pierre.dillenbourg@tecfa.unige.ch campus virtual no problem ? disclaimer the abusive usage of...
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Pierre.Dillenbourg@tecfa.unige.ch
CampusCampusVirtualVirtual
No Problem ?
No Problem ?
DISCLAIMER The abusive usage of PowerPoint may seriously damage your understanding of a pedagogical relationship.
DISCLAIMER The abusive usage of PowerPoint may seriously damage your understanding of a pedagogical relationship.
Pierre.Dillenbourg@tecfa.unige.ch
What's a virtual campus? a web site for
higher education
+ a spatial metaphor
covers a curriculum
+ student managment
distance & présence
an opportunity to an opportunity to change educationchange education
Pierre.Dillenbourg@tecfa.unige.ch
Master degree
based on the Web
since 1994
RESEARCHRESEARCHRESEARCHRESEARCHTEACHINGTEACHINGTEACHINGTEACHING
CComputer
SSupported
CCollaborative
LLearning
Pierre.Dillenbourg@tecfa.unige.ch
Cum
ulated overload
“install” effect
“back home” effect
Technical bases
Projects
Problems & Solutions
Pierre.Dillenbourg@tecfa.unige.ch
Flexibity versus Workload
Time is our bottleneck (more than bandwidth)
Pierre.Dillenbourg@tecfa.unige.ch
Integrate time in the designof the virtual campus
- Add time managment tools- Time in datastructures
Pierre.Dillenbourg@tecfa.unige.ch
Too much teaching
during presential periods
@university @home/@work
Projects
Pierre.Dillenbourg@tecfa.unige.ch
Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text To much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much Too much text Too much text Too text Too much text Too much text Too much text Too much text Too much text Too much text much text Too much text Too much text Too text Too much text Too much text Too much text Too much text Too much text Too much text oo much text Too much text Too much text Too much text Too much text Too muh text Too much text much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much txt Too much text Too much textToo much text Too much text Too much text Too much text Too much ext Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too uch text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text text Toomuch text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much txt Too much text Too much text Too much text Too much text Too much text oo much text Too much text Too much text Too much text Too much text Too much text Too text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much Too much text Too much text Too much text Too much text Too much text Too much text Too mch text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too uch text Too much text Too much text Too much text Too much text Too much text Too much text Too much ext Too much text Too much text Too much text Too muc text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too text Too much text Too much text Too much text Too much text Too much text Toomuch text Too much text Too much text Toomuch textToo much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text
Pierre.Dillenbourg@tecfa.unige.ch
Would you go on board if Would you go on board if pilots were trained on the pilots were trained on the
Web ?Web ?
Pierre.Dillenbourg@tecfa.unige.ch
Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much TextToo Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text
Many Web Many Web Sites are Sites are
less less interactive interactive
than old than old ugly CBT! ugly CBT!
Pierre.Dillenbourg@tecfa.unige.ch
Constructivism versus Learner Control
Deep versus shallow Interactivity
Pierre.Dillenbourg@tecfa.unige.ch
The Problem is : What else ?
Creativity is our bottleneck (especially for presence activities)
Pierre.Dillenbourg@tecfa.unige.ch
Design choices
Immediate FB
Delayed FB
Microworld FB
Theories
Behavioursim
Constructivism
Metacognition
ArgueGraphArgueGraph
Phase 4Phase 4
Pierre.Dillenbourg@tecfa.unige.ch
ArgueGraph DataArgueGraph Data (Exp.3)(Exp.3)
Reformulation Justification
Solo 57 % 43 %
Duo 15 % 85 %
Pierre.Dillenbourg@tecfa.unige.ch
Accept Condition Discard
No Conflict 28 1 3
Conflict 23 11 1
"We answer 3 because motivation is important"
"We answer 3 because motivation is important"
"We choose 3 because 2 does not work"
"We choose 3 because 2 does not work"
ArgueGraph DataArgueGraph Data (Exp.3)(Exp.3)
"We answer 2 if the learner is a child but we answer 3 for adult learners"
"We answer 2 if the learner is a child but we answer 3 for adult learners"
Pierre.Dillenbourg@tecfa.unige.ch
New Union Victory
No Conflict 6 16 10
Conflict 14 8 13
X2=6.2, p<.05)
ArgueGraph DataArgueGraph Data (Exp.3)(Exp.3)
Arg(AB) <> Arg(A) & Arg(AB) <> Arg(B)
Arg(AB) <> Arg(A) & Arg(AB) <> Arg(B)
Arg(AB) =Arg(A) or
Arg(AB) =Arg(B )
Arg(AB) =Arg(A) or
Arg(AB) =Arg(B )Arg(AB)=Arg(A) U Arg(B )Arg(AB)=Arg(A) U Arg(B )
Pierre.Dillenbourg@tecfa.unige.ch
What's the problem with exp 4 ?What's the problem with exp 4 ?
pseudo-task
debriefing
debriefing
Coffee-break
1 week
Exp 1-3Exp 1-3 Exp 4Exp 4
pseudo-task
Pierre.Dillenbourg@tecfa.unige.ch
Debriefing collectively remote individual/collaborative work
(Again, timing is difficult to tune)
Pierre.Dillenbourg@tecfa.unige.ch
Balance knowledge magagement & pedagogical diversity
Participatory Design + Apply standards (ARIADNE, IMS, IEEE)
Pierre.Dillenbourg@tecfa.unige.ch
Space => Group Coordination
20 pairs on 20 distributed their work spatially
Collaborative problem solving in a MUD virtual space
Pierre.Dillenbourg@tecfa.unige.ch
Acknowledgment Delay:
Acknowledgment Rate:
39 sec
50%
59 sec.
34 %
Space => Group Communication
Pierre.Dillenbourg@tecfa.unige.ch
Could you help meon exercice 4.3?
TECFA Virtual Campus, Zone 12, Building 1209.
1 2 3 4 5 6Exercices 1.1-1.9 Exercices 2.1-2.7 Exercices 3.1-3.9 Exercices 4.1-4.6 Exercices 5.1-5.8 Exercices 6.1-6.3
Room
Pierre.Dillenbourg@tecfa.unige.ch
It's a social space
Spatial awareness provides implicit coordination
Co-presence narrows down conversational context
Place versus Space
Pierre.Dillenbourg@tecfa.unige.ch
But:
• These observations from synchronous interactions do no transfer well to asynchronous environments
• It’s not any space, effects are bound to some specific design.
Pierre.Dillenbourg@tecfa.unige.ch
E-Mail does not per se E-Mail does not per se produce learning!produce learning!
Subject: SmartMailDate: Mon, 26 Jun 2000 11:31:27 +0200From: Pierre Dillenbourg <Pierre.Dillenbourg@tecfa.unige.ch> Organization: TECFA (Educational Technology Unit)To: professor@tecfa.unige.ch
Dear Professor,Following the Nasdaq crisis, my grandmother's dog is very depressive ..... ..... ... ..... ...... ..... ...... ..... ...... ..... ...… ..... ...... ..... ...... ..... ...... ..... ...... ..... ...... ..… ...... ..... ...... ..... ...... ..... ...... ..... ... Hence, I will only be able to send you my work next week.... ..... ...
Student
Subject: SmartMailDate: Mon, 26 Jun 2000 11:31:27 +0200From: Pierre Dillenbourg <Pierre.Dillenbourg@tecfa.unige.ch> Organization: TECFA (Educational Technology Unit)To: professor@tecfa.unige.ch
Dear Professor,Following the Nasdaq crisis, my grandmother's dog is very depressive ..... ..... ... ..... ...... ..... ...... ..... ...... ..... ...… ..... ...... ..... ...... ..... ...... ..... ...... ..... ...... ..… ...... ..... ...... ..... ...... ..... ...... ..... ... Hence, I will only be able to send you my work next week.... ..... ...
Student
Pierre.Dillenbourg@tecfa.unige.ch
Video is not much better!Video is not much better!
EyeContactEyeContact
regulation turn taking
Head turnsHead turns
"I could readily tell when my partner was concentrating on what I was saying”(Watts, Monk and Daly-Jones; 1996).
"I could readily tell when my partner was concentrating on what I was saying”(Watts, Monk and Daly-Jones; 1996).
mutuality
Pierre.Dillenbourg@tecfa.unige.ch
The more F2F-like is not necessarily the betterThe more F2F-like is not necessarily the better!!Number of disrupted Q-A pairs
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
ICQ (WYSIWIS) ICQ (+ turn markers) mIRC (private edit)
Série1
Phillips B., Should we take Turns ?, CHI2000
Pierre.Dillenbourg@tecfa.unige.ch
The more F2F-like is not necessarily the betterThe more F2F-like is not necessarily the better!!Brainstorming task
0
0.5
1
1.5
2
2.5
3
3.5
ICQ (WYSIWIS) ICQ (+ turn markers) mIRC (private edit)
Série1
Phillips B., Should we take Turns ?, CHI2000
Pierre.Dillenbourg@tecfa.unige.ch
The more F2F-like is not necessarily the betterThe more F2F-like is not necessarily the better!!Recall task
0
10
20
30
40
50
60
70
ICQ (WYSIWIS) ICQ (+ turn markers) mIRC (private edit)
Série1
Phillips B., Should we take Turns ?, CHI2000
Pierre.Dillenbourg@tecfa.unige.ch
Interwoven TurnsInterwoven Turns
88.5 r1 H page sherlock but what about the gun?
88.8 Priv S 'Hercule which motive jealousy? He would have killed hans no?
89.3 Priv S 'Hercule he stole it when the colonel was in the bar
90.3 r1 H page sherlock Giuzeppe wanted to avoid that one discovers that the painting was fake.
HSSH turns (from Pair 11, translated )
43.5 Bar H Why does Heidi have a motive ?
43.6 Bar S How do you propose we should go further?
43.9 Bar H Should we merge our note books?
44.1 Bar S She said that she didn't like her (and Hans)
HSHS turns (from Pair 12 )
Pierre.Dillenbourg@tecfa.unige.ch
Low acknowledgers: 0.9
High acknowledgers: 0.9
Index of complexity
Bootnap experiments, Dillenbourg & Traum, 1997
Pierre.Dillenbourg@tecfa.unige.ch
Persistent Non-Persistent
Persistent
Non Persistent
Display
Kn
owle
dge
Communication8% Facts
14%
Inferences41%
Management33%
Technical4%
Communication8% Facts
14%
Inferences41%
Management33%
Technical4%
MOO dialogues
Communication1%
Facts49%Inferences
41%
Management9%
Communication1%
Facts49%Inferences
41%
Management9% Whiteboard
Pierre.Dillenbourg@tecfa.unige.ch
H page sherlock but what about the gun?
S 'Hercule which motive jealousy? He would have killed hans no?
S 'Hercule he stole it when the colonel was in the bar
H page sherlock Giuzeppe wanted to avoid that one
Persistency Contexuality Reflexivity Persistency Contexuality Reflexivity
CMC is a different system from F2FCMC is a different system from F2F
Pierre.Dillenbourg@tecfa.unige.ch
CMC is a different system from F2FCMC is a different system from F2F
Persistency Contexuality Reflexivity Persistency Contexuality Reflexivity
Pierre.Dillenbourg@tecfa.unige.ch
Persistency Contexuality Reflexivity Persistency Contexuality Reflexivity
CMC is a different system from F2FCMC is a different system from F2F
E. Churchill et al, FX Palo Alto Lab
Pierre.Dillenbourg@tecfa.unige.ch
Persistency Contexuality Reflexivity Persistency Contexuality Reflexivity
CMC is a different system from F2FCMC is a different system from F2F
ArgueGraph
Pierre.Dillenbourg@tecfa.unige.ch
Persistency Contexuality Reflexivity Persistency Contexuality Reflexivity
CMC is a different system from F2FCMC is a different system from F2F
Lehtinen et al. (1999)
Pierre.Dillenbourg@tecfa.unige.ch
Persistency Contexuality Reflexivity Persistency Contexuality Reflexivity
CMC is a different system from F2FCMC is a different system from F2F
R. Rodenstein & J. Donath, MIT Media Lab
Pierre.Dillenbourg@tecfa.unige.ch
Persistency Contexuality Reflexivity Persistency Contexuality Reflexivity
CMC is a different system from F2FCMC is a different system from F2F
Patrick Jermann (TECFA/LRDC)
Pierre.Dillenbourg@tecfa.unige.ch
• Persistency• Reflexivity• Contextuality
Tool featuresTool features
• Group memory• Group regulation• Group understanding
Distributed Cognitive System
Distributed Cognitive System
The CMC tools is a part of the The CMC tools is a part of the distributed cognitive systemdistributed cognitive system
Pierre.Dillenbourg@tecfa.unige.ch
Explanation
GroundingArgumentation
Mutual Regulation
Mutuality
Structuration
Regulation
WYSIWISAwareness
Semi-structured interfaces
PersistencyReflectivity
Contextuality
COMPUTER
SUPPORTED
COLLABORATIVE
LEARNING
Pierre.Dillenbourg@tecfa.unige.ch
There is no guarantee that collaborative learning works
CSCL > students + Internet
(Design environment = Structure teamwork)
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