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Pierre. Dillenbourg@tecfa. unige. ch e h T of r u o l o c s e r i w The DIS you intens CLA ive r un IME usa ders R g e of tand P ing of a ower. Po ped i ago nt may gica l rel damag e atio nsh ip.

Pierre. Dillenbourg@tecfa. unige. ch The DIS effe CLA cts app IME ly to of co R llab the situ orativ atio e le arni n yo ng m u ha ve d ay n esig ot ned.

Computer Supported Collaborative Learning Pierre. Dillenbourg@tecfa. unige. ch ail m e h t Give CMC has to be like F 2 F 1 Add th Scenario e video 2

COMPUTER 2 1 Pierre. Dillenbourg@tecfa. unige. ch SUPPORTED COLLABORATIVE LEARNING Semi-structured interfaces WYSIWIS Awareness ty i l a tu u M u r t S Persistency Reflectivity Contextuality ctu on i t ra n io t a l gu e R Explanation Abstraction Argumentation Grounding Mutual Regulation

Pierre. Dillenbourg@tecfa. unige. ch Scenario "Argue. Graph" Phase 1

Pierre. Dillenbourg@tecfa. unige. ch Scenario "Argue. Graph" Phase 2

Pierre. Dillenbourg@tecfa. unige. ch Scenario "Argue. Graph" Phase 3

Scenario "Argue. Graph" Phase 4 Pierre. Dillenbourg@tecfa. unige. ch Theories Behavioursim Design choices Immediate FB Delayed FB Microworld FB Constructivism Metacognition

Argue. Graph Data (Exp. 3) Pierre. Dillenbourg@tecfa. unige. ch Reformulation Justification Solo 57 % 43 % Duo 15 % 85 %

Argue. Graph Data (Exp. 3) Pierre. Dillenbourg@tecfa. unige. ch "We answer 3 because motivation is important" "We answer 2 if the learner is a child but we answer 3 for adult learners" "We choose 3 because 2 does not work" Accept Condition Discard No Conflict 28 1 3 Conflict 23 11 1

Argue. Graph Data (Exp. 3) Arg(AB) <> Arg(A) & Arg(AB) <> Arg(B) Arg(AB)=Arg(A) U Arg(B ) Pierre. Dillenbourg@tecfa. unige. ch New Union Arg(AB) =Arg(A) or Arg(AB) =Arg(B ) Victory No Conflict 6 16 10 Conflict 14 8 13 X 2=6. 2, p<. 05)

Pierre. Dillenbourg@tecfa. unige. ch New version of Argue. Graph

What's the problem with exp 4 ? Exp 1 -3 pseudo-task Exp 4 pseudo-task Pierre. Dillenbourg@tecfa. unige. ch Coffee-break debriefing 1 week debriefing

1 t r Pa ? t a h w o S : Pierre. Dillenbourg@tecfa. unige. ch • Collaboration has to be structured. – Web environments provide the structure by making a scenario (phases & roles) concrete. – Scenario are hard to generalize • • ergonomics, timing, didactic contract, … – Integrate communication in the task. • Collaboration has to be regulated (…)

Tools for distance education Pierre. Dillenbourg@tecfa. unige. ch Tools for distance activities in hybrid teaching Tools for supporting presential activities with computer-activities Tools for supporting face-toface interactions

Part 2: Pierre. Dillenbourg@tecfa. unige. ch The more F 2 F-like is not necessarily the better! Phillips B. , Should we take Turns ? , CHI 2000

Pierre. Dillenbourg@tecfa. unige. ch Phillips B. , Should we take Turns ? , CHI 2000

! Pierre. Dillenbourg@tecfa. unige. ch The more F 2 F-like is not necessarily the better Phillips B. , Should we take Turns ? , CHI 2000

Aubergendu Bout de Nappe r e t s l Oy Gu Restaurant Room 5 Note Room 6 Colonel Von Lucie Salève Schneider Room 7 Room 8 Hans Wenger Heidi Zeller Kitchen Pierre. Dillenbourg@tecfa. unige. ch Oscar Salève Private og L e n o h P Lobby g Paintin Jacques Salève Giuzeppe Vesuvio Entrance y Registr ce n a r u s In Bar Marie Salève Lisa Jones Claire & Rolf Loretan Room 1 Room 2 Room 3 et k c a j i Sk MLV Room 4 WHO KILLED MONA-LISA? Gun

MOO Whiteboard > " Hi colleague > ' Where are you? > ask MS about last night > look gun > ask MS about last gun > read insurance > read all from DN 2 > read Hans from DN 2 Pierre. Dillenbourg@tecfa. unige. ch > compare DN 1 with DN 2 MOO > " skjhkjh dfsdfsf > ask Helmut about last night > ask MS about mona > look painting > read all from DN 1 > read Hans from DN 1 > compare DN 1 with DN 1 Whiteboard

Bootnap experiments, Dillenbourg & Traum, 1997 Pierre. Dillenbourg@tecfa. unige. ch Index of complexity Low acknowledgers: High acknowledgers: 0. 9

Pierre. Dillenbourg@tecfa. unige. ch Interwoven Turns 88. 5 r 1 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 r 1 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

Pierre. Dillenbourg@tecfa. unige. ch

Pierre. Dillenbourg@tecfa. unige. ch Knowledge Whiteboard Display Persistent Non-Persistent Non Persistent MOO dialogues

CMC is a different system from F 2 F Pierre. Dillenbourg@tecfa. unige. ch Persistency Contexuality Reflexivity

Pierre. Dillenbourg@tecfa. unige. ch Virtual places modify communication patterns Acknowledgment Delay: 59 sec. 39 sec Acknowledgment Rate: 34 % 50%

Pierre. Dillenbourg@tecfa. unige. ch Places create a shared context He lies!

Pierre. Dillenbourg@tecfa. unige. ch Proximity creates a shared context

CMC is a different system from F 2 F Pierre. Dillenbourg@tecfa. unige. ch Persistency E. Churchill et al, FX Palo Alto Lab Contexuality Reflexivity

CMC is a different system from F 2 F Pierre. Dillenbourg@tecfa. unige. ch Persistency Contexuality Reflexivity Argue. Graph

CMC is a different system from F 2 F Pierre. Dillenbourg@tecfa. unige. ch Persistency Contexuality Lehtinen et al. (1999) Reflexivity

CMC is a different system from F 2 F Pierre. Dillenbourg@tecfa. unige. ch Persistency Contexuality Reflexivity R. Rodenstein & J. Donath, MIT Media Lab

CMC is a different system from F 2 F Pierre. Dillenbourg@tecfa. unige. ch Persistency Contexuality Reflexivity Patrick Jermann (TECFA/LRDC)

Media features Cotemporality (messages received at the same time as sent). n a n n Sequentiality (can the turns get out of sequence). e r B ) Reviewability (can they review messages, after they have been & 91 first received). k 9 ar before Reviseability (can the producer edit the message privately 1 l ( C sending Pierre. Dillenbourg@tecfa. unige. ch Simultaneity (can both parties send messages at the same time or do they have to take turns) Co-presence (can see the same things). Visibility (can see each other). Audibility (can hear each other) d m e t e u t b s i Sy Reflexivity (representing interactions). r t s e Contextuality (keep the context with the message) Di iv t i n g Co Persistency (how long it remains displayed).

The CMC tools are parts of the distributed cognitive system Pierre. Dillenbourg@tecfa. unige. ch Tool features • Persistency • Reflexivity • Contextuality Distributed Cognitive System • Group memory • Group regulation • Group understanding

News Pierre. Dillenbourg@tecfa. unige. ch CSCL Book Series (Kluwer) Euro-CSCL Conference: Maastricht, NL, March 2001 deadline: October 15 th Jobs @ Geneva Interaction Lab