Detecting and Solving Negative Situations in Real CSCL Experiences with a Role-Based Interaction Analysis Approach

  • José Antonio Marcos-García
  • Alejandra Martínez-Monés
  • Yannis Dimitriadis
  • Rocío Anguita-Martínez
  • Inés Ruiz-Requies
  • Bartolomé Rubia-Avi

Abstract

Collaborative learning has a number of potential benefits, which do not always occur, partially due to the difficulties that students and teachers have to establish good social interaction patterns. These interaction patterns depend on the roles assumed by participants in the learning process. In real practice, teachers need support to be able to detect these emergent roles and undesired interaction patterns, especially if collaboration is mediated by computers, and thus is not directly observable by humans. Interaction analysis (IA) methods and tools are adequate to support the regulation of the collaborative activities, using the analysis results to provide adequate feedback to the different participants in their specific roles. We have proposed a role-based approach supported by a tool called Role-AdaptIA to detect and help to solve problematic situations in authentic computer supported collaborative learning (CSCL) scenarios. Role-AdaptIA is an adaptive interaction analysis tool based on a theoretical framework for the description of roles. The framework permits to define and characterize the roles to take into account in a given situation. Based on this information, Role-AdaptIA automatically detects role changes during the development of the collaborative experiences and warns the teacher about these changes. With this advice, the teacher is able to regulate the collaboration, providing support to the students to improve their interaction patterns. This chapter presents four examples of how Role-AdaptIA was used by teachers in order to regulate collaboration, detecting and solving undesired collaborative situations in several University courses where we have applied CSCL methods during the last years.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. 1.
    Koschmann, T.: Paradigms shift and instructional technology. In: Koschmann, T. (ed.) CSCL: Theory and practice of an emerging paradigm, pp. 1–23. Lawrence Erlbaum, Mahwah (1996)Google Scholar
  2. 2.
    Dillenbourg, P.: Introduction; What do you mean by “Collaborative Learning?”. In: Dillenbourg, P. (ed.) Collaborative Learning. Cognitive and Computational Approaches, pp. 1–19. Elsevier Science Ltd., Oxford (1999)Google Scholar
  3. 3.
    Jermann, P., Soller, A., Lesgold, A.: Computer software support for CSCL. In: Dillenbourg, P., Strijbos, J.W., Kirschner, P.A., Martens, R.L. (eds.) Computer-supported collaborative learning: What we know about CSCL.. and implementing it in higher education, vol. 3, pp. 141–166. Kluwer Academic Publishers, Boston (2004)Google Scholar
  4. 4.
    Edwards, W.K.: Policies and Roles in Collaborative Applications. In: Proceedings of the 1996 ACM Conference on CSCW, pp. 11–20. ACM Press, New York (1996)CrossRefGoogle Scholar
  5. 5.
    Soller, A., Martínez, A., Jermann, P., Muehlenbrock, M.: From Mirroring to Guiding: A Review of the State of the Art Technology for Supporting Collaborative Learning. International Journal on Artificial Intelligence in Education (15), 261–290 (2005)Google Scholar
  6. 6.
    Marcos-Garcia, J., Martínez-Monés, A., Dimitriadis, Y., Anguita-Martinez, R.: A role-based approach for the support of collaborative learning activities. e-Services Journal 6(1) (2007)Google Scholar
  7. 7.
    Marcos-García, J.A., Martínez-Monés, A., Dimitriadis, Y., Rodríguez-Triana, M.J.: Role-AdaptIA: A role-based adaptive tool for interaction analysis. In: ICLS workshop, Utrecht, The Netherlands, June, 23-24 (2008)Google Scholar
  8. 8.
    Wasserman, S., Faust, K.: Social Network Analysis: Methods and Applications. Cambridge University Press, Cambridge (1994)Google Scholar
  9. 9.
    Wenger, E.: “Communities of practice. In: Learning, meaning and identity, Cambridge University Press, CambridgeGoogle Scholar
  10. 10.
    Sfard, A.: On two metaphors for learning and the dangers of choosing just one. Educational Researcher 27, 4–13 (1998)Google Scholar
  11. 11.
    Scott, J.: Social Network Analysis: A handbook, 2nd edn. Sage Publications, Thousand Oaks (2000)Google Scholar
  12. 12.
    Marcos, J.A., Martínez, A., Dimitriadis, Y., Anguita, R.: Adapting interaction analysis to support evaluation an regulation: a case study. In: Proceedings of the 6th International Conference on Advanced Learning Technologies, ICALT 2006, Kerkrade, The Netherlands, July 2006, pp. 125–129 (2006)Google Scholar
  13. 13.
    Marcos, J.A., Martínez, A., Dimitriadis, Y.A., Anguita, R.: Interaction analysis for the detection and support of participatory roles in CSCL. In: Dimitriadis, Y.A., Zigurs, I., Gómez-Sánchez, E. (eds.) CRIWG 2006. LNCS, vol. 4154, pp. 155–162. Springer, Heidelberg (2006)CrossRefGoogle Scholar
  14. 14.
    Martínez, A., Dimitriadis, Y., Tardajos, J., Velloso, O., Villacorta, M.: Integration of SNA in a mixed evaluation approach for the study of participatory aspects of collaboration’. In: European Conference on Computer Supported Collaborative Work (ECSCW 2003), workshop on Social Networks, Helsinki, Finland (2003)Google Scholar
  15. 15.
    ITCOLE Research Project. About Synergeia (retrieved November 2008), http://bscl.gmd.de

Copyright information

© Springer-Verlag Berlin Heidelberg 2009

Authors and Affiliations

  • José Antonio Marcos-García
    • 1
  • Alejandra Martínez-Monés
    • 1
  • Yannis Dimitriadis
    • 2
  • Rocío Anguita-Martínez
    • 3
  • Inés Ruiz-Requies
    • 3
  • Bartolomé Rubia-Avi
    • 3
  1. 1.School of Computer Science Engineering 
  2. 2.School of Telecommunications Engineering 
  3. 3.Faculty of EducationUniversity of ValladolidValladolidSpain

Personalised recommendations