Angelique Dimitracopoulou

On analysis of collaborative problem solving: an object-oriented approach

Abstract During the last decade an increased interest has been observed on computer-supported collaborative problem solving. This relatively new area of research requires new methodological approaches of interaction and problem solving analysis. Usually analysis of collaborative problem solving situations is done through discourse analysis or interaction analysis, where in the center of attention are the actors involved (students, tutors etc.). An alternative framework, called “Object-oriented Collaboration Analysis Framework (OCAF)” is presented here, according to which the objects of the collaboratively developed solution become the center of attention and are studied as entities that carry their own history. This approach produces a reversed view of the process, according to which the solution is made of structural components that are ‘owned’ by actors who have contributed in various degrees to their development. OCAF provides both qualitative and quantitative measures of collaboration. It is shown that this framework can be applied effectively both in synchronous computer supported collaborative environments of distance groups and in face-to-face collaborative activities.

Designing collaborative learning systems: current trends & future research agenda

The research community, in order to support learning as well as collaboration, has designed systems, which, distinctive from common web-based ones (simply enabling collaborative activities), constitute new cognitive and meta-cognitive tools. The paper proceeds with a categorization of the main tools and functions that characterise collaborative learning systems (designed for primary/ secondary/ higher/ education) in order to discuss the current trade-offs. It proposes a design framework for collaborative learning systems that are addressed to primary & secondary education. This framework is derived from considerations of cognitive psychology, science education, and CSCL community research results. The paper concludes by presenting the main themes of the actual research agenda, which is intended to help design systems that can be integrated into primary and secondary education contexts.

Supporting Members of a Learning Community Using Interaction Analysis Tools: The Example of the Kaleidoscope NoE Scientific Network

Communities of practice (CoP) are nowadays widely used for implementing collaborative learning approaches, under the scope of contemporary learning theories. Several communication and/or collaboration web modules are used in order to support the organizational structure and facilitate the operational purpose of such communities. Following the same approach, scientific networks (SN) are widely used as a common method of expanding research and sharing academic resources. The need for appropriate tools in order to support the members of a CoP or a SN and further facilitate their collaborative tasks, or even resulted learning is often highlighted by the literature. In this paper we propose the use of Interaction Analysis indicators for that matter. Our experience from the implementation of such indicators, supporting the kaleidoscope network of excellence is presented.

Monitoring and analyzing group interactions in asynchronous discussions with the DIAS system

DIAS is an Asynchronous Discussion Forum Software, mainly developed in order to offer extended monitoring and interaction analysis support, by providing a wide range of indicators jointly used in various situations, to all discussion forae users (individual user/students, groups, moderators/teachers or even researchers/observers), appropriate for their various roles in different activities. In this paper we describe some of the integrated Interaction Analysis (IA) features and we provide information concerning case studies, some of which are in progress.

The School‐Teacher's Learning Community: matters of communication analysis

A distance learning educational program for in‐service teachers from disperse islands was implemented in Greece. The program was designed to create and sustain a learning community within which learning would be achieved in both a formal manner (by implementing electronically supported courses) and an informal manner (through interaction and collaboration). During the implementation of the program, a case study was produced which focused on the analysis of the learning community that was created. In this paper analysis results are presented indicating how the learning community was created and how it evolved. In order to thoroughly analyze the learning community, appropriate tools and methods of analysis were used and are presented. These tools were also used for self‐regulation. The outcomes of this program demonstrated some positive results.

Collaboration activity function: an interaction analysis tool for supported collaborative learning activities

During the last years, an increased interest has been observed on tools analyzing collaborative interactions that could be useful for researchers, teachers, or even students. The paper presents such a tool, based on the formally defined collaborative activity function (CAF). The empirical evaluation of CAF is also presented. The evaluation is focused on teachers using CAF during and after sessions of synchronous collaborative problem solving among students.

Interpretation Issues in Monitoring and Analyzing Group Interactions in Asynchronous Discussions

DIAS is an asynchronous discussion forum software, mainly developed in order to offer extended monitoring and interaction analysis support, by providing a wide range of indicators jointly used in various situations, to all discussion forae users (individual students, groups, moderators/teachers or even researchers/observers), appropriate for their various roles in different activities. In this paper we focus on the explanatory and interpretation issues that arise when the integrated interaction analysis (IA) features are used by a teacher – moderator. Core objective of this paper is to outline the importance of appropriate interpretation of the IA indicators. The notion of interpretative schemas is deployed and their potential exploitation is thoroughly explored, using examples from real teaching settings. In fact, the significance of interpreting visualization data in a combined way and from different perspectives is designated, leading to the conclusion that this issue needs to be further researched.

Is Synchronous Computer Mediated Collaborative Problem-Solving ‘Justified’ Only When by Distance? Teachers’ Points of Views and Interventions with CO-Located Groups, during Everyday Class Activities

Synchronous collaborative problem solving is usually examined for its learning potential, while it is often studied under experimental conditions. The present research aims at exploring synchronous computer mediated collaborative problem solving in real school context, with collocated students, in every day practice. This paper focus on teachers and the possibility offered to improve or empower their teaching approaches exploiting collaborative settings with minimum technological support. The analysis shows that this approach provides teachers with some new opportunities and especially concerning online/off-line students’ diagnosis during problem-solving.

Interaction analysis in asynchronous discussions: lessons learned on the learners' perspective, using the DIAS system

DIAS is an Asynchronous Discussion Forum Software, developed in order to offer extended monitoring and interaction analysis support, by providing a wide range of Interaction Analysis (IA) indicators jointly used in various situations, to all possible users (individual students, groups, teachers/moderators, researchers/observers), appropriate for their various roles in different activities. In this paper we present a brief overview of the research and results regarding the students as IA tool users, deriving from four conducted studies, in educational contexts.

Collaborative problem solving using an open modeling environment

An innovative learning environment, enabling collaborative modeling activities, is introduced in this paper. ModelsCreator 3.0 (MC3) supports semi-quantitative, quantitative and qualitative reasoning during modeling activities of collaborating young children. MC3 is also an open environment in terms of primitive modeling entities, models and collaborating partners. Synchronous modeling activity can be performed at a distance using MC3, based on a mechanism of light multiple processes (reactive agents) residing in collaborating hosts.