Analyzing collaborative interactions: divergence,shared understanding and construction of knowledge

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.     

Comparing the roles of representations in face-to-face and online computer supported collaborative learning

This paper reports an empirical study comparing the role of discourse and knowledge representations (graphical evidence mapping) in face-to-face versus synchronous online collaborative learning. Prior work in face-to-face collaborative learning situations has shown that the features of representational notations can influence the focus of learners' discourse and collaborative activities. Two hypotheses were considered in the present study: (1) The influence of knowledge representations in the online condition could be weaker because of the lack of shared awareness and meaning that results from working together in front of a physically shared display, and because of the greater difficulty of utilizing the representations as a resource for conversation through gestural deixis, and (2) The influence of knowledge representations in the online study could be stronger because participants must rely more on them to compensate for the absence of face-to-face modes of communication. Quantitative results largely support the second hypothesis. There was greater consideration of certain coding categories supported by the knowledge representation software. However, essay quality and other observations provide indirect support for the first hypothesis. Explanations for these results and implications for the design of online collaborative learning environments are provided.     

‘Worksome but Rewarding’ –Stakeholder Perceptions on Value in Collaborative Design Work

In this paper, we examine collaborative design projects in school contexts with many different stakeholders. We look at the value created for and by different stakeholders, focusing on value as a benefit, which is experienced – perceived and determined – by the beneficiaries themselves in the value co-creation process. As our focus is in “value-in-use”, i.e., value which emerges through activities taking place in a specific space, time, and context, we define value through subjective experience of people involved. We apply in our study the concept of value co-creation, where value is understood emerging from collaborative activity between actors participating in the activity. We see that the value co-creation lens provides a useful means for the CSCW community to scrutinize and make sense of collaborative design projects. We categorized the perceived value for each stakeholder and discuss how these categories can help in gaining a deeper understanding of the value gained in collaborative design work as well as how value co-creation lens in more general can be used as a tool in collaborative design projects.     

A situation model to support awareness in collaborative design

The concept of awareness was introduced to underline the importance of shared knowledge and enhance collaborative work. Actors require much knowledge about their work situation and their collaborators’ activities in order to complete their own activities successfully. This paper first contributes to a detailed literature review about the concept of awareness. This review helps to identify key awareness-related requirements for the development of collaborative systems. The second contribution is related to the proposal of a generic situation model that is based on the concept of entities, interactions and specific roles. This new conceptual framework intends to favor situation awareness and support shared representations. It concerns both technical and organizational design activities and describes the collaborative situations from multiple views and at different organizational levels (project, team and individual). The proposal's interest and its feasibility for use in the development of collaborative systems are demonstrated by instances related to a case study and by analyzing the potential satisfaction of the identified awareness-related requirements. To sum up, the paper offers a synthesis of key context-related concepts and a generic model for the representation of collaborative situations to increase awareness.     

Using shared representations to improve coordination and intent inference

In groupware, users must communicate about their intentions and aintain common knowledge via communication channels that are explicitly designed into the system. Depending upon the task, generic communication tools like chat or a shared whiteboard may not be sufficient to support effective coordination. We have previously reported on a methodology that helps the designer develop task specific communication tools, called coordinating representations, for groupware systems. Coordinating representations lend structure and persistence to coordinating information. We have shown that coordinating representations are readily adopted by a user population, reduce coordination errors, and improve performance in a domain task. As we show in this article, coordinating representations present a unique opportunity to acquire user information in collaborative, user-adapted systems. Because coordinating representations support the exchange of coordinating information, they offer a window onto task and coordination-specific knowledge that is shared by users. Because they add structure to communication, the information that passes through them can be easily exploited by adaptive technology. This approach provides a simple technique for acquiring user knowledge in collaborative, user-adapted systems. We document our application of this approach to an existing groupware system. Several empirical results are provided. First, we show how information that is made available by a coordinating representation can be used to infer user intentions. We also show how this information can be used to mine free text chat for intent information, and show that this information further enhances intent inference. Empirical data shows that an automatic plan generation component, which is driven by information from a coordinating representation, reduces coordination errors and cognitive effort for its users. Finally, our methodology is summarized, and we present a framework for comparing our approach to other strategies for user knowledge acquisition in adaptive systems.     

Mutual engagement and collocation with shared representations

In this paper we explore the use of shared representations to support creative activities, focussing on collaborative music making. We examine the effect that user interface features of shared representations have on mutual engagement and show that providing shared awareness mechanisms increases mutual engagement. In particular, we show through an empirical study of 78 participants that providing cues to identity and shared pointers increases mutual engagement between participants, but together these features can overwhelm users. We also demonstrate that support for free-form annotation and spatial interaction with shared representations mediates interaction and helps participants to manage their collaborative activity effectively. In this paper we develop several measures mutual engagement and demonstrate their use to assess the design of shared representations. A key contribution of this paper is the development of a measure of collocation of participant interaction which indicates mutual engagement. The findings of the study have implications beyond the domain of collaborative music making and we outline some design guidelines for mutually engaging shared representations.     

Analyzing collaborative knowledge construction: multiple methods for integrated understanding

Documenting collaborative knowledge construction is critical for research in computer-supported collaborative learning. Because this is a multifaceted phenomenon, mixed methods are necessary to construct a good understanding of collaborative interactions, otherwise there is a risk of being overly reductionistic. In this paper I use quantitative methods of verbal data analysis, qualitative analysis, and techniques of data representation to characterize two successful knowledge building interactions from a sociocultural perspective. In the first study, a computer simulation helped mediate the interaction and in the second, a student-constructed representation was an important mediator. A fine-grained turn-by-turn analysis of the group discussions was supplemented with qualitative analysis of larger units of dialogue. In addition, chronological representations of discourse features and tool-related activity were used in study 2 to gain an integrated understanding of how a student-generated representation mediated collaborative knowledge construction. It is only by mixing methods that collaborative knowledge construction can be well characterized.     

Interdisciplinary communication medium for collaborative conceptual building design

Collaborative conceptual design involves intensive cross-disciplinary communication of design concepts and decisions. Difficulty in producing and expressing such information leads to extensive delays, miscommunication and confusion, which often have an impact upon the quality of the final design and the time required to achieve design concensus. Computer tools provide little support for the special needs for representation and reasoning posed by cross-disciplinary communication in collaborative conceptual building design. By building upon design theory, literature and observations for a case study of an actual building design project, we identify and devise computational strategies for addressing these needs. Our objective is to help improve the communication among design team members. Our test case focuses on the communication between architects and structural engineers. We propose a conceptual framework for interdisciplinary communication to support collaborative conceptual design and present a prototype called Interdisciplinary Communication Medium (ICM). Our conceptualization suggests that designers propose a shared form model, interpret the form model into discipline models, critique the discipline form models to derive behavior and compare it to function, and explain the results to other members of the team. We present this propose-interpret-critique-explain paradigm as a communication cycle for collaborative conceptual building design. We explore and test the conceptualization by modeling it with an experimental software prototype, ICM, that integrates graphic representations and AI reasoning about, the evolving building design. ICM provides a graphic environment as the central interface to reasoning tools to support collaborative design.     

Enhancing learning: a study of how mobile devices can facilitate sensemaking

Mobile technologies are increasingly being promoted as tools to enhance learning. They can be used to augment ongoing activities, such as exploring outdoors, by enabling users to move back and forth between the physical environment and a variety of digital resources and representations. In so doing, they have the potential to facilitate sensemaking activities, where people seek to find structure in an uncertain situation through using a combination of information, communication and computation. However, continuous switching of attention between different representations and activities can be distracting. Our research is concerned with how mobile devices can be used to engender collaborative sensemaking activities during scientific tasks. We present two studies showing how different versions of a mobile learning application, LillyPad, were used by teams to make sense of their ongoing observations, when measuring the effects of different planting methods for an environmental restoration site. The findings show marked differences in the amount and type of sensemaking. We discuss reasons for this in terms of task demands and workload, information type and distribution of devices.     

Leveraging underspecification in knowledge artifacts to foster collaborative activities in professional communities

Collaborative problem solving often involves actors with heterogeneous competences or that see a common problem from different perspectives: this can make mutual understanding difficult. The paper presents case studies in different domains where collaboration leverages shared representations, and discusses the main reasons why these representations succeeded in fostering mutual understanding. We observed how the technologies proposed to manage those representations were successful only to the extent they were made able to adapt to the dynamic and open conventions that actors adopted during their activities. The point of the paper is that locality, openness and underspecification are key factors in this process, for their capability to promote tacit knowledge and to let competent actors reach a sufficient level of mutual understanding towards some common goal. The paper proposes a conceptual framework to characterize the notion of knowledge artifact interpreted as a semiotic system where actors can make sense of shared and underspecified representations, and derives from this notion implications for the design of a supportive technology.     

Building Urban Narratives: Collaborative Site-Seeing and Envisioning in the MR Tent

The focus of this paper is on studying mixed teams of urban planners, citizens and other stakeholders co-constructing their vision for the future of a site. The MR Tent provides a very specific collaborative setting: an assembly of technologies brought outdoors onto the site of an urban project, which offers vistas onto the site as well as a multiplicity of representations of the site to work with, in different media and taken from different perspectives. The prime focus of this paper is on the complex narratives participants co-constructed in three participatory workshops, with the aim to understand how the core aspects of the MR Tent—spatiality, representation and haptic engagement—shape these narratives. Main findings of this research concern: how the design of the multi-layered space of the MR-Tent supports spatial story-telling; how the different representations of the site of an urban project offer the opportunity to choreograph a ‘site-seeing’ that helps participants understand the site and plan interventions; how the ‘tangibles’ in the MR-Tent encourage a different way of contributing to a shared project and ‘building a vision’.     

Video-as-data: Technical and social aspects of a collaborative multimedia application

We studied the use of a collaborative multimedia system for coordinating teamwork among members of a neurosurgical team. We analyze the use of video within the operating room and the use of broadcast audio and video to other locations in the hospital to enable remote neurophysiological monitoring. We describe how the multimedia system was used in a real world work context, including its benefits and problems. We argue that video can be useful as more than just pictures of people talking to one another; video can be a rich tool to enable analysis and problem solving. We discuss privacy problems inherent in collaborative multimedia technology and describe how they played out in the hospital during the course of our study.     

A framework for the study of external representations in collaborative design settings

The use of modeling, simulation and visualization techniques in scientific and technical domains has led to the co-existence of a large diversity of external representations that, when deployed in collaborative work settings, can be designated by the term “shared representations”. This contribution will focus on dyadic cognitive and triadic semiotic perspectives on the issue of interpretation and construction of shared representations. We propose a typology of external representations as a basis for further study of shared representations. As illustrated by examples from an existing corpus, the framework allows describing co-occurrence and superimpositions of different types, as well as transitions from one type to another. In the final section, we anticipate the exploitation of the framework in the light of the design of collaborative systems.     

All in good time: knowledge introduction,restructuring, and development of shared opinions as different stages in collaborative writing

When learners collaborate with each other in order to elaborate on a particular subject, this collaboration may be influenced by the differing perspectives the learners have on the topic. There has been very little research to date on how differing perspectives have an impact in collaboration situations in which people are supposed to form a shared opinion on a particular topic. In this study, we analyzed which stages people’s activities pass through on their way to reaching shared opinions in a collaborative writing task. We examined how dyads of secondary school students, who in a previous instructional session had dealt with differing theoretical approaches to media effects, collaborated in writing a shared text about the topic of media violence. Quantitative analysis indicated that the participants engaged in different activities at different stages of the collaboration processes: In the early stages they were predominantly engaged in introducing the knowledge that they had acquired in the previous lesson. This activity was replaced in the middle stage of the collaboration by restructuring activities. Forming and phrasing shared opinions rarely occurred until very late in the collaboration, but played the leading role in the final stage. We applied a qualitative content analysis to illustrate these different activities by presenting examples of the collaboratively written texts. In doing so, we discuss the distinct activities as well as their character and functionalities for collaboration.     

Augmenting Multi-Party Face-to-Face Interactions Amongst Strangers with User Generated Content

We present the results of an investigation into the role of curated representations of self, which we term Digital Selfs, in augmented multi-party face-to-face interactions. Advancements in wearable technologies (such as Head-Mounted Displays) have renewed interest in augmenting face-to-face interaction with digital content. However, existing work focuses on algorithmic matching between users, based on data-mining shared interests from individuals’ social media accounts, which can cause information that might be inappropriate or irrelevant to be disclosed to others. An alternative approach is to allow users to manually curate the digital augmentation they wish to present to others, allowing users to present those aspects of self that are most important to them and avoid undesired disclosure. Through interviews, video analysis, questionnaires and device logging, of 23 participants in 6 multi-party gatherings where individuals were allowed to freely mix, we identified how users created Digital Selfs from media largely outside existing social media accounts, and how Digital Selfs presented through HMDs were employed in multi-party interactions, playing key roles in facilitating strangers to interact with each other. We present guidance for the design of future multi-party digital augmentations in collaborative scenarios.     

Data streaming in telepresence environments

In this paper, we discuss data transmission in telepresence environments for collaborative virtual reality applications. We analyze data streams in the context of networked virtual environments and classify them according to their traffic characteristics. Special emphasis is put on geometry-enhanced (3D) video. We review architectures for real-time 3D video pipelines and derive theoretical bounds on the minimal system latency as a function of the transmission and processing delays. Furthermore, we discuss bandwidth issues of differential update coding for 3D video. In our telepresence system - the blue-c - we use a point-based 3D video technology which allows for differentially encoded 3D representations of human users. While we discuss the considerations which lead to the design of our three-stage 3D video pipeline, we also elucidate some critical implementation details regarding decoupling of acquisition, processing and rendering frame rates, and audio/video synchronization. Finally, we demonstrate the communication and networking features of the blue-c system in its full deployment. We show how the system can possibly be controlled to face processing or networking bottlenecks by adapting the multiple system components like audio, application data, and 3D video.