Research-concept Michele Notari At Phbern Ch

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Writing to communicate, communicating to collaborate, collaborating to learn

PHD- concept and first ‘results’

Michele Notari

University of Teacher Education

[email protected]

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Writing to communicate,

communicating to collaborate, collaborating to learnPHD- concept and first ‘results’

10.04.23Michele Notari : [email protected] 3

• CSCL (Computer Supported Collaborative Learning) research approach <->‘Another approach’

• Preliminary investigation for Computer Supported Written Communication (CMWC)- and CSCL – Studies

• Analyzing CMWC in a project based learning environment (PBL)

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Research: CSCL - Approach

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Theoretical Background:collaborative learning takes place…

• negociation• conflict resolution• argumentation• ….

Implementation in computer supported Learning environments

A different approach: User centered ‚design‘


The green ‚button‘ : Xerox-Park

Analysis of learners needs / learners behaviour: focus on ‚computer supported written communication‘


In a Project based Learning setting

Research structure


Why analyzing C S WrittenWritten C ?


Why project based learning?

• Commun didactical method for collaboration– At school (K12 education)– At University– In companies -> projects



• Electronic messaging in collaborative e-learning environments. A method to assess two key factors of communication quality: HCI and language– Measuring typing speed and behaviour– Measuring message ‚quality‘– First testings of the method

Preliminary investigation for CMWC- and CSCL – Studies -> Introduction


Capability to write messages (thoughts) with a keyboard based interface… are all participants of the study comparable?

Eighty-two college students enrolled in six sections of introductory college writing classes…Joanne Wolfe 2008

One hundred nineteen university students participated in the study (58.8% were women). They were informed that they would be participating in a group study using computers.Joachim Kimmerle & Ulrike Cress 2008

Need for:

Preliminary investigation for CMWC- and CSCL – Studies:


Two Indicators for the capability to ‚write down thoughts with a keyboard interface‘:

Typing efficiency Content qualityand

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Measuring typing efficiency: - speed and - behaviour

Measuring typing speed and behaviour

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Visualizing typing speed


Characters inthe textbody

Keys pressed

Time in seconds

Am

ount

of

keys

/ c

hara

cers

Visualizing typing speed


Visualizing typing behaviour


Eliciting ‚Content quality‘


Coding all mails


Calculating typing efficiency

Typing Efficiency = (C / K) + (W * S) • C: Characters present in the final message• K: Keys hit during composition • W: Weighing of importance of typing speed (0.03 for this

investigation)• S: typing speed (keys hit per second during phases of

typing activity; inactivity are pauses >=3sec).


Calculating ‚Content quality‘

Content quality = A + (W*B) - C - D

• A: Number of unambiguous threads of low complexity• B: Number of unambiguous threads of high complexity• C: Number of ambiguous threads of low complexity• D: Number of ambiguous threads of high complexity• W: weighing factor for unambiguous threads of high

complexity, in this study W=2;


Reassembling the two factors: ‚Typing efficiency‘ and ‚Content quality‘


Event -TrackingQualitative

Content AnalysisSynthesis

Generating a Covariable

Integrate the Covariable in the Planed Research

Preliminary Investigation for Empirical Computer Supported Written

Communication / Collaboration

First testings: some results and discussion


a) Typing efficiency and b) Content quality as

indicators of ‘communication capabilities’

N=60

a)

b)

First testings: discussion

When the content quality measured in this study is representing the capability of the test persons to build threads, this indicator more important for the suggested co-variable than typing efficiency.



• CSCL research approach• ‘Another approach’• Preliminary investigation for CMWC- and CSCL –

Studies -> Introduction• Content analyses of mail –in a Project Based Learning

(PBL) environment• Questionnaire about communication habits / needs

before and after the project

Sample Group

• 100 Students (School of Teacher Education) performing a normal curricular module about Media pedagogy.– One part of the Module consists of a project lasting about 2 month – Students work in groups of two or three– Students have to fulfil a task.

• Mails interchanged between the group members are captured and analyzed.

• 2 questionnaires are proposed (beginning and end of the curriculum)


Criteria for content analyses: Communicative Model of Collaborative Learning (CMCL) Cecez-Kecmanovic, D. and Webb, C. (2000)

• Collaborative learning is primarily mediated by language.• Different types of linguistic acts to constitute collaborative

learning:– explore and deal with claims related to subject matter– regulate the conduct of interactions– express themselves

• Different types of student‘s orientation– Orientation to learning– Orientation to achieving an end– Orientation to self-representation


Coding propositions following CMCLMatrix of ‚linguistic acts‘ and ‚student‘s orientation (Work in progress..)


Linguistic acts Students orientation

claims related to subject matter

regulate the interactions

express themselves

Orientation to learning

Coding 1 … …

Orientation to achieving an end

… … …

Orientation to self-representation

… … Coding 9

Kodierungssystem für eine Multi-Ebenen-Analyse der gemeinsamen Wissenskonstruktion Weinberger Fischer 2002

• 1. Ebene der epistemischen Aktivität• 2. Ebene des sozialen Ko-konstruktionsmodus• 3. Ebene der Argumentation

• Weitere Erläuterungen siehe Word -Dokument

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Goal of the study?


Goal of the study?


• Describing CSWC in a ‘real’ project based learning setting• Formulating needs to enhance CSWC in a collaborative,

project orientated learning• Finding the ‘green button’ for communication in PBL-

environments

How can you help Forschungsprakti?

• Mitarbeit an der codierung der Mail-Texte?

• Kritische Auseinandersetzung mit den Inhalten

• Formulierung für weiterführende Forschungsideen
