Néstor Mora

Towards Collaborative Complex Learning Objects by the Virtualization of Collaborative Sessions

On-line collaborative learning has demonstrated the benefits of using collaborative activities to increase the learning efficacy. However, collaborative learning approaches cannot be applied in every e-learning experience because they require people’s presence and collaboration, which is frequently difficult to achieve. In addition, collaborative learning resources lack of authentic interactivity, user empowerment and challenge, thus having a negative effect in learner motivation and engagement. To overcome these limitations, we propose a new paradigm named Collaborative Complex Learning Objects (CC-LO) defined as a special type of learning objects within Virtualized Collaborative Sessions (VCS) with the aim to leverage the knowledge elicited during live sessions of collaborative learning, which are augmented with author-generated information, in order to produce interactive and attractive resources to be played by learners. During the CC-LO execution, a VCS is animated so that learners can observe how avatars discuss and collaborate, how discussion threads grow and how knowledge is constructed, refined and consolidated. Furthermore, learners can interact with the CC-LO in order to modify some parameters observing the consequences and assessing their understanding. The research reported in this paper is currently undertaken within a FP7 European project called ALICE.

Characterizing Social Network E-Assessment in Collaborative Complex Learning Resources

In previous research we proposed a new type of learning resource named Collaborative Complex Learning Resource (CC-LR) in support for teaching and learning by the virtualization of live collaborative sessions, with the aim to leverage the knowledge elicited during the collaboration and produce interactive and attractive resources to be played by engineering learners. We claimed this type of pedagogically and technologically augmented learning resources is able to overcome endemic problems found in collaborative learning of on-line courses, such as lack of authentic interactivity, user empowerment, social identity and challenge, thus having a positive effect in learner engagement. In order to enhance further learning engagement we endowed CC-LR with a multifold cognitive e-assessment approach that provided effective awareness and constructive feedback to learners from the live collaborative interaction amongst group members. In this paper we extend our e-assessment approach with innovative indicators from analyzing and representing the social network interaction from the live collaboration. These new indicators are integrated into our multi-fold assessment model to produce an efficient and personalized assessment feedback to ultimately enhance and improve the collaborative learning experience with CC-LRs.

Providing Cognitive and Social Networking Assessment to Virtualized Collaborative Learning in Engineering Courses

In previous research we proposed a new type of learning resource named Collaborative Complex Learning Resource (CC-LR) in support for teaching and learning engineering education by the virtualization of live collaborative sessions, with the aim to leverage the knowledge elicited during the collaboration and produce interactive and attractive resources to be played by engineering learners. We claimed this type of pedagogically and technologically augmented learning resources is able to overcome endemic problems found in collaborative learning of on-line engineering courses, such as lack of authentic interactivity, user empowerment, social identity and challenge, thus having a positive effect in learner engagement. In order to enhance further learning engagement we endowed CC-LR with a multifold cognitive assessment approach that provided effective awareness and constructive feedback to learners from both the live collaborative interaction amongst group members (deferred or retrospective assessment) and the immediate assessment of the learners consuming the CC-LR. In this paper we focus and concentrate in deferred assessment and extend it with innovative assessment indicators from analyzing and representing social network interaction during the live collaboration. These new indicators are integrated into our multi-fold assessment approach to produce a personalized assessment feedback to ultimately enhance and improve the collaborative learning experience with CC-LRs.

Improving e-Assessment in Collaborative and Social Learning Settings

Cognitive assessment in collaborative and social learning requires assessment processes that achieve significant effect on collaborative learning and engage learners through accountability and constructive feedback. In order to design a coherent and efficient assessment system for collaborative and social learning it is necessary to design an enriched learning experience that predisposes the feedback and awareness in the group. This research focuses on e-assessment of collaborative learning and extends it with Social Network Analysis (SNA) techniques that are able to analyze and represent social network interaction during the live collaborative sessions. The interaction data extracted from social and collaborative networking must be integrated into a general assessment system to produce an efficient and personalized awareness and feedback about the collaborative activity and the social behavior of the participants. In previous work we provided a conceptual and methodological research approach of e-assessment applications and tools that meet the mentioned requirements and goals. In this paper we provide empirical data and interpretation to validate the approach.

CC-LO: A New Type of Learning Object for the Virtualization of Live Collaborative Sessions

On-line collaborative learning is a mature research field that benefits from collaborative activities which can increase learning efficacy. However, collaborative learning approaches are still not beneficial in every e-learning experience because they require peoples presence and collaboration is many times difficult to achieve. It is remarkable that collaborative learning resources still suffer from endemic problems, such as the lack of authentic interactivity, user empowerment, social identity and challenge, thus having a negative effect in learner motivation and engagement. To overcome these and other limitations and deficiencies, we propose a new type of learning object named Complex Collaborative Learning Objects to support the virtualization of collaborative sessions with the aim to leverage the knowledge elicited during live sessions of collaborative learning, which are augmented with author-generated information, in order to produce interactive and attractive resources to be played by learners. In order to improve social engagement, during the CC-LO execution, a VCS is animated so learners can observe how avatars discuss and collaborate, how discussion threads grow and how knowledge is been constructed, refined and consolidated. Furthermore, learners can interact with the CC-LO to modify some parameters observing the consequences and assessing their understanding. The research reported in this paper is currently undertaken within a FP7 European project called ALICE.

A Methodology to Evaluate Complex Learning Resources to Improve e-Assessment from Collaborative and Networking Settings

Cognitive assessment in collaborative and social learning requires a broad perspective about learning and the involved processes. Assessment processes have a significant effect on collaborative learning because they engage learners through accountability and constructive feedback. However, in order to design a coherent and efficient assessment system for collaborative and social learning it is necessary to design an enriched learning experience that predisposes the feedback and awareness in the group. This paper focuses on e-assessment of collaborative learning and extends it with Social Network Analysis (SNA) techniques that are able to analyze and represent social network interaction during the live sessions of collaboration by using collaborative complex learning resources (CC-LR). The knowledge extracted from analyzing the large amounts of interaction data related to social and collaborative networking is then integrated into a general assessment system to produce an efficient and personalized awareness and feedback about the collaborative activity and the social behavior of the participants to ultimately enhance and improve the collaborative learning experience with CC-LRs. The conceptual and methodological research approach is provided along with the evaluation design of e-assessment applications and tools that meet the mentioned requirements and goals.

Prototyping a Cognitive Assessment System to Enrich the Virtualization of Collaborative Learning

Cognitive assessment in collaborative and social learning requires a broad perspective about learning and the involved processes. Assessment processes have a significant effect on collaborative learning because they engage learners through accountability and constructive feedback. However, in order to design a coherent and efficient assessment system for collaborative and social learning it is necessary to design an enriched learning experience that predisposes the feedback and awareness in the group. In this paper, collaborative learning is developed into a special environment: a Virtualized Collaborative Sessions. Two levels of assessment are incorporated, deferred and immediate time, in order to produce an efficient and personalized assessment feedback to ultimately enhance and improve the collaborative learning experience. The research reported in this paper was undertaken within the FP7 European project ALICE.