Scaffolding collaborative argumentation in asynchronous discussions with message constraints and message labels

This study examined the effects of message constraints and labels on collaborative argumentation in asynchronous online discussions. Thirty-eight undergraduate students in an introductory educational technology course were assigned to one of three groups. In one group, students posted specific types of messages using a prescribed set of message categories such as argument, evidence, critique, and explanation. Using the same message categories, another group inserted message labels directly into the subject headings to identify each message by category and increase the visibility of the arguments and challenges presented in debates. A control group received none of the above instructions and constraints. Students in the constraints-with-labels group were significantly less likely to (a) challenge other students, and (b) respond to challenges from other students. The label used to identify critiques might have discouraged students from posting critiques and shifted attention to posting more arguments, following up explanations with more explanations, and evidence with more evidence.     

Learning and teaching in a synchronous collaborative environment

Despite obvious domination of asynchronous collaborative technologies, especially for virtual classrooms and distance education, the work presented in this paper is based on the assumption that some students will still prefer the experience of on-campus, face-to-face collaborative learning. For those students a new synchronous collaborative environment is created by combining an innovative methodology for 'same-time, same-place' interactive learning and the technology called Group Support Systems which is designed to provide not only communication but rather computer-mediated collaboration. This paper introduces this learning methodology and illustrates its potential to improve critical thinking, problem solving and communication skills of all students who are stimulated to participate as equal learners. It also describes how teachers are transformed from 'information delivery specialists' to guides and facilitators of learning.     

Friendship and collaborative creative writing in the primary classroom

Abstract A case study is reported investigating the nature of paired talk and the role of friendship in collaborative creative writing activities. This forms the initial phase of a larger research project driven by socio-cultural theory, studying the beneficial effects of friendship pairing and the role of the computer tool in the development of creative writing skills. The joint poem writing episodes of four 8-year-old girls, one friendship and one acquaintance pair, were observed on a number of occasions during a two-week long literacy project. The observations were of ongoing classroom activities in the IT suite and in the literacy classroom of their school; the observed children worked alongside the rest of the class in their natural context. It was predicted that there would be differences between the two pairs in terms of the process and the outcome of their collaborations which could be explained by the differences in their respective relationships. To investigate such differences (if any), a 'functional model' of discourse analysis was used, developed specifically for the context of collaborative creative writing. It is claimed that the proposed model is useful to describe discourse patterns characteristic of paired writing and to identify productive discourse styles in this specific setting. It helps to understand how the collaborating writers engage in talk to cope with the demands of the task, and how they use discourse to support different phases of the joint writing process.     

Enhancing collaborative synchronous UML modelling with fine-grained versioning of software artefacts

Software development teams are composed of people with different knowledge and skills, who contribute to a project from often widely dispersed locations. Software development in geographically distributed environments creates software engineering challenges due to the interaction among members of distributed teams and the management of consistency and concurrency among project artefacts. In this paper, we propose Synchronous collaborative modelling Tool Enhanced with VErsioning management (STEVE) a collaborative tool supporting distributed Unified Modelling Language (UML) modelling of software systems. The tool provides a communication infrastructure enabling the concurrent editing of the same UML diagram at the same time by distributed developers. Complex UML diagrams are decomposed and managed in a fine-grained hierarchy of sub-artefacts, thus providing change and configuration management functionalities for both the diagram and the graphical objects. Thus, software predefined diagram components can be consistently reused and shared across different diagrams of a given project.     

Feminism and procedural content generation: toward a collaborative politics of computational creativity

ABSTRACT

Games now inhabit a space where creativity is no longer centered around human authorship. The use of procedural content generation has been embraced by industry, academics and fans as a means for reducing labor cost, providing additional replayable content for players, investigating computational creativity in a complex and multifaceted domain and enabling new kinds of playable experiences. This incorporation of computational creative labor confuses authorship, labor politics and responsibility for rhetoric embedded in the procedures by complicating the way in which the computer is portrayed to users, researchers and other developers. We can apply feminist methodologies attentive to questions of difference and power in systemic structures in order to better understand each of these questions in turn. This article presents an analysis of the post-anthropocentric phenomenon of computer creativity within games, via a feminist analysis of procedural content generating algorithms, its role in game design and its public portrayal.     

Assessing e-moderation behavior from synchronous discussion protocols with a multi-dimensional methodology

The role of the human instructor in online learning has received increasingly more attention in the e-learning literature. In the present paper we focus on the particular case of human moderation of peer-to-peer debates in educational settings. A multi-dimensional methodology is proposed to identify and characterize different moderation styles in such settings. The method triangulates superficial and qualitative features of both moderation actions as well as the discussion as a whole. The application of this methodology to a sample of synchronous group discussions moderated by assigned peer moderators yielded five distinctively different moderation styles: A scaffolding, an orchestrating, an authoritative, an observing and a participative style. Implications and limitations of the coding methodology are discussed, as well as future directions for research and methodology development.     

Scaffolding wiki‐supported collaborative learning for small‐group projects and whole‐class collaborative knowledge building

While educators value wikis' potential, wikis may fail to support collaborative constructive learning without careful scaffolding. This article proposes literature‐based instructional methods, revised based on two expert instructors' input, presents the collected empirical evidence on the effects of these methods and proposes directions for future refinements. The instructional methods were implemented by an expert instructor teaching a 12‐week 68‐student undergraduate design class in Canada. Data were collected from observations, interviews and content analysis of wikis. The findings revealed that in small‐group project (SGP), the wiki instructional methods enhanced collaborative learning with most instructional methods derived from cooperative learning, but in whole‐class collaborative knowledge building (CKB), the wiki instructional mehtods failed to turn the class into a self‐sustained learning community after the scaffolding faded. We conclude that the genre of wikis should be different for SGP and CKB. While the students easily adopted the ‘reproduced’ genre of wikis for SGP with familiar tasks, they felt overwhelmed or resistant to the unfamiliar ‘emergent’ genre of wikis for CKB in massive collaborative constructive learning. Therefore, we propose that future refinements for wiki‐supported CKB should focus on providing students scaffolding for intersubjectivity (understanding collaborative constructive learning) and transfer of responsibility (developing autonomy).     

C语言中函数编写方法的分析与探讨

函数是C语言学习的难点和重点,通过分析函数的结构,将函数编写中难以确定的问题进行分解、细化。按照返回值的个数将函数分为:无返回值函数、单反回值函数、多返回值函数三种类型。对这三种类型函数的设计方法分别举例分析和说明,详细阐述了函数编写的具体过程。     

Online class size, note reading, note writing and collaborative discourse

Researchers have long recognized class size as affecting students?? performance in face-to-face contexts. However, few studies have examined the effects of class size on exact reading and writing loads in online graduate-level courses. This mixed-methods study examined relationships among class size, note reading, note writing, and collaborative discourse by analyzing tracking logs from 25 graduate-level online courses (25 instructors and 341 students) and interviews with 10 instructors and 12 graduate students. The quantitative and qualitative data analyses were designed to complement each other. The findings from this study point to class size as a major factor affecting note reading and writing loads in online graduate-level courses. Class size was found positively correlated with total number of notes students and instructors read and wrote, but negatively correlated with the percentage of notes students read, their note size and note grade level score. In larger classes, participants were more likely to experience information overload and students were more selective in reading notes. The data also suggest that the overload effects of large classes can be minimized by dividing students into small groups for discussion purposes. Interviewees felt that the use of small groups in large classes benefited their collaborative discussions. Findings suggested 13 to 15 as an optimal class size. The paper concludes with a list of pedagogical recommendations and suggestions for new multimedia software features to enhance collaborative learning in online classes.     

Strategies for collaborative writing and phases of knowledge construction in CSCL environments

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.     

Strategies for collaborative writing and phases of knowledge construction in CSCL environments

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.     

Integrating XML and CORBA to support collaborative writing using off-the-shelf editing software

In this paper, collaborative writing is modeled as a workflow application comprising a number of activities. Each activity is assigned to a co-author to edit certain part(s) of the shared document. The order of editing is governed by a workflow schedule, which can be modified during execution. To enable concurrent editing, a data definition scheme is proposed whereby documents are transformed into the XML format for internal storage. Effectively, a hierarchical structure is superimposed on each document, allowing it to be broken down into a number of independent parts. These parts may then be separately edited in parallel. Unlike other approaches, the system supports the use of off-the-shelf editor software. Users can thus adapt to the system easily and existing documents can also be re-used rapidly. A prototype has been built which supports collaborative editing of Microsoft Word^TM${}^{\mathrm{TM}}$ documents.     

An approach to assessing virtual environments for synchronous and remote collaborative design

This paper considers applying novel Virtual Environments (VEs) in collaborative product design, focusing on reviewing activities. Companies are usually anchored to commercial ICT tools, which are mature and reliable. However, two main problems emerge: the difficulty in selecting the most suitable tools for specific purposes and the complexity in evaluating the impact that using technology has on design collaboration. The present work aims to face both aspects by proposing a structured benchmarking method based on expert judgements and defining a set of benchmarking weights based on experimental tests. The method considers both human–human interaction and teamwork-related aspects. A subsequent evaluation protocol considering both process efficiency and human–human interaction allows a closed-loop verification process. Pilot projects evaluate different technologies, and the benchmarking weights are verified and adjusted for more reliable system assessment. This paper focuses on synchronous and remote design review activities: three different tools have been compared according to expert judgements. The two best performing tools have been implemented as pilot projects within real industrial chains. Design collaboration has been assessed by considering both process performance and human–human interaction quality, as well as benchmarking results validated by indicating some corrective actions. The final benchmarking weights can thus be further adopted for an agile system benchmark in synchronous and remote design. The main findings suggest defining both an innovative process to verify the expert benchmark reliability and a trusty benchmarking method to evaluate tools for synchronous and remote design without experimental testing. Furthermore, the proposed method has a general validity and can be properly set for different collaborative dimensions.     

Visualization of agreement and discussion processes during computer-supported collaborative learning

This study examined the effects of the shared space (SS) on students’ behaviors in a computer-supported collaborative learning (CSCL) environment. The SS visualizes discussion and agreement during online discussions. It was hypothesized the SS would increase the media richness of the CSCL-environment, would stimulate critical and exploratory group-norms, would lead to more positive perceptions of online collaboration, and would have an impact on students’ collaborative activities. In total, 59 students working in 20 groups had access to the SS visualization, while 58 students working in 20 groups did not. The results show that students with access to the SS visualization: (a) perceived higher media richness; (b) had a more exploratory group-norm perception; (b) perceived more positive group behavior; (c) perceived their group’s task strategies to be more effective; (d) engaged in different collaborative activities and (e) performed better on one part of the group task. These results demonstrate the potential benefits of visualizing agreement and discussion during CSCL.     

Collaborating with writing tools: An instrumental perspective on the problem of computer-supported collaborative activities

This paper presents an analysis of the modifications that a synchronous computer support for collaborative writing introduces into the organization of co-authors' writing. The analysis is grounded in case studies of different groups of co-authors writing a report together face to face and at a distance through a collaborative writing computer system. Drawing from these studies I suggest that the problems with using a collaborative writing computer system to provide a fully collaborative writing environment derive from underlying assumptions concerning collaboration within the co-authoring activity. I point out that a more thorough understanding of how co-authors organize their writing can provide resources to envisage more radical solutions to the problem of computer support for collaboration. I conclude by considering ways that might be adequate to reconfigure collaborative writing systems in order to provide more satisfactory support for collaboration in writing environments.     

Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study

Online discussions have been widely utilized as an educational activity, and much research has been conducted on the process and behaviors involved in asynchronous discussions. However, research on behavioral patterns in learners’ synchronous discussions, including the process of social knowledge construction and project coordination is limited. Through the examination of the behavioral patterns and differences between students with high- and low-quality discussions, it may be possible to understand the limitations of knowledge construction in synchronous discussions. Furthermore, these findings may help teachers design and guide synchronous discussions activities. This study is an empirical case study in which college students conducted synchronous discussions based on topics specified by the teacher. The students used a text-based instant messaging (IM) tool in a period of 98 days.     

Ramos: Concurrent writing and reconfiguration for collaborative systems

Collaborative systems, with specific distributed systems allow multiple participants to work in a common virtual space, while reproducing the different ways to interact in a group. Such systems have to manage not only the sharing of context and particularly the context consistency, but also at the same time the fault tolerance. No system in the literature combines these two requirements.     

Identification and use of guidelines for the design of computer supported collaborative writing tools

As groupware and workflow technologies become widely accepted, it is important to identify and clarify best practice at all stages of the development of those systems. One approach to the promulgation of best practice is to develop clear and effective guidelines for application in system development.This paper is primarily concerned with the identification of guidelines to drive the design and implementation of one class of groupware — collaborative writing systems. In particular, consideration is given to guidelines for systems which support groups of distributed collaborating authors working asynchronously.Three relevant areas are investigated. First, social and integration issues of generic groupware are presented. Second, the design of existing collaborative writing tools is addressed. Third, models of both individual writers and collaborative writing tasks are discussed. Guidelines are drawn from each area.The guidelines have been adopted in the design of MILO, a collaborative writing system. MILO is briefly described and the way in which the guidelines have been implemented in MILO is reviewed. In conclusion, insights gained from informal observations of MILO in use for both single and multiple author tasks are presented.     

The effects of a wiki-based collaborative process writing pedagogy on writing ability and attitudes among upper primary school students in Mainland China

This study mainly explored the effects of a Wiki-based Collaborative Process Writing Pedagogy (WCPWP) on writing ability and writing attitudes among Primary Four students in Shenzhen, China. Besides, this study also investigated students' collaborative writing process with the WCPWP. Students wrote their compositions in a MediaWiki platform (www.joyouswriting.com) named Joyous Writing Club (JWC) developed by the first author. By using a quasi-experimental design, two groups (classes) of Primary Four students participated in this study. Both quantitative and qualitative data were collected including writing ability composition tests (pre-test and post-test), writing attitude tests (pre-test and post-test), online wiki documents, and observations. The results provided a general picture of the students' collaborative writing process and showed that the WCPWP had a positive but not significant effect on students' writing ability. Importantly, the results indicated that the WCPWP had a significant positive effect on the writing attitudes of students. The study further discussed the reasons related to the positive effects of the WCPWP on writing ability (not significant) and writing interests (significant). Implications and recommendations for primary school educators and Chinese language teachers are discussed.