César A. Collazos

Evaluating Collaborative Learning Processes

Understanding and analyzing collaborative learning processes require a fine-grained sequential analysis of the group interaction in the context of learning goals. Several researchers in the area of cooperative work take as a success criterion the quality of the group outcome. Nevertheless, recent findings are giving importance to the quality of the cooperation process itself. This paper presents a set of indicators which main objective is to evaluate the collaborative learning process. We have defined an experiment with a tool instrumented to gather data from groups working in a simple task. This data is then useful to build the cooperation indicators, which in turn allow us to estimate the quality of the work process.

A Model for a Collaborative Recommender System for Multimedia Learning Material

In a cluster of many servers containing heterogeneous multimedia learning material and serving users with different backgrounds (e.g. language, interests, previous knowledge, hardware and connectivity) it may be difficult for the learners to find a piece of material which fit their needs. This is the case of the COLDEX project. Recommender systems have been used to help people sift through all the available information to find that most valuable to them. We propose a recommender system, which suggest multimedia learning material based on the learner’s background preferences as well as the available hardware and software that he/she has.

A method for evaluating computer-supported collaborative learning processes

Understanding and analysing collaborative learning processes requires a fine-grained sequential analysis of the group interaction in the context of learning goals. Several researchers in the area of cooperative work take the quality of the group outcome as a success criterion. Nevertheless, recent findings are giving importance to the quality of the cooperation process itself. This paper presents a set of indicators the main objective of which is to evaluate the collaborative learning process. In this paper, our aim is to present a method, which can be used in analysing the interaction processes in a CSCL environment. We have defined an experiment to gather data from groups working on a simple task. These data are then used to build some cooperation indicators, which in turn allow us to estimate the quality of the work process.

Collaborative Scenarios to Promote Positive Interdependence among Group Members

Positive interdependence is the heart of collaborative activities that define collaboration and transform group work into teamwork. To achieve positive interdependence among students, just putting them in group and telling them to work together may not be sufficient. Previously, several types of positive interdependencies have been identified for unsupported group activities. These kinds of interdependencies are now instantiated for the case of computer-supported group learning. The examples we show in this paper are taken from computer games and other tools we have developed to set students in a scenario in which they must collaborate in order to succeed. This paper also presents diverse forms of structuring positive interdependence in software tools based on the interface design to ensure that students think we instead of me.

Developing SMASH

The smartphone market is nowadays highly competitive. When buying a new device, users focus on visual esthetics, ergonomics, performance, and user experience, among others. Assessing usability issues allows improving these aspects. One popular method for detecting usability problems is heuristic evaluation, in which evaluators employ a set of usability heuristics as guide. Using proper heuristics is highly relevant. In this paper we present SMASH, a set of 12 usability heuristics for smartphones and mobile applications, developed iteratively. SMASH (previously named TMD: Usability heuristics for Touchscreen-based Mobile Devices) was experimentally validated. The results support its utility and effectiveness. Smartphones are very popular among people of all ages.General usability heuristics do not consider specific smartphones aspects.We proposed a set of 12 usability heuristics for smartphones (SMASH).SMASH was experimentally validated.

An ontological conceptualization approach for awareness in domain-independent collaborative modeling systems: Application to a model-driven development method

One of the most important aspects of collaborative systems is the concept of awareness, which refers to the perception and knowledge of the group and its activities. Support for the design and automatic development of awareness mechanisms within collaborative systems is hard to find. Furthermore, awareness conceptualizations are usually partial and differ greatly between the proposals of different authors. In response to these problems, we propose an awareness ontology that conceptualizes some of the most important aspects of awareness in a specific kind of system: collaborative systems for carrying out modeling activities. The awareness ontology brings together and extends a series of ontologies we have developed in the past. The ontology is prepared to better meet the specific implementation needs of a model-driven development approach. In order to validate the usefulness of this ontology, we relate its concepts to the awareness dimensions set out in Gutwin and Greenbergs framework, and we apply the ontology to two systems presently in use.

Mobile Support for Collaborative Work

An attempt is made to characterize situations in which the use of mobile devices can be useful for the development of collaborative systems. Mobile devices have advantages, such as small size, low cost, portability. They also have disadvantages, such as small viewing screen, little storage capacity, slow processor, unreliable communication facilities. The idea is to use them when advantages are most relevant and disadvantages do not affect the system under development. A collaborative system for text co-authoring is presented as an example of design for the best conditions of mobile devices inclusion. This system uses the mobile devices for individual tasks performed while away from normal work site in uncomfortable or congested places.

Designing and Evaluating Interactive Television from a Usability Perspective

Interactive television (iTV) is the convergence of television with digital media technologies. iTV must be treated as a unique medium with its own set of constraints and opportunities. A set of principles to follow, when designing iTV applications, is presented. Heuristics to be applied when evaluating iTV applicationspsila usability is described.

Semantics-supported cooperative learning for enhanced awareness

Awareness is required for supporting all forms of cooperation. In Computer Supported Collaborative Learning (CSCL), awareness can be used for enhancing collaborative opportunities across physical distances and in computer-mediated environments. Shared Knowledge Awareness (SKA) intends to increase the perception about the shared knowledge, students have in a collaborative learning scenario and also concerns the understanding that this group has about it. However, it is very difficult to produce accurate awareness indicators based on informal message exchange among the participants. Therefore, we propose a semantic system for cooperation that makes use of formal methods for knowledge representation based on semantic web technologies. From these semantics-enhanced repository and messages, it could be easier to compute more accurate awareness.

Supporting JIGSAW-type collaborative learning

JIGSAW is a well-known technique for collaborative learning. Students typically use it in a face-to-face setting without computer support. This paper describes a Web-based tool for both the preparation of the collaborative learning activities and the execution of the activities. The teachers design and prepare collaborative learning activities and the proposal is they do it in a collaborative way. The system has tools to help teachers do these tasks while, at the same time, they can practice collaborative work and get hands-on experience. Most of these tools are reused to support students to collaboratively learn. The tools are to be used by students in the same sequence and in the same phases as originally described for the unsupported JIGSAW technique. They also work organized as groups and pairs in a face-to-face setting. These tools are not intended as a replacement of the traditional JIGSAW technique. Teachers may find these tools useful as a support for various teaching/learning tasks and for the creation of collaborative learning environments.