efficiency and incidental learning gain on an individual and dyad level. Awareness of this symmetry/asymmetry was manipulated, too, to discern it as a potential moderator. Dyads with symmetrical and asymmetrical prior knowledge performed equally well on most measures. Moreover, on average, the more and the less knowledgeable partners in the asymmetrical conditions had equal learning gains. However, while in dyads with symmetrical knowledge learning gains were correlated between the partners, in the asymmetrical dyads they were not. Awareness of symmetry/asymmetry did not act as a moderator, but, overall, dyads with awareness of each other's knowledge learned more from each other than dyads without such awareness. The benefit of awareness was, however, specific to the learning content exposed via awareness. We conclude that researchers and practitioners should be careful when choosing or assigning collaborative partners to each other, as only for partners with symmetrical prior knowledge can a symmetrical increase in knowledge be expected. We further discuss the implications of these findings for research on knowledge awareness and collaboration. 相似文献
19.
Augmented environments superimpose computer enhancements on the real world. Such augmented environments are well suited for collaboration of multiple users. To improve the quality and consistency of the augmentation the occlusion of real objects by computer-generated objects and vice versa has to be implemented. We present methods how this can be done for a tracked user's body and other real objects and how irritating artifacts due to misalignments can be reduced. Our method is based on simulating the occlusion of virtual objects by a representation of the user modeled as kinematic chains of articulated solids. Smoothing the border between virtual world and occluding real reduces registration and modeling errors of this model. Finally, an implementation in our augmented environment and the resulting improvements are presented. 相似文献
20.
The Web-based technology is a potential tool for supported collaborative learning that may enrich learning performance, such as individual knowledge construction or group knowledge sharing. Thus, understanding Web-based collaborative learning for knowledge management is a critical issue. The present study is to investigate learners’ attitudes toward Web-based collaborative learning systems. Based on this research, the results of factor analysis show that five attitude factors (system functions, system satisfaction, collaborative activities, learners’ characteristics, and system acceptance) should be examined at the same time when building a Web-based collaborative learning system. The results also provide an acceptance model for understanding users’ behavioral intention of facilitating Web-based collaborative systems. 相似文献
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