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Computer Support for Interaction Regulation in Collaborative Problem-Solving

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Patrick JermannIn a computer-mediated learning situation, information about students’ participation can be collected automatically by the system and displayed through visualization in real time. The goal of this thesis is to study the impact of such visualization upon students’ participation and problem-solving behavior.
Von Patrick Jermann in der Dissertation Computer Support for Interaction Regulation in Collaborative Problem-Solving (2004) auf Seite 2
Patrick JermannThis thesis presents a framework for supporting interaction regulation through computational means. Regulation of collaborative problem-solving includes aspects related to the task as well as to the interaction itself. Task related aspects consist of establishing a strategy, planning actions and evaluating progress. Interaction regulation on the other hand refers to the organization of collaboration through communication rules as well as division of labor. These rules and strategies might be established at the outset of the collective activity, but they also need to be monitored and adapted as the interaction evolves. On a moment to moment time scale, regulating collaborative interaction consists of deciding “who does what" in addition to “what to do". We chose to describe these regulation processes as a negative feedback loop, a concept borrowed from control theory. Following this metaphor, interaction regulation is a four step process that starts with the collection of raw data about the participants’ behavior (e.g. verbal contributions, mouse clicks, messages). In the second step, raw data is aggregated into a set of psychologically and pedagogically meaningful indicators that constitute the current state of interaction (e.g. symmetry of participation, quality of knowledge sharing). In the third step, the current state is compared to a representation of a desired state (standard) of interaction. Then, if there is a discrepancy between these two states of interaction, remedial actions are proposed in the fourth step (e.g. encourage participation or ask participants to clarify their explanations). Computers may offer support for any or all of these four steps. Support for the first two steps might be provided by mirroring tools, which assist learners and teachers in the collection of data by providing them with graphical feedback about their interaction. Support for the second and third step might be provided by metacognitive tools, which assist learners’ or tutors’ diagnosis of the interaction through visualizations which also contain a normative aspect that represents the standards of productive interaction. Support for the fourth step might be provided by guiding systems, which propose remedial actions based on a computational assessment of the situation. Our experimental studies show that a representation of the desired state of interaction is critical for regulation. A mirroring tool did not substantively affect the behavior of subjects while a metacognitive tool led to increased participation in dialogue, including more precise planning. Subjects were able to use the standard provided by the metacognitive tool to judge the quality of their current interaction and to take remedial actions. Mirroring tools might still be effective means to provide feedback to a group of problem-solvers, given that the standards to judge interaction are defined through instructions or are part of the subjects’ mental model of productive interaction.
Von Patrick Jermann in der Dissertation Computer Support for Interaction Regulation in Collaborative Problem-Solving (2004)

iconKapitel Unter den anklickbaren Kapiteln finden Sie Informationen über einzelne Teile des gewählten Werks.

  • 1. Collaborative Learning
  • 2. Distributed Cognition
  • 3. Regulation of Collaborative Problem-Solving
  • 4. Structuring Interaction
  • 5. Regulating interaction
  • 6. Research Questions
  • 7. General Method
  • 8. Experiment 1
  • 9. Experiment 2
  • 10. General Discussion

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Personen
KB IB clear
Gregory Bateson, John Seely Brown, Allan Collins, Donald F. Dansereau, Pierre Dillenbourg, P. Duguid, Patrick Jermann, David H. Jonassen, Paul A. Kirschner, Karel Kreijns, A. Lesgold, Martin Muehlenbrock, Alan Newell, Donald A. Norman, A. M. O'Donnell, Jean Piaget, Herbert Simon, A. Soller, Gerry Stahl

Begriffe
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Asynchrone Kommunikation, AwarenessAwareness, Chatchat, Cognitive Toolscognitive tools, collaboration scriptcollaboration script, Computercomputer, Computervermittelte Kommunikationcomputer mediated communication, confirmation bias, Cool Modes, CoWeb (Collaborative Website)Collaborative Website, CSCLComputer-Supported Collaborative Learning, CSCWComputer-supported collaborative work, E-Maile-mail, Face to Face Kommunikation (F2F), free-rider effectfree-rider effect, GroupwareGroupware, Gruppenarbeitgroup work, Interaktioninteraction, Jigsaw methodJigsaw method, Kommunikationcommunication, Kybernetikcybernetics, Lernenlearning, Metakognitionmetacognition, microworldmicroworld, Motivationmotivation, Motivation, intrinsische, Negative Rückkoppelung, Ontologieontology, Partnerarbeit, Perspektive, Planung, Rückkopplung / Regelkreisfeedback loop, social loafingsocial loafing, sucker effectsucker effect, swiki, Synchrone Kommunikation, Visualisierungvisualization
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Bücher
Jahr UmschlagTitelAbrufeIBOBKBLB
1936  Das Erwachen der Intelligenz beim Kinde (Jean Piaget) 4, 13, 3, 6, 6, 4, 7, 10, 4, 4, 1, 5334255785
1972Human Problem Solving Personenreihenfolge alphabetisch und evtl. nicht korrekt (Alan Newell, Herbert Simon) 29000
1972    Ökologie des Geistes (Gregory Bateson) 9, 25, 10, 11, 16, 16, 16, 21, 10, 14, 12, 121502091217587
1988    The Design of Everyday Things (Donald A. Norman) 3, 9, 3, 1, 3, 2, 3, 3, 1, 1, 2, 3612034936
1990Unified Theories of Cognition (Alan Newell) 6200
1992Cognitive Tools for Learning Personenreihenfolge alphabetisch und evtl. nicht korrekt (David H. Jonassen, M. Kommers, J. T. Mayes) 8, 1, 2, 8, 1, 2, 3, 5, 3, 1, 1, 31983919
1999Collaborative Learning (Pierre Dillenbourg) 3, 16, 1, 2, 3, 3, 6, 4, 5, 3, 1, 4623241815
2001Euro-CSCL Personenreihenfolge alphabetisch und evtl. nicht korrekt (Pierre Dillenbourg, A. Eurelings, K. Hakkarainen) 8, 16, 4, 5, 2, 8, 8, 5, 4, 279, 4, 54611051488
2002Three worlds of CSCL (Paul A. Kirschner) 6, 8, 2, 1, 1, 3, 3, 4, 2, 2, 2, 2583921338
2004   What we know about CSCL and implementing it in higher education (Jan-Willem Strijbos, Paul A. Kirschner, Rob L. Martens) 10, 13, 5, 8, 5, 5, 5, 5, 6, 6, 2, 52111051313
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Texte
Jahr UmschlagTitelAbrufeIBOBKBLB
1989    Situated Cognition and the Culture of Learning (John Seely Brown, Allan Collins, P. Duguid) 4, 11, 3, 2, 1, 3, 4, 5, 4, 3, 4, 3591131041
1992What are cognitive tools? (David H. Jonassen) 10100
1992Scripted Cooperation in Student Dyads (A. M. O'Donnell, Donald F. Dansereau) 1, 5, 1, 3, 7, 5, 4, 1, 1, 2, 1, 12121522
1999    What do you mean by 'collaborative learning'? (Pierre Dillenbourg) 5, 3, 4, 2, 2, 3, 5, 3, 1, 3, 1, 5322151027
1999Dialectics for collective activities Personenreihenfolge alphabetisch und evtl. nicht korrekt (Pierre Dillenbourg, Patrick Jermann) 1, 3, 1, 1, 1, 1, 1, 1, 1, 2, 1, 1401185
1999    An analysis of learner arguments in a collective learning environment (Patrick Jermann, Pierre Dillenbourg) 1, 2, 2, 3, 1, 1, 1, 1, 1, 2, 2, 2452350
2001   From Mirroring to Guiding (Patrick Jermann, A. Soller, Martin Muehlenbrock) 2, 3, 3, 9, 2, 2, 1, 4, 2, 1, 3, 2952361
2002    Over-scripting CSCL (Pierre Dillenbourg) 9, 3, 16, 5, 6, 5, 6, 3, 1, 5, 3, 8463381789
2002   Can we support CSCL? (Paul A. Kirschner) 2, 2, 6, 7, 1, 1, 4, 4, 3, 1, 1, 21272587
2004Building collaborative knowing (Gerry Stahl) 430269
2004Designing sociable CSCL Environments Personenreihenfolge alphabetisch und evtl. nicht korrekt (Paul A. Kirschner, Karel Kreijns) 2, 2, 2, 3, 2, 3, 1, 3, 2, 1, 2, 22342719
2004    Computer Software Support for Collaborative Learning (Patrick Jermann, A. Soller, A. Lesgold) 3, 7, 1, 1, 3, 5, 3, 5, 2, 1, 3, 14211547

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