Gegenstand des Promotionsvorhabens ist die Anwendung der Mustertheorie als systemtheoretische Methode zur Beschreibung verbreiteter Lösungen für wiederkehrende Probleme bei der Gestaltung und Entwicklung videobasierter Lernumgebungen. Diese sogenannten Design Patterns beschreiben dabei abstrakte, generische Lösungen bezüglich des Wissensmanagements, der sozialen Interaktion und der Anreicherung von Inhalten in hypervideo-basierten Lernumgebungen. Um neben rezeptiven und selbstgesteuerten auch kollaborative Lernszenarien in solchen Lernumgebungen zu ermöglichen, werden Materialien, Aufgaben sowie Gruppenzusammensetzungen mit Hilfe von CSCL-Scripts strukturiert. Auf Grundlage der entwickelten Design Patterns und Scripts wurden ein Software-Framework sowie mehrere Lernumgebungen implementiert und in Feldstudien evaluiert.

Made available in DSpace on 2016-12-12T20:22:53Z (GMT). No. of bitstreams: 1 Jucilene Rosa Citadin.pdf: 3612746 bytes, checksum: 166b327aaf526b2c31111cff753d5b74 (MD5) Previous issue date: 2015-08-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A formação de grupos para a aprendizagem colaborativa é uma tarefa importante, pois deve permitir a efetiva interação dos membros de um grupo. No entanto, a explosão combinatória relativa ao número de estudantes torna a formação de grupos um problema de otimização combinatória, que é NP-hard, isto é, um problema que não tem solução ótima em tempo polinomial. A resolução desses problemas de complexidade não polinomial requer um grande esforço computacional e aplicação de heurísticas ou meta-heurísticas para chegar a soluções viáveis em tempos adequados. Uma meta-heurística que tem provado ser eficiente na resolução de problemas de otimização NP-hard são os algoritmos genéticos (AG). Por isso, esta pesquisa avalia a adoção de algoritmos genéticos para a formação de grupos na aprendizagem colaborativa, considerando um contexto massivo de dados (milhares de estudantes). Pesquisas bibliográficas e um mapeamento sistemático da literatura sobre formação de grupos para aprendizagem colaborativa foram realizados. Constituir grupos de forma automática, considerando a abordagem selecionada e o critério heterogêneo, utilizando como recurso algoritmos genéticos, foram os resultados apontados pelo mapeamento. Assim, esta pesquisa se propôs a gerar grupos heterogêneos de forma automática, utilizando como abordagem grupo selecionado, considerando os conhecimentos e as interações dos estudantes. Algoritmos genéticos foram utilizados para a formação dos grupos, que teve como objetivo maximizar a heterogeneidade dos conhecimentos e as interações dos estudantes no grupo, além de gerar grupos balanceados entre si (inter-homogêneos). Foram desenvolvidos dois algoritmos, um AG e um randômico como método base de comparação. Ambos foram testados considerando dados de mil até dez mil estudantes, com diferentes configurações dos conhecimentos e interações. A comparação foi feita considerando o fitness, o percentual de grupos heterogêneos e/ou balanceados gerados pelos algoritmos e o tempo de processamento gasto por grupo gerado. Os resultados apontam que AG é eficaz para a formação de grupos heterogêneos na aprendizagem colaborativa. Os resultados do AG foram mais eficientes que os resultados do algoritmo randômico, para conhecimentos heterogêneos e conhecimentos aleatórios. Para conhecimentos homogêneos o AG teve a mesma eficiência que o algoritmo randômico, porém é mais eficaz, pois gera mais grupos balanceados do que o algoritmo randômico.

INUZUKA, Marcelo Akira. Uso educativo do wiki: um estudo de caso na Faculdade de Educação da Universidade de Brasília, 2008. 122f. Dissertação (Mestrado em Tecnologia da Informação e Comunicação na Formação de EAD) – Universidade Federal do Ceará, Programa de Pós-Graduação em Tecnologia da Informação e Comunicação na Formação de EAD, Brasília-DF, 2008. / Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-04T10:26:00Z No. of bitstreams: 1 2008_Dis_MAINUZUKA.pdf: 2164135 bytes, checksum: 19e5bebade787f87f3157c32f5476081 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-04T14:31:17Z (GMT) No. of bitstreams: 1 2008_Dis_MAINUZUKA.pdf: 2164135 bytes, checksum: 19e5bebade787f87f3157c32f5476081 (MD5) / Made available in DSpace on 2012-07-04T14:31:17Z (GMT). No. of bitstreams: 1 2008_Dis_MAINUZUKA.pdf: 2164135 bytes, checksum: 19e5bebade787f87f3157c32f5476081 (MD5) Previous issue date: 2008 / This work aims to examine the living experienced by students of a class of pedagogy, teaching in the use of a collaborative tool based on wiki. The research was conducted at the Faculty of Education at the University of Brasilia (UNB) in four weeks from a discipline called “Mediated Practices of Informatics in Education” given by the advisor of this dissertation. It is a case study using a method of participatory research-action. To collect the views of participants, were used: questionnaire, individual and group interviews, and a seminar with participation of groups formed by themes. As theoretical reference, the four criteria were used for analysis of Dillenbourg (situation, interaction, mechanism and effect) of the Computer Supported Collaborative Learning (CSCL) theory and the model of collaborative construction of knowledge of Stahl to design the Knowledge Building Environment (KBE ) used. Before applying this case study, several others were tested; therefore, the project took into account the experience of other researchers of the subject. Through analysis of the results, students perceived many technical difficulties in operation and cultural difficulties, especially related to collaborative work, but the students considered the pedagogical tool as useful and feasible, considering the advantage of sharing information between peers as the greatest advantage of wiki tool. / O presente trabalho tem como objetivo analisar a vivência experimentada por alunos de uma turma de pedagogia, no uso pedagógico de uma ferramenta colaborativa baseada em wiki. A pesquisa foi realizada na Faculdade de Educação da Universidade de Brasília (UnB) em quatro semanas cedidas de uma disciplina denominada “Práticas Mediáticas de Informática na Educação” cedidas pelo orientador desta dissertação. Trata-se de um estudo de caso que utiliza uma metodologia de pesquisa-ação participativa. Para colher as opiniões dos participantes, foram aplicados: questionário; entrevistas individuais e em grupo; e um seminário com participação de grupos formados por temas. Como referencial teórico, foram utilizado os quatro critérios de análise de Dillenbourg (situação, interação, mecanismo e efeito) da Aprendizagem Colaborativa Suportada por Computador (CSCL) e o modelo de construção colaborativa de conhecimento de Stahl para projetar o Ambiente de Construção de Conhecimento (KBE) utilizado. Antes de aplicar este estudo de caso, vários outros foram analisados, assim, o projeto levou em conta a experiência de outras pesquisadores do tema. Através da análise dos resultados, foram percebidos pelos alunos várias dificuldades técnicas de operação e dificuldades culturais, especialmente relacionados a colaboração em equipe; porém os alunos consideraram a ferramenta como pedagogicamente útil e viável, considerando a vantagem de compartilhamento de informações entre pares como a maior vantagem da ferramenta wiki.

Peer assessment is a process where learners evaluate and provide feedback on one another’s performance, which is critical to the student learning process. Earlier research has shown that it can improve student learning outcomes in various settings, including the setting of engineering education, in which collaborative teaching and learning activities are common. Peer assessment activities in computer-supported collaborative learning (CSCL) settings are becoming more and more common. When using digital technologies for performing these activities, much student data (e.g., peer feedback text entries) is generated automatically. These large data sets can be analyzed (through e.g., computational methods) and further used to improve our understanding of how students regulate their learning in CSCL settings in order to improve their conditions for learning by for example, providing in-time feedback. Yet there is currently a need to automatise the coding process of these large volumes of student text data since it is a very time- and resource consuming task. In this regard, the recent development in machine learning could prove beneficial. To understand how we can harness the affordances of machine learning technologies to classify student text data, this thesis examines the application of five models on a data set containing peer feedback from 231 students in the settings of a large technical university course. The models used to evaluate on the dataset are: the traditional models Multi Layer Perceptron (MLP), Decision Tree and the transformers-based models BERT, RoBERTa and DistilBERT. To evaluate each model’s performance, Cohen’s κ, accuracy, and F1-score were used as metrics. Preprocessing of the data was done by removing stopwords; then it was examined whether removing them improved the performance of the models. The results showed that preprocessing on the dataset only made the Decision Tree increase in performance while it decreased on all other models. RoBERTa was the model with the best performance on the dataset on all metrics used. Explainable artificial intelligence (XAI) was used on RoBERTa as it was the best performing model and it was found that the words considered as stopwords made a difference in the prediction. / Kamratbedömning är en process där eleverna utvärderar och ger feedback på varandras prestationer, vilket är avgörande för elevernas inlärningsprocess. Tidigare forskning har visat att den kan förbättra studenternas inlärningsresultat i olika sammanhang, däribland ingenjörsutbildningen, där samarbete vid undervisning och inlärning är vanligt förekommande. I dag blir det allt vanligare med kamratbedömning inom datorstödd inlärning i samarbete (CSCL). När man använder digital teknik för att utföra dessa aktiviteter skapas många studentdata (t.ex. textinlägg om kamratåterkoppling) automatiskt. Dessa stora datamängder kan analyseras (genom t.ex, beräkningsmetoder) och användas vidare för att förbättra våra kunskaper om hur studenterna reglerar sitt lärande i CSCL-miljöer för att förbättra deras förutsättningar för lärande. Men för närvarande finns det ett stort behov av att automatisera kodningen av dessa stora volymer av textdata från studenter. I detta avseende kan den senaste utvecklingen inom maskininlärning vara till nytta. För att förstå hur vi kan nyttja möjligheterna med maskininlärning teknik för att klassificera textdata från studenter, undersöker vi i denna studie hur vi kan använda fem modeller på en datamängd som innehåller feedback från kamrater till 231 studenter. Modeller som används för att utvärdera datasetet är de traditionella modellerna Multi Layer Perceptron (MLP), Decision Tree och de transformer-baserade modellerna BERT, RoBERTa och DistilBERT. För att utvärdera varje modells effektivitet användes Cohen’s κ, noggrannhet och F1-poäng som mått. Förbehandling av data gjordes genom att ta bort stoppord, därefter undersöktes om borttagandet av dem förbättrade modellernas effektivitet. Resultatet visade att förbehandlingen av datasetet endast fick Decision Tree att öka sin prestanda, medan den minskade för alla andra modeller. RoBERTa var den modell som presterade bäst på datasetet för alla mätvärden som användes. Förklarlig artificiell intelligens (XAI) användes på RoBERTa eftersom det var den modell som presterade bäst, och det visade sig att de ord som ansågs vara stoppord hade betydelse för prediktionen.

The Australian business environment has been changing at an ever-increasing pace since the mid-1980s. Technological, economic and social changes have altered the working environment. There have been constant technological advances with information technology influencing most categories of work. Organisations in public and private sectors have ongoing expectations of increased productivity, increased quality of processes and swifter responsiveness to clients. Team roles have changed. Team members are multi-skilled and work is designed to emphasise the whole task. The Karpin Industry Task Force described a vision for an Australian business environment that would, by 2014, be one with a flexible, skilled and motivated workforce, world class managers, a customer comes first mentality, and an internationally competitive perspective. These characteristics are congruent with those of learning organisations. The aim of this study is to evaluate the suitability of groupware as the supporting infrastructure for a learning organisation. To do this, the study assesses the use of technology to support personal and team learning in a learning organisation, studies the impact of groupware on learning within workgroups, determines the extent to which communication and learning styles influence its effectiveness, and identifies ways in which groupware can be used to capture the information used to support knowledge management in an organisation. Two case studies are used to undertake this assessment. Three distinct yet related frameworks underpin this study. The first is that of Groupware and the related research frameworks of Computer Supported Cooperative Work (CSCW) and Computer Supported Collaborative Learning (CSCL). The second is the Learning Organisation and its supporting disciplines. The final framework is that of learning and the action-oriented learning processes. Each is examined and the interrelatedness of the frameworks is explored. The journey to produce this written material has been one of twists and turns, blind alleys and blinding revelations, observation and reflection. My choice of techniques has been eclectic, reflecting the breadth of theoretical material covered.

Le contexte de recherche de cette thèse est celui du passage des Environnements Interactifs d'Apprentissage avec Ordinateur (EIAO) aux Environnements Interactifs d'Apprentissage à Distance (EIAD). Nos travaux se situent plus particulièrement dans le champ de recherche des CSCL (Computer-Supported Collaborative Learning) qui s'attache à favoriser, par des moyens informatiques, la construction de connaissances de manière collective. Notre démarche consiste tout d'abord à réfléchir aux conditions à créer pour avoir de réelles activités collectives entre apprenants, puis à concevoir l'environnement informatique qui soutienne ces activités. Nous avons choisi d'utiliser la pédagogie de projet comme fondement pour ces activités collectives. Cette pédagogie a déjà fait ses preuves, principalement dans les situations d'apprentissage traditionnel en classe. Sa mise en oeuvre dans une situation d'apprentissage à distance doit être effectuée attentivement afin qu'elle soit adaptée à ce contexte. Notre thèse propose une mise en place de cette pédagogie en s'appuyant sur une organisation humaine en équipe, cette dernière étant composée d'apprenants se trouvant à distance et engagés dans un même projet. Un tuteur, distant lui aussi, joue alors le rôle de chef de projet pour suivre et assister les apprenants. La structuration du projet dans le temps étant très importante, nous préconisons une structuration en étapes composées elles-mêmes de phases synchrones et asynchrones qui rythment le projet. Afin de supporter cette pédagogie de projet à distance, nous avons conçu et développé un environnement informatique nommé SPLACH (Support d'une pédagogie de Projet pour L'Apprentissage Collectif Humain). Cet environnement intègre les outils nécessaires aux activités collectives (outils de communication asynchrones et synchrones, outil de partage d'application, outil de planification, outil de documentation). L'intérêt d'intégrer ces outils dans un même environnement est, d'une part, de faciliter l'utilisation du système par les apprenants, et, d'autre part, de pouvoir analyser les activités collectives dans la perspective d'apporter des conseils aux utilisateurs. Nous avons particulièrement étudié l'analyse des conversations synchrones en concevant une interface spécifique fondée sur des actes de langage et permettant la détermination de profils de comportements sociaux (animateur, indépendant, ...). SPLACH a été expérimenté dans deux contextes différents : avec des élèves de collège dans le domaine de l'apprentissage de la technologie et avec des étudiants québécois apprenant la programmation. Ces deux expérimentations montrent que SPLACH peut être utilisé dans différents contextes de formation et pour divers domaines d'apprentissage.

With increasing access to powerful computer processing and broadband Internet connectivity, persistent immersive worlds like Second Life are being adopted for use as virtual learning environments. The flexibility of these spaces, however, offers little innate direction for educators in terms of design and pedagogy considerations, creating a space for research, shared experience, and possibly the development of “best practices” literature. This multiple-case study explores the unique affordances of immersive environments for distance education with reference to the design, pedagogy, and student experience of two university-accredited courses taught entirely “in-world” on the Second Life platform.

With increasing access to powerful computer processing and broadband Internet connectivity, persistent immersive worlds like Second Life are being adopted for use as virtual learning environments. The flexibility of these spaces, however, offers little innate direction for educators in terms of design and pedagogy considerations, creating a space for research, shared experience, and possibly the development of “best practices” literature. This multiple-case study explores the unique affordances of immersive environments for distance education with reference to the design, pedagogy, and student experience of two university-accredited courses taught entirely “in-world” on the Second Life platform.

<p>I rapporten undersöks problemställningen ”<strong>Hur kan teorin om Gemensam grund och specifikt ”gemensamt avslut” bidra till en ökad förståelse för betydelsen av social interaktion i flexibel undervisning via datorförmedlad kommunikation?” </strong>i en fallstudie med fokus på videokonferenssystem vilka används i lärandemiljöer. Resultaten som framkom tydliggjorde att då ett sociotekniskt glapp uppstår tvingas studenterna att skapa alternativa strategier för att kunna uppnå just det här gemensamma avslutet. Därmed uppvisar också resultaten att drivkraften att uppnå gemensamt avslut inte endast är stark vid kommunikation som sker ansikte mot ansikte utan även vid datorförmedlad kommunikation. Fallstudiens resultat kan därmed ses som ett bidrag till grundforskningen i det att betydelsen av att uppnå gemensamt avslut vid datorförmedlad kommunikation uppvisas, vilket också förstärker betydelsen av Clarks (1996) teori om gemensam grund. Vidare har resultaten från fallstudien också använts för tillämpad forskning då designkonsekvenser tagits fram vilka beskriver hur videokonferenssystem i lärandemiljöer bör utformas för att studenter lättare ska kunna uppnå gemensamt avslut via systemen. Med hjälp av dessa designkonsekvenser kan det sociotekniska glappet reduceras och därigenom skapa ett framgångsrikt lärande för studenter vilka studerar via flexibelt lärande.</p>

<p>This work focuses on collaborative learning and how it canbe applied and supported in distance education. Previous workindi-cates that distance learners experience more loneliness,technical problems and lack of stimulation than face-to-facelearners do. Collaboration with peers may improve the feelingof connectedness and engagement. However, collaborativelearning is not the answer to all problems in distanceeducation--and it creates new problems. The present workexplores problems, opportunities and processes whencollaborative learning is introduced in distance education--andsuggests solutions.</p><p>Related research on distance education andcomputer-supported collaborative learning is reviewed andrelated to own research. The different roles of information andcommunication technology in these areas are described.</p><p>Six own research papers are reviewed and integrated. Threeof them explore university courses on computer use in society.Learners interacted mainly through a forum system, i.e. asystem for text-based, asynchronous electronic conferences anddiscussions. The special character offorum communication hadan impact on communication and collaboration processes. Onepaper summarizes these results and deduces a first list of tipsto teachers and systems designers, aiming to reduce problemsand take advantage of collabo-rative-learningopportunities.</p><p>One paper, a report to the Swedish School Board, provides anoverview of research on distance education, withrecommendations for use in secondary schools.</p><p>To get a broader picture of distance-education learners andtheir special situation and interests, a study was conducted inAustralia. Most of the learners were secondary-school students,living far away from towns. Communication was normallyrestricted to mail, radio and telephone. Opportunities forcollaboration between peers were rare, and correspondencetraditions and the lack of technological infrastructure weredelaying changes. However, a development towards morecollaborative learning had started.</p><p>Empirical data were gathered ethnographically in naturalcourse settings. Results were analysed using 'activity theory'as a framework.</p><p>The main contribution of this work is a description of howthree groups of learning processes develop and interact: (a) ofcontent, (b) of communication, and (c) of collaboration. Theyform the spiralling model of a<b>"Triple Helix"</b>. Finally, detailed advice is given aschecklists to organisations, teachers, learners and systemdesigners.</p><p><b>Keywords:</b>Distance education, Collaborative learning,Computer-supported collaborative learning, Information andcommuni-cation technology, ICT, Forum system, Learningprocesses.</p>