Petter Karlström

Reputation, inequality and meeting techniques: visualising user hierarchy to support collaboration

Equality within groups is ordinarily taken for granted when technology for e-democracy is conceived and developed. However, inequality in online communication is just as common as in other social contexts. Therefore, we have developed a groupware with the express purpose of illuminating imbalance of power. Inequalities are measured and made visible to users of the system, and they change dynamically as actions are taken by users. The system is based on democratic meeting techniques and is reminiscent of a strategy game based on social media. Each participant’s score within the game is dynamically calculated and reflects that user’s activity, others’ reactions to that activity and reactions to others’ activities. The calculations and weighing mechanisms are open to inspection and change by the users, and hierarchical roles reflecting game levels may be attached to system rights belonging to individual users and user groups. The prototype we present stems from the question of how to conceive of groupware based on diversity and is the result of combining social theory with algorithms for modelling and visualising user hierarchy and status. Empirical user tests suggest improvements to the prototype’s interface, which will be implemented and further evaluated by embedding the algorithms in a system for e-participation.

CALL in the zone of proximal development: novelty effects and teacher guidance

Digital tools are not always used in the manner their designers had in mind. Therefore, it is not enough to assume that learning through CALL tools occurs in intended ways, if at all. We have studied the use of an enhanced word processor for writing essays in Swedish as a second language. The word processor contained natural language processing technology to display linguistic information such as part of speech while students wrote their texts. We investigated how students’ real classroom activity when using the tool corresponded to that which was planned by their teacher. Our contribution is on two levels: (1) a real-world analysis of occasionally problematic technology and (2) an elaboration on research methodology for conducting classroom studies within the sociocultural perspective. Our findings show that use of the tool varied greatly between sessions and that paying close attention to the near-future proficiencies of students is paramount. It is therefore important to account for novelty effects in CALL and to provide guidance to teachers concerning the use of such tools in their pedagogical context. We also suggest further elaborations of sociocultural theory and method in order to capture learners’ classroom activities.

Reputation and Online Communication: Visualizing Reputational Power to Promote Collaborative Discussions

In technological development in the area of e-democracy in-group equality is taken for granted. However, inequality in online communication is just as common as in other social contexts. To research the effects of starting from the presupposition of inequality we have developed a groupware for discussions. Based on democratic meeting techniques and social media it takes the form of a strategic game. The score within the game reflect user activity and the reactions to the activity in a dynamic way. The calculation and weighing mechanisms are open to inspection and change by the users. Hierarchical roles reflecting game levels may be attached to rights of what a specific user may change. The prototype presented in this paper will be further evaluated in the next phase of the design research process.

Analyzing Student Activity in Computer Assisted Language Learning

We study the use of a computer application, intended for computer assisted language learning (CALL). We present an analytical framework for CALL, consisting of technology, interaction with technology, a relationship between technology and students, and a context where technology is situated. The application we study performs several different kinds of state of the art linguistic analyses, and is intended for writing texts while paying attention to linguistic forms. We have conducted a naturalistic field study of two informants use the tool collaboratively. Our question is in what manners these students put the tool into use. These students let initiative be taken by the CALL application, despite it being designed with student initiative in mind, and despite students being aware of features and occasions where they could take initiative. We use our framework to point out how this student-system relationship is formed, and provide guidance for future design

Tools, language technology and communication in computer assisted language learning

Technology that analyzes written human language displays compelling possibilities for computer assisted language learning (CALL). Applications may be designed to examine second language students’ free text production in order to suggest improvements, draw attention to selected linguistic elements, provide examples from native language use, etc. However, language technology is not free from issues. Output from the tools is occasionally inaccurate, and the tools’ emphasis on language structure stands in possible contrast with pedagogies that foreground the social nature of language. These difficulties cannot be resolved by improving technology alone. It is equally important to find out in empirical detail how students handle possibly problematic directions from particular tools, and how tasks and teacher guidance may affect students’ tool usage. This thesis provides detailed analyses of applied CALL activities with a language tool, in order to discern how usage of that particular tool occurs, and how complex interrelationships of tool and context of use direct students. The thesis makes six interrelated contributions, ranging from particular empirical results to implications for general theory and methodology in CALL. On the level of theory, the thesis 1) provides an argument to reintroduce language technology in CALL, and 2) suggests grounding in sociocultural theory for investigating second language classroom CALL as it unfolds. From these standpoints, it 3) develops methodology and empirical studies on the use of a particular tool in the hands of students in class. The studies result in 4) illuminations of problems in use and means to avoid these problems by attending to classroom setting. Returning to general theory, the results provide 5) evidence that the introduction of novel tools demands more than merely providing technology for students and teachers, suggesting 6) a need for more detailed considerations of how CALL tools are introduced to students.

Chapter 13: Tools, Language Technology and Communication in Computer Assisted Language Learning

Technology that analyzes written human language displays compelling possibilities for computer assisted language learning (CALL). Applications may be designed to examine second language students’ free text production in order to suggest improvements, draw attention to selected linguistic elements, provide examples from native language use, etc. However, language technology is not free from issues. Output from the tools is occasionally inaccurate, and the tools’ emphasis on language structure stands in possible contrast with pedagogies that foreground the social nature of language. These difficulties cannot be resolved by improving technology alone. It is equally important to find out in empirical detail how students handle possibly problematic directions from particular tools, and how tasks and teacher guidance may affect students’ tool usage. This thesis provides detailed analyses of applied CALL activities with a language tool, in order to discern how usage of that particular tool occurs, and how complex interrelationships of tool and context of use direct students. The thesis makes six interrelated contributions, ranging from particular empirical results to implications for general theory and methodology in CALL. On the level of theory, the thesis 1) provides an argument to reintroduce language technology in CALL, and 2) suggests grounding in sociocultural theory for investigating second language classroom CALL as it unfolds. From these standpoints, it 3) develops methodology and empirical studies on the use of a particular tool in the hands of students in class. The studies result in 4) illuminations of problems in use and means to avoid these problems by attending to classroom setting. Returning to general theory, the results provide 5) evidence that the introduction of novel tools demands more than merely providing technology for students and teachers, suggesting 6) a need for more detailed considerations of how CALL tools are introduced to students.