Displaying the Collaborative Process as Meta-knowledge
There is consensus as regards the fact that group strategies and group building processes are a significant aspect of knowledge for those who work collaboratively. The decision as to which indicators educators select and display when accompanying collaborative groups is a strategic one. Likewise, the point in time when the group can access information about their collaboration – after the process is completed or during the process – is also important. In this article, we propose and discuss a collaborative work monitoring strategy that is implemented as a mirroring technique which has been tested in a post-graduate educational experience in 2016. Preliminary results would confirm the idea that the group benefits from knowing how the collaborative process is progressing and would also indicate that there is a greater awareness in each team member in relation to his/her own task and those of their peers.
KeywordsCollaborative work indicators Collaborative work monitoring Mirroring strategy Meta-knowledge Collaborative work
Special thanks to the REFORTICCA (Resources for Empowering ICT, Science, and Environment Educators) project, funded by the Scientific Research Agency of the Province of Buenos Aires (CICPBA), which will allow promoting this experience among other educators and students in the Province of Buenos Aires, Argentina.
- 1.Avouris, N., Komis, V., Margaritis, M., Fidas, C.: ModellingSpace: a tool for synchronous collaborative problem solving. In: Proceedings of International Conference on Educational Multimedia & Telecommunications, pp. 381–386 (2004)Google Scholar
- 2.Avouris, N., Margaritis, M., Komis, V.: Modelling interaction during small-group synchronous problem-solving activities: the Synergo approach. In: Proceedings of ITS 2004 Workshop on Designing Computational Models of Collaborative Learning Interaction, pp. 13–18 (2004)Google Scholar
- 3.Jermann, P., Soller, A., Muehlenbrock, M.: From mirroring to guiding: a review of the state of art technology for supporting collaborative learning. In: European Conference on Computer-Supported Collaborative Learning EuroCSCL 2001, pp. 324–331 (2001)Google Scholar
- 4.Martínez Maldonado, R.: Analysing, visualising and supporting collaborative learning using interactive tabletops. Doctoral dissertation, The University of Sydney, Australia (2014)Google Scholar
- 11.Dimitracopoulou, A.: Designing collaborative learning systems: current trends & future research agenda. In: Proceedings of the 2005 Conference on Computer Support for Collaborative Learning: Learning 2005: The Next 10 Years!, pp. 115–124. International Society of the Learning Sciences (2005)Google Scholar
- 12.Serpaggi, X., Baker, M., Quignard, M., Lund, K., Séjourné, A., Corbel, A., Jaillon, P.: DREW: un outil internet pour créer des situations d’apprentissage coopérant. In: Desmoulins, C., Marquet, M., Bouhineau, D. (eds.) EIAH 2003 Environnements Informatiques Pour l’Apprentissage Humain, Actes de la Conférence EIAH, pp. 109–113, April 2003Google Scholar
- 13.Dimitrakopoulou, A., Petrou, A., Martínez, A., Marcos, J.M., Kollias, V., et al.: State of the art of interaction analysis for Metacognitive Support & Diagnosis (D31.1.1). EU Sixth Framework Programme priority 2, Information society technology. Network of Exc. (2006)Google Scholar
- 14.Campbell, S.W., Castells, M., Fernandez-Ardevol, M., Qiu, J.L., Sey, A.: Mobile communication and society: a global perspective. Int. J. Commun. 1(1), 7 (2007)Google Scholar
- 16.Bandura, A.: Social Foundations of Thought and Action. Prentice Hall, Englewood Cliffs (1986)Google Scholar
- 17.Mochizuki, T., Kato, H., Yaegashi, K., Nagata, T., Nishimori, T., Hisamatsu, S.I., Suzuki, M.: Promotion of self-assessment for learners in online discussion using the visualization software. In: Proceedings of the 2005 Conference on Computer Support for Collaborative Learning: Learning 2005: The Next 10 Years!, pp. 440–449. International Society of the Learning Sciences, May 2005Google Scholar