Designing for Change in Networked Learning Environments: Proceedings of the International Conference on Computer Support for Collaborative Learning 2003

531 Pages·2003·12.297 MB·English

by  Roger Säljö (auth.), Barbara Wasson, Sten Ludvigsen, Ulrich Hoppe (eds.)

DESIGNING FOR CHANGE IN NETWORKED LEARNING ENVIRONMENTS
COMPUTER-SUPPORTED COLLABORATIVE LEARNING
VOLUME2
Series Editor:
Pierre Dillenbourg, Swiss Federal Institute o.f Technology, Lausanne, Switzerland
Editorial Board:
Michael Baker, CNRS & Universite Lumiere Lyon, France
Carl Bereiter, Ontario Institute for Studies in Education, Canada
Yrjo Engestrom, University of Helsinki, Finland
Gerhard Fischer, University of Colorado, U.S.A.
H. Ulrich Hoppe, Gerhard-Mercator-University, Germany
Timothy Koschmann, Southern Illinois University, U.S.A.
Naomi Miyake, Chukyo University, Japan
Claire O'Malley, University of Nottingham, U.K.
Roy Pea, SRI International, U.S.A.
Clotilde Pontecorovo, University 'La Sapienza', Italy
Jeremy Roschelle, SRI International, U.S.A.
The Computer-Supported Collaborative Learning Book Series is for people working in the
CSCL field. The scope of the series extends to 'collaborative learning' in its broadest sense;
the term is used for situations ranging from two individuals performing a task together, during
a short period of time, to groups of 200 students following the same course and interacting via
electronic mail. This variety also concerns the computational tools used in learning: elabora
ted graphical whiteboards support peer interaction, while more rudimentary text-based dis
cussion forums are used for large group interaction. The series will integrate issues related to
CSCL such as collaborative problem solving, collaborative learning without computers, nego
tiation patterns outside collaborative tasks, and many other relevant topics. It will also cover
computational issues such as models, algorithms or architectures which support innovative
functions relevant to CSCL systems.
The edited volumes and monographs to be published in this series offer authors who have car
ried out interesting research work the opportunity to integrate various pieces of their recent
work into a larger framework.
Designing for Change in
Networked Learning
Environments
Proceedings of the International Conference on
Computer Support for Collaborative Learning 2003
Edited by
Barbara Wasson
lnterMedia, University of Bergen, Norway
Sten Ludvigsen
lnterMedia, University of Oslo, Norway
and
Ulrich Hoppe
University of Duisburg-Essen, Germany
•
'
Springer Science+Business Media, LLC
A c.I.P. Catalogue record for this book is available from the Library of Congress.
ISBN 978-90-481-6321-2 ISBN 978-94-017-0195-2 (eBook)
DOI 10.1007/978-94-017-0195-2
Printed on acid-free paper
AII Rights Reserved
© 2003 Springer Science+Business Media New York
Originally published by Kluwer Academic Publishers in 2003
Softcover reprint of the hardcover 1s t edition 2003
No part of this work may be reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying, microfilming,
recording or otherwise, without written permission from the Publisher, with the exception of
any material supplied specifically for the purpose of being entered and executed on a com
puter system, for exclusive use by the purchaser of the work.
TABLE OF CONTENTS
Organisation x1
Sponsors xv
Introduction: B. WASSON, S. LUDVIGSEN & U. HOPPE I Designing for
change in networked learning environments xvu
1. KEYNOTES
1.1 R. SALJO I Representational tools and the transformation of learning
1.2 M. SUGIMOTO I How sensing and mobile technologies can enhance
collaborative learning in classrooms and museums 3
2. KNOWLEDGE BUILDING
2.1 M. AMELSVOORT & J. ANDRIESSEN I Comparing graphical and
textual preparation tools for collaborative argumentation-based learning 5
2.2 M.J. BAKER, M. QUIGNARD, K. LUND & A. SEJOURNE I
Computer-supported collaborative learning in the space of debate 11
2.3 C.K.K. CHAN & J. VAN AALST I Assessing and scaffolding
knowledge building: Pedagogical knowledge building principles and
electronic portfolios 21
2.4 J. DAI, M. WU, J.COHEN & M. KLAWE I Primeclimb: Designing
to facilitate mediated collaborative inquiry 31
2.5 T. KOSCHMANN, A. ZEMEL, M.CONLEE-STEVENS, N. YOUNG,
J. ROBBS & A. BARNHART I Problematizing the problem: A single
case analysis in a dPBL meeting 37
2.6 V. LALLY & M. DELAAT I A quartet in E: Investigating collabora-
tive learning and tutoring as knowledge creation processes 47
2.7 N.LAW & E. WONG I Developmental trajectory in knowledge
building: An investigation 57
2.8 S.LUDVIGSEN & A. MQ)RCH I Categorisation in knowledge building:
Task specific argumentation in a co-located CSCL environment 67
2.9 J VANDER POL, W. ADMIRAAL & R.J. SIMONS I Grounding
in electronic discussion: Standard (threaded) versus anchored
discussion 77
v
vi
2.10 P. REYES & P. TCHOUNIKINE I Supporting emergence of
threaded learning conversations through augmenting interactional
and sequential coherence 83
3. COLLABORATIVE LEARNING IN SPECIFIC DOMAINS
3.1 J. VAN DRIE, C. BOXTEL, G. ERKENS & G. KANSELAAR I
Supporting historical reasoning in CSCL 93
3.2 X. VAMVAKOUSSI, G. KARGIOTAKIS, V.P. KOLLIAS, N.G.
MAMALOUGOS & S. VOSNIADOU I Collaborative modelling
of rational numbers 103
3.3 L.LOUCA, A. DRUIN, D. HAMMER & D. DREHER I Students'
collaborative use of computer-based programming tools in science:
A descriptive study 109
4. COLLABORATION IN DISTANCE LEARNING
4.1 R. ANDERSON, R. ANDERSON, T. VANDEGRIFT, S. WOLFMAN
& K. YASUHARA I Promoting interaction in large classes with
computer-mediated feedback 119
4.2 J. HAAKE & T. SCHOMMER I Some experiences with collaborative
exercises 125
4.3 A. MOSHAIOV I New breed of computer supported student contests:
Learning by and for tele-collaboration 135
5. SOFTWARE AGENTS IN CSCL ENVIRONMENTS
5.1 G. AYALA I Towards lifelong learning environments: Agents
supporting the collaborative construction of knowledge in 141
virtual communities
5.2 R. BAGGETUN & S. DRAGSNES I Designing pedagogical
agents for CSCL 151
5.3 J. DOLONEN, W. CHEN & A. M<ORCH I Integrating software
agents with FLE3 157
6. SHARED EXTERNAL REPRESENTATIONS
6.1 P. KIRSCHNER, J.VANBRUGGEN & T.DUFFY I Validating a
representational notation for collaborative problem solving 163
6.2 D. SUTHERS, L. GIRARDEAU & C. HUNDHAUSEN I Deictic
roles of external representation in face-to-face and online collaboration 173
Vll
7. REFLECTION, AWARENESS AND SCAFFOLDING
7.1 Y. CAO & J. GREER I Supporting awareness to facilitate
collaborative learning in an online learning environment 183
7.2 K. PATA & S. SARAPUU I Framework for scaffolding the develop-
ment of problem representations by collaborative design 189
7.3 N. RUMMEL, H. SPADA, F. CASPAR, J.G. OPHOFF &
K. SCHORNSTEIN I Instructional support for computer-mediated
collaboration: Results from process analyses 199
7.4 M.H. ULICSAK I Group skill usage: the accuracy and impact of
self-assessment and feedback 209
7.5 J. ZUMBACH & P. REIMANN I Influence offeedback on distributed
problem based learning 219
8. DESIGN OF COLLABORATIVE MULTIMEDIA AND 3D ENVIRONMENTS
8.1 W. BEUSCHEL I From face-to-face to virtual space 229
8.2 C. IACUCCI, H. PAIN & J. LEE I Practices of collaborative
authoring with video episodes 239
8.3 N. JENSEN, S. SEIPEL, W. NEJDL & S. OLBRICH I CoVA SE:
Collaborative visualization for constructivist learning 249
8.4 L. MADRAZO I SDR: networking 255
8.5 M. OKADA, A. YAMADA, H. TARUMI, M. YOSHIDA &
K. MORIYA I Digital-BE II: RV-augmented interface design for
networked collaborative environmental learning 265
8.6 H. VAN OOSTENDORP & I. JUVINA I Role of icons and chat boxes
in computer supported collaborative learning 275
9. INNOVATIVE TECHNOLOGIES AND SCENARIOS
9.1 A. BASU & D. CAVALLO I Full-contact poetry: Creating space for
poetic collaboration 281
9.2 I. SOLHEIM, B. FOYN & E. MAUS I Solving Meno's paradox: Task
sematics and narratives in multimediated educational environments 287
9.3 D. STANTON, C. O'MALLEY, K. HUI NG, M. FRASER &
S. BENFORD I Situating historical events through mixed reality 293
9.4 M. SUGIMOTO, F. KUSUNOKI, S. INAGAKI, K. TAKATOKI &
A. YOSHIKAWA I Epro2: Design of a system and a curriculum
to support group learning for school children 303
viii
10. EMPIRICAL STUDIES AND MODELS OF SOCIAL RELATIONS IN CSCL
10.1 R.J. BECK, W.J. FITZGERALD & B. PAUKSZTAT I Individual
behaviors and social structure in the development of communication
networks of self-organizing online discussion groups 313
10.2 P.A. KIRSCHNER, K. KREIJNS & W. JOCHEMS I Measuring the
perceived quality of social space in distributed learning groups 323
10.3 K. NURMELA, T. PALONEN, E. LEHTINEN &
K. HAKKARAINEN I Developing tools for analyzing CSCL process 333
10.4 C. REFFAY & T. CHANIER I How social network analysis can
help to measure cohesion in collaborative distance learning 343
11. COMPUTATIONAL MODELLING AND ANALYSIS
11.1 H. ALLERT, C. RICHTER & W. NEJDL I Extending the scope
of the current discussion on metadata towards situated models 353
11.2 M. CAEIRO, L. ANIDO & M. LLAMAS I A critical analysis of
IMS learning design 363
11.3 K. GASSNER, M. JANSEN, A. HARRER, K. HERRMANN &
U. HOPPE I Analysis methods for collaborative models and
activities 369
11.4 F. MARTINEZ, P. DE LA FUENTE & Y. DIMITRIADIS I Towards
an XML-based representation of collaborative action 379
12. DESIGNING AND ANALYSING GROUP INTERACTION
12.1 F. GURIBYE, E.F. ANDREASSEN & B. WASSON I The organi-
sation of interaction in ditributed collaborative learning 385
12.2 P. HAKKINEN, S. JARVELA & K. MAKITALO I Sharing
perspectives in virtual interaction: Review of methods of analysis 395
12.3 V. HODGSON & M. ZENIOS I Designing networked environ-
ments to support dialogical learning 405
12.4 V. KOMIS, N. AVOURIS & C. FIDAS I A study on heterogeneity
during real-time collaborative problem solving 411
12.5 I. MULDER, M. GRANER, J. SWAAK & J. KESSELS I
Stimulating questioning behaviour: a study on learning and
understanding in video-based design teams 421
12.6 K. ALLMENDINGER, H. TROITZSCH, F.W. HESSE &
H. SPADA I Nonverbal signs in virtual environments 431
12.7 A. PETROU & A. DIMITRACOPOULOU I Is synchronous
computer mediated collaborative problem-solving 'justified'
only when by distance? 'Teacher's points of view and interventions
with co-located groups, during everyday class activities 441
IX
12.8 J. POYSA, K. MAKITALO & P. HAKKINEN I A participant
experience method for illustrating individuals' experiences in the
course of an evolving virtual learning community 451
12.9 T. HUBSCHER-YOUNGER & N.H. NARAYANAN I Designing
for divergence 461
13. INTEGRATED LEARNING SCENARIOS
13.1 T. FIEHN, T. LAUER, J. LIENHARD, T. OTTMANN,
S. TRAHASCH & B. ZUPANIC I From lecture recording towards
personalized collaborative learning 471
13.2 M. RATTO, R.B. SHAPIRO, T. MIHN TRUONG & W.G. GRISWOLD I
The activeclass project: Experiments in encouraging classroom
participation 477
13.3 M. WESSNER, P. DAWABI & A. FERNANDEZ I Supporting
face-to-face learning with handheld devices 487
14. CONCEPTUAL AND FOUNDATIONAL ISSUES
14.1 F. FISHER, L. BOUILLION, H. MANDL & L. GOMEZ I Scientific
principles in Pasteur's quadrant: Integrating goals of understanding
and use in learning environments research 493
14.2 S. PUNTAMBEKAR & M.F. YOUNG I Moving toward a theory
ofCSCL 503
14.3 S. PRICE, Y. ROGERS, D. STANTON & H. SMITH I A new
conceptual framework for CSCL 513
14.4 G. STAHL I Meaning and interpretation in collaboration 523
Index 533
ORGANISATION
The conference, June 14-181h 2003, is hosted by InterMedia, University of Bergen
and InterMedia, University of Oslo. The conference venue is Dragefjellet on the
University of Bergen campus, Bergen, Norway.
The Conference Steering Committee consists of:
• Barbara Wasson, University of Bergen, Norway (Conference Chair)
• Ulrich Hoppe, University ofDuisburg-Essen, Germany (Program Co-Chair)
• Sten Ludvigsen, University of Oslo, Norway (Program Co-Chair)
• Gerardo Ayala, Universidad de las Americas, Mexico
• Nelson Baloian, University of Chile, Santiago, Chile
• Amy Bruckman, Georgia Tech, USA
• Alain Derycke, University ofLille, France
• Pierre Dillenbourg, Swiss Federal Institute of Technology, Switzerland
• Lone Dirckinck-Holmfeld, Aalborg University, Denmark
• Kristine Enger, NSD, Norway
• Ola Erstad, University of Oslo, Norway
• Annita Fjuk, Telenor Research and Development, Norway
• Paivi Hakkinen, University of Jyaskyla, Finland
• Tim Koschmann, Southern Illinois University, USA
• Anders Merch, University of Oslo, Norway
• Hiroaki Ogata, Tokushima University Japan
• Ole Smerdal, University of Oslo, Norway
• Gerry Stahl, Drexel University, USA
• Dan Suthers, University of Hawaii, USA
• Felicia Verdejo, UNED, Mardrid, Spain
The Programme Committee comprises:
• Aharon Aviram, Ben Gurion University, Israel
• Gerardo Ayala, University de las Americas, Mexico
• Michael Baker, CNRS Lyon, France
• Nelson Baloian, Universite de Chile, Chile
• Beatriz Barros, UNED, Spain
• Amy Bruckman, Georgia Tech., USA
• Tak-Wai Chan, National Central University, Taiwan
• Ton de Jong, University ofTwente, Netherlands
• Alain Derycke, University ofLille, France
• Pierre Dillenbourg, Swiss Federal Institute of Technology, Switzerland
• Angelique Dimitracopoulou, University of the Aegean, Greece
• Yannis Dimitriadis, University ofValladolid, Spain
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