Abstract
Interaction analysis (IA) methods and tools aim to enhance collaboration, providing support for basic functions such as awareness, regulation or evaluation. The importance of these functions depends on the roles played by the participants in a collaborative experience. For this reason, IA tools need to recognize the dynamic role transitions that usually occur in authentic learning settings, as well as to interpret and manage the information needs required by these changing roles. We are working in the definition, developing and validation of a conceptual framework for characterizing roles in collaborative learning contexts that aims at supporting IA tools in achieving these goals. In this paper we present the main results obtained from an experience that illustrates how this framework, initially proposed in a previous paper, supports the definition of IA indicators and values for detecting role transitions in a dynamic way. This experience is part of a longitudinal validation process of the framework that we are carrying out in various authentic learning contexts.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Dimitracopoulou, A.: Designing Collaborative Learning Systems: Current Trends and Future Research Agenda. In: Proc. of the 4th Conf. on Computer Support for Collaborative Learning, CSCL 2005, Taipei, Taiwan, May 30 – June 4 (2005)
Soller, A., Martínez, A., Jerman, P., Muehlenbrock, M.: From Mirroring to Guiding: A Review of State of the Art Technology for Supporting Collaborative Learning. International Journal on Artificial Intelligence in Education 15, 261–290 (2005)
Petrou, A., Dimitracopoulou, A.: Is synchronous computer mediated collaborative problem solving ‘justified’ only when by distance? Teachers’ point of views and interventions with co-located groups during every day class activities. In: Wasson, Hoppe (eds.) Computer Support for Collaborative Learning: CSCL 2003, June 14-18, Bergen, Norway (2003)
Dourish, P., Belloti, V.: Awareness and Coordination in Shared Workspaces. In: Proc. of the Computer Support for Collaborative Working (CSCW) Confer., Toronto, Canada (1992)
Drury, J., Williams, M.G.: A Framework for Role-Based Specification and Evaluation of Awareness Support in Synchronous Collaborative Applications. In: Proceedings of the 11th Int. Workshop on Enabling Technologies for Collaborative Enterprises (WETICE 2002), Carnegie Mellon University, Pittsburgh (2002)
Mizoguchi, R., Inaba, A.: Learners’ Roles and Predictable Educational Benefits in Collaborative Learning An Ontological Approach to Support Design and Analysis of CSCL. In: Lester, J.C., Vicari, R.M., Paraguaçu, F. (eds.) ITS 2004. LNCS, vol. 3220, pp. 285–294. Springer, Heidelberg (2004)
Strijbos, J.W.: Functional Versus Spontaneous Roles During Computer-Supported Collaborative Learning. In: Proc. of Second International Conference on Multimedia and ICTs in Education (m-ICTE 2003), Badajoz, Spain (2003)
Marcos, J.A., Martínez, A., Dimitriadis, Y.: Towards Adaptable Interaction Analysis Tools in CSCL. In: 12th AIED International Conference. Workshop on Representing and Analysing Collaborative Interactions, Amsterdam, The Netherlands, pp. 70–74 (July 2005)
ISO/IEC JTC1 SC36 N0065: Expertise and Role Identification in Learning Environments. Information Technology for Learning, Education and Training (2001)
Chen, W.: Supporting Teachers Intervention in Collaborative Knowledge Building. In: Gaudioso, E., Talavera, L. (eds.) Proc. of the Workshop on Artificial Intelligence in Computer Supported Collaborative Learning at the 16th European Conf. on Artificial Intelligence (ECAI 2004), Valencia, Spain, pp. 1–5 (2004)
Marcos, J.A., Martínez, A., Dimitriadis, Y., Anguita, R.: Adapting Interaction Analysis to Support Evaluation and Regulation: A Case Study. In: Proceedings of 6th IEEE Int.Conf. on Advanced Learning Technologies (ICALT 2006), Kerkrade, The Netherlands (July 2006)
ITCOLE Research Project. Synergeia Website (2005), Retrieved in December 2005 from: http://bscl.gmd.de
Cho, H., Stefanone, M., Gay, G.: Social Information Sharing in a CSCL Community. In: Stahl, G. (ed.) Computer Support for Collaborative Learning: Foundations for a CSCL Community, pp. 43–50. Erlbaum, NJ (2002)
Wasserman, S., Faust, K.: Social Network Analysis: Methods and Applications. Cambridge University Press, Cambridge (1994)
Martínez, A., Dimitriadis, Y., de la Fuente, P.: Interaction analysis for formative evaluation in CSCL. In: Llamas, M., Fernandez, M.J., Anido, L.E. (eds.) Computers and Education. Toward a lifelong learning society, pp. 227–238. Kluwer Academic Publishers, Dordrecht (2003)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2006 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Marcos, J.A., Martínez, A., Dimitriadis, Y.A., Anguita, R. (2006). Interaction Analysis for the Detection and Support of Participatory Roles in CSCL. In: Dimitriadis, Y.A., Zigurs, I., Gómez-Sánchez, E. (eds) Groupware: Design, Implementation, and Use. CRIWG 2006. Lecture Notes in Computer Science, vol 4154. Springer, Berlin, Heidelberg. https://doi.org/10.1007/11853862_13
Download citation
DOI: https://doi.org/10.1007/11853862_13
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-39591-1
Online ISBN: 978-3-540-39595-9
eBook Packages: Computer ScienceComputer Science (R0)