[email protected] Campus Virtual No Problem ? DISCLAIMER The abusive usage of...

[email protected]

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.

[email protected]

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

[email protected]

Master degree

based on the Web

since 1994

RESEARCHRESEARCHRESEARCHRESEARCHTEACHINGTEACHINGTEACHINGTEACHING

CComputer

SSupported

CCollaborative

LLearning

[email protected]

@university @home/@work

Structure of our Master Degree

[email protected]

Cum

ulated overload

“install” effect

“back home” effect

Technical bases

Projects

Problems & Solutions

[email protected]

Flexibity versus Workload

Time is our bottleneck (more than bandwidth)

[email protected]

Integrate time in the designof the virtual campus

- Add time managment tools- Time in datastructures

[email protected]

Too much teaching

during presential periods

@university @home/@work

Projects

[email protected]

Is the Web constructivist?

[email protected]

Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much 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

[email protected]

Would you go on board if Would you go on board if pilots were trained on the pilots were trained on the

Web ?Web ?

[email protected]

Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much 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!

[email protected]

Constructivism versus Learner Control

Deep versus shallow Interactivity

[email protected]

The Problem is : What else ?

Creativity is our bottleneck (especially for presence activities)

[email protected]

ArgueGraph ArgueGraph

Phase1Phase1

[email protected]

ArgueGraphArgueGraph

Phase 2Phase 2

[email protected]


Phase 3Phase 3

[email protected]

Design choices

Immediate FB

Delayed FB

Microworld FB

Theories

Behavioursim

Constructivism

Metacognition


Phase 4Phase 4

[email protected]

ArgueGraph DataArgueGraph Data (Exp.3)(Exp.3)

Reformulation Justification

Solo 57 % 43 %

Duo 15 % 85 %

[email protected]

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"


"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"

[email protected]

New Union Victory

No Conflict 6 16 10

Conflict 14 8 13

X2=6.2, p<.05)


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 )

[email protected]

New version of ArgueGraphNew version of ArgueGraph

[email protected]

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

[email protected]

Debriefing collectively remote individual/collaborative work

(Again, timing is difficult to tune)

[email protected]

Resources VERSUS Activities

[email protected]

Balance knowledge magagement & pedagogical diversity

Participatory Design + Apply standards (ARIADNE, IMS, IEEE)

[email protected]

Virtual Space & Learning Communities

[email protected]

Space => Navigation (?)

[email protected]

Space => Group Coordination

20 pairs on 20 distributed their work spatially

Collaborative problem solving in a MUD virtual space

[email protected]

Acknowledgment Delay:

Acknowledgment Rate:

39 sec

50%

59 sec.

34 %

Space => Group Communication

[email protected]

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

[email protected]

Space => Grounding

He lies!

[email protected]

.206**

Ott, 1999

Space => Grounding

[email protected]

It's a social space

Spatial awareness provides implicit coordination

Co-presence narrows down conversational context

Place versus Space

[email protected]

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.

[email protected]

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 <[email protected]> Organization: TECFA (Educational Technology Unit)To: [email protected]

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 <[email protected]> Organization: TECFA (Educational Technology Unit)To: [email protected]

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

[email protected]

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

[email protected]

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

[email protected]

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


Série1


[email protected]

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


Série1


[email protected]

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 )

[email protected]

Low acknowledgers: 0.9

High acknowledgers: 0.9

Index of complexity

Bootnap experiments, Dillenbourg & Traum, 1997

[email protected]

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

[email protected]

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

[email protected]



[email protected]



E. Churchill et al, FX Palo Alto Lab

[email protected]



ArgueGraph

[email protected]



Lehtinen et al. (1999)

[email protected]



R. Rodenstein & J. Donath, MIT Media Lab

[email protected]



Patrick Jermann (TECFA/LRDC)

[email protected]

• 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

[email protected]

Explanation

GroundingArgumentation

Mutual Regulation

Mutuality

Structuration

Regulation

WYSIWISAwareness

Semi-structured interfaces

PersistencyReflectivity

Contextuality

COMPUTER

SUPPORTED

COLLABORATIVE

LEARNING

[email protected]

There is no guarantee that collaborative learning works

CSCL > students + Internet

(Design environment = Structure teamwork)

[email protected]

« C

ours

ewar

e D

esig

n S

tudi

o »

[email protected]

New

New

CSCL Book Series CSCL Book Series (Kluwer)(Kluwer)

Antarctica projectAntarctica project

Euro-CSCL Conference: Euro-CSCL Conference: Maastricht, NL, March 2001Maastricht, NL, March 2001

Jobs @ Jobs @ Geneva Interaction LabGeneva Interaction Lab

[email protected] Campus Virtual No Problem ? DISCLAIMER The abusive usage of...

Documents

Transcript of [email protected] Campus Virtual No Problem ? DISCLAIMER The abusive usage of...