Modelling And Visualising Traces For Reflexivity In Synchronous Collaborative Systems Presentation
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Transcript of Modelling And Visualising Traces For Reflexivity In Synchronous Collaborative Systems Presentation
Modelling and visualising traces for reflexivity insynchronous collaborative systems
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ
Laboratoire d’InfoRmatique en Image et Systèmes d’information (LIRIS)Université Lyon 1, LIRIS UMR5205, F-69622 Villeurbanne, France
https://liris.CNRS.fr/
InCos, november 2009
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Outline
1 Context
2 Reflexivity and traces
3 Modelled traces
4 Our trace models
5 Prototypes in progress
6 Conclusion and perspectives
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 2 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Context
Online synchronous collaborative learning is characterized bysize: small closed group
activity’s structure: teachers specify the content
collaboration: strong human exchanges
time: synchronicity
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 3 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Context
Our goals areto support group activity
to support individual reflexivity
to support group reflexivity
to describe human activity on computer
to create a memory of past interactions
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 4 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Metacognition for learning
Metacognition is important in learning, and needs reflexivity[Worrall and Bell, 2007]
Metacognition [Flavell, 1976][is] one’s knowledge concerning one’s own cognitive processes oranything related to them. . . For example, I am engaging inmetacognition if I notice that I am having more trouble learning Athan B; if it strikes me that I should double check C before acceptingit as fact.
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 5 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Why reflexivity?
Reflexivity of activity allows:
metacognition
awareness
group synchronisation
We identify three levels of reflexivity: individual, extended andgroup.
Let’s have a look at them!
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 6 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Why reflexivity?
Reflexivity of activity allows:
metacognition
awareness
group synchronisation
We identify three levels of reflexivity: individual, extended andgroup.
Let’s have a look at them!
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 6 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Basic synchronous collaborative activity
Situation of synchronous collaboration: 3 users working together
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 7 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Different levels of reflexivity
Individual reflexivity: me, watching myself
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 8 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Different levels of reflexivity
Extended reflexivity: me, watching you and myself together
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 9 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Different levels of reflexivity
Group reflexivity: me, watching us
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 10 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Different levels of reflexivity
Conclusion : a need to filter and to share reflexivity within a group:
on an individual base
on a collective base
Our approach : we use modelled traces for working with reflexivity
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 11 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
What is a modelled trace?
Modelled traceWe call “modelled trace” a collection of observations, temporallysituated, associated to an observation model.
⇒ for short : a modelled trace is a formal representation of user’sinteractions
A modelled trace can be processed, transformed, shared andvisualised.
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 12 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Modelled trace
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 13 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Single user and his trace based management system
Specific trace
Complete trace
My dedicated activity trace
M1
M2
M3
Collecting (from app)
τ- visualisation- sharing- archiving- post-processing
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 14 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Collaboration with traces
Internet
OthersApplications
OthersApplications
OthersApplications Tr
aces
Trac
esTr
aces
Trace-based Application
OthersApplications
OthersApplications
OthersApplications Tr
aces
Trac
esTr
aces
Trace-based Application
OthersApplications
OthersApplications
OthersApplicationsTr
aces
Trac
esTr
aces
Trace-based Application
user 1
user 2
user 3
SynchronousApplication
SynchronousApplication
SynchronousApplication
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 15 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Reflexivity improved by traces sharing
Internet
user 3
Individual and collective trace
vizualisation and sharing
SynchronousApplication
TBMSOthers
ApplicationsOthers
ApplicationsOthers
Applicationsuser
My private trace
User 2 shared trace
User 1 shared trace
User - Trace base
Group shared trace
Me within the group trace
My dedicated activity trace
My shared trace
M1
M2
M2
M3
M2
M4
M5
Collecting (from app)
Sharing (to tbms)
Collecting (from tbms)
Collecting (from tbms)
T1
T2
T4
T3
T5
T7
T6
τ1
τ2
τ4
τ3
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 16 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Generic model of synchronous collaborative activity
Generic collaborative
activity's obsel
Common system obsel
Interaction modes' obsel
User's obsel Clipboard's obsel
videoconference obsel
screen sharing obsel
Text chat obsel
whiteboard obsel
shared web browser obsel
Collaborative text editor obsel
Copy into thesystem's clipboard
Paste into thesystem's clipboard
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 17 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Part of the specific model for text chat activity
user ID
beginning of user presence
Text chat obsel
Generic collaborative
activity's obsel
Interaction modes' obsel
Common system obsel
User's obsel
Relation
Specialisation
is sent by
is activated by
is a composition of
a chat message on
finishes
a chat
is re
ceiv
ed o
nsending a chat
message
content
receiving a chat message
content
chat message composition
channel
chat channel activation
chat channel closure
is a
val
idat
ion
ofa
chat
mes
sage
of
is se
nt by
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 18 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Zoom into the text chat model
user ID
beginning of user presence
Text chat obsel
is activated by
is a
com
posit
ion o
f
a ch
at m
essa
ge o
n
finishesa chat channel
chat channel activationchat channel
closure
is sent by
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 19 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Concrete example: Alice’s trace in a group activity
beginning of user presence (Alice)
beginning of user presence (Bob)
copy into thesystem clipboard
paste from thesystem clipboard
beginning of user presence (Charlie)end of user presence
terminates th session of
is a paste of
is used in
obselrelation
chat channelactivation
chat messagecomposition
receiving achat message
chat channelclosure
is a va
lidation
of chat m
essage
finishes a chat
is rec
eived
on
is sent by
is sent by
is a composition
of chat message on
sending achat message
activating whiteboardcreating text closing whiteboard
terminates a whiteboard useis a writing on whiteboard
activating sharedweb browser
changing pageis made in
finishes
shared webbrowser closure
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 20 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Technical works on 3 axes
Development of several software, covering all aspects:
1. collecting traces : instrumented applications
2. processing traces : traces management system
3. using traces : interactive visualisation of traces
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 21 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Instrumented chat client producing modelled traces
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 22 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
User feedback
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 23 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
Conclusion and perspectives
Theoretical work:applications models: genericity, automatic generationconception: theory of modelled trace visualisationvalidation: evaluating benefits in learning with our reflectivesystem
Technical work:trace visualisation: software for interactive visualisation oftracestrace manipulation: sharing, processingtraces management system: extending core functionalities
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 24 / 25
Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives
References
Flavell, J. (1976).Metacognitive aspects of problem solving, chapter 12, pages231–236.Routledge, Pittsburg.
Worrall, L. and Bell, F. (2007).Metacognition and Lifelong E-learning: a contextual and cyclicalprocess.E-Learning, 4:161.
And of course :Google: “trace modélisée interaction”our research team: https://liris.CNRS.fr/silex (French andEnglish)
Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 25 / 25