Marcela Borge

Articulating case-based learning outcomes and assessment

Contemporary classroom practices have evolved, and are continuing to evolve toward an emphasis on authentic learning activities. To a considerable degree, lectures and proscribed classroom exercises are being replaced with more open-ended, problem-based activities that are frequently carried out by groups of students (i.e., collaborative learning). We are investigating the use and assessment of such learning activities in a usability engineering course for 3rd and 4th year Information Science undergraduate students at the Pennsylvania State University. This paper advances our project by attempting to better articulate the specific learning objectives of case-based activities employed in this course and appropriate assessment goals and methods for these learning objectives.

Patterns of team processes and breakdowns in information analysis tasks

In this paper we present findings from a laboratory study of teams of three, collaborating to complete a complex information sharing, synthesis, decision-making task. We use interaction analysis, communication analysis, and task analysis methods to identify the primary activities teams engaged in as they solved a complex information dependant decision-making task. These activities serve as the foundation to present findings related to common team problems and patterns of interaction associated with team performance. We found differences between high and low performing teams related to verbal equity and how they shared and synthesized information.

Verbal Equity, Cognitive Specialization, and Performance

In this paper, patterns of communication are examined in order to unpack the extent to which verbal equity is a critical factor in determining group success. A microanalysis of 20 teams working to complete a complex, information dependent, collaborative task was conducted. Interaction analysis methods were used as means to determine patterns of interaction and the sophistication of cognitive activity that teams engaged in. Findings suggest that verbal equity may not be as important as previous research indicates. A more critical variable may be cognitive specialization. The authors explain their findings by drawing on theories of cognition, thereby contributing to a better understanding of collective intelligence.

Distributed collaborative homework activities in a problem-based usability engineering course

Teams of students in an upper-division undergraduate Usability Engineering course used a collaborative environment to carry out a series of three distributed collaborative homework assignments. Assignments were case-based analyses structured using a jigsaw design; students were provided a collaborative software environment and introduced to a simple model of collaboration. We found that students were able to use the collaboration model, though the quality of their collaboration was poor both before and after training. We found that students were able to carry out the distributed collaborative homework activities using our collaborative software environment, though they often used, and sometimes relied on face-to-face interactions. The use of chat to maintain team awareness, and coordinate the development of shared documents, was particularly notable as a practice of our most successful teams. Students reported a great variety of benefits and challenges in carrying out the distributed collaborative homework activities. We speculate on future directions for teaching collaboration skills, and for better supporting team awareness and workflows in distributed collaborative homework activities.

Cognitive artifacts as a window on design

We are investigating information analysis as a kind of problem solving in which teams are presented with a collection of facts regarding people, places and events, and then identify underlying connections, patterns, and plans in order to draw specific conclusions. The teams spontaneously created a variety of artifacts to hold and organize problem information, and practices to simplify and regularize their collaborative interactions around these artifacts. In this paper, we analyze the artifacts and practices as a potential source of insight into how this problem solving activity could be supported by an interactive system design. User-centered method to identify design requirements for collaboratine info analysis.Created a reference task for information analysis 35].Analyzed spontaneous creation and use of visual representational artifacts by teams.Identified 7 actionable design requirements for such system.

Distributed collaborative homeworks: Learning activity management and technology support

We describe use of partially distributed collaborative assignments in a Usability Engineering course with respect to (1) learning activity management and (2) technology support.

Realistic Learning Activity is Not Enough

Through the past two decades, education in computer and information science and technology (CISE) has moved toward a model that pervasively incorporates programming projects and other engaging student activity. Realistic activities and materials are intrinsically motivating because they vividly remind learners of the possibilities for meaningfully applying knowledge and skills in the world beyond the classroom. A realistic activity, however, does not ipso facto reveal its own rationales, deeper lessons, cultural meanings and origins, or its roles in a coherent professional practice. In order for realistic activities to serve as effective learning opportunities, underlying rationale and expert thinking behind problem solving, core concepts and techniques must be made available to students (Collins, 1991; Brown & Collins, 1989).

Designing for science learning and collaborative discourse

A prototype Web-based environment, called the Web of Inquiry, was developed that built on previous work in science learning and technology. This new system was designed to meet constructivist-learning principles, support self-reflection, and meet specific interaction goals within the classroom environment. The system was tested it in fifth, sixth, and seventh grade (ages 10--13) classrooms. Mixed methods results suggest that the system met many of the initial design goals and also identified areas that could be improved in future iterations of the system.

A Comparative Analysis of the Collaboration Process Across Different Technologies

Digital technology is central to the maker movement. However, the current field of education technology maintains an unquestioned dependence on technology [6]. This paper aims at exploring the affordances that different kinds of technologies have on collaborative interactions among students in grades 3-6, within a design based learning environment. We analyzed patterns of interaction among the student groups and conducted microanalysis within a group at different time points as they shifted technologies. We found that different technologies facilitate different kinds of interactions. Pervasive digital technologies led to less personal interactions.

Supporting Partially Distributed, Case-Based Learning in an Advanced Undergraduate Course in Usability Engineering

We describe our case-based, usability engineering teaching practice and a design of online workspace system that supports various class activities.