Model for analyzing collaborative knowledge construction in a quasi synchronous chat environment
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Model for Analyzing Collaborative Knowledge Construction in a Quasi-Synchronous Chat Environment. Juan Dee WEE & Chee-Kit LOOI. What might be new?. A graphical representation of chat flow

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Model for Analyzing Collaborative Knowledge Construction in a Quasi-Synchronous Chat Environment

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Model for analyzing collaborative knowledge construction in a quasi synchronous chat environment

Model for Analyzing Collaborative Knowledge Construction in a Quasi-Synchronous Chat Environment

Juan Dee WEE & Chee-Kit LOOI


What might be new

What might be new?

  • A graphical representation of chat flow

  • Example(s) where triangulation (through participants’ reflections) agreed and disagreed with model drawn by researchers


Data collection in singapore

Data collection in Singapore

  • Junior college students from Singapore (age 17)

  • Groups of 3 worked together to solve math problems on VMT-Chat

  • Several chat transcripts in 2006 & 2007

  • Advantage: we have access to the students

  • Some new data since this paper’s online discussion in early June


Singapore context briefing before vmt session

Singapore Context:Briefing before VMT Session


Vmt orientation session in the computer laboratory

VMT Orientation Session in the Computer Laboratory


Model for analyzing collaborative knowledge construction in a quasi synchronous chat environment

Opened Ended Mathematics Question placed on the shared whiteboard


Model for analyzing collaborative knowledge construction in a quasi synchronous chat environment

VMT Chat Interface


Build on

Build on

  • Grounded Theory (Glaser & Strauss, 1967)

  • Interactional Analysis (Jordan & Henderson, 1995)

  • Meaning-making in a small group (Stahl, 2006)

  • Uptake analysis (Suthers, 2005; Suthers et al, 2007)


Collaboration interaction model

Collaboration Interaction Model

  • We develop a method of analysis called Collaboration Interaction Model to study meaning-making paths

  • Adapted from the methodology of Grounded Theory


Collaboration interaction model1

Collaboration Interaction Model

  • Seeks to trace the development of knowledge construction.

  • A analytical and representational tool.


Constructing the cim

Constructing the CIM

  • Chat posting and whiteboard representations coded.

  • VMTplayer

  • Individual Uptake Descriptor Table

Individual Uptake Descriptor Table


Model for analyzing collaborative knowledge construction in a quasi synchronous chat environment

VMT Chat Transcript


Model for analyzing collaborative knowledge construction in a quasi synchronous chat environment

C106

C86

C90

C112

C92

C94

C109

C96

C98

C103

C101

C97

C93

C91

C100

C87

C113

C108

C110

C115

C104

C105

C95

C107

C99

C111

C88

C114

Question

Stage 3: Agreeing on the injective function

Question

Pivotal Contribution

Pivotal Contribution

Stage1: Making sense of part (e)

Pivotal Contribution

C102

CIM before Triangulation with Uptake Descriptor Table

Stage 2: Finding the range or domain

Student reading off from the question

This session was conducted during the June holidays. Students were accessing the VMT from home (geographically apart). The above CIM shows a 10 mins 11 seconds chat between 3 JC 1 students. The mathematics topic is function.

weekheng

song sue

queklinser


Individual uptake descriptor table

Individual Uptake Descriptor Table


Linser s uptake descriptor table

Linser’s Uptake Descriptor Table


Model for analyzing collaborative knowledge construction in a quasi synchronous chat environment

C106

C86

C90

C112

C92

C94

C109

C96

C98

C103

C101

C97

C93

C91

C100

C87

C113

C108

C110

C115

C104

C105

C95

C107

C99

C111

C88

C114

Question

Stage 3: Agreeing on the injective function

Question

Pivotal Contribution

Pivotal Contribution

Stage1: Making sense of part (e)

Pivotal Contribution

C102

CIM after Triangulation with Uptake Descriptor Table

Stage 2: Finding the range or domain

Student reading off from the question

This session was conducted during the June holidays. Students were accessing the VMT from home (geographically apart). The above CIM shows a 10 mins 11 seconds chat between 3 JC 1 students. The mathematics topic is function.

weekheng

song sue

queklinser


Another vmt math s problem

Another VMT Math’s Problem


Model for analyzing collaborative knowledge construction in a quasi synchronous chat environment

VMT Chat Transcript


Model for analyzing collaborative knowledge construction in a quasi synchronous chat environment

C17

C10

C15

C8

C20

C13

C24

C6

C3

C22

C11

C19

C2

C9

C7

C5

C21

C16

C18

C23

C1

C12

C25

C14

C4

kentnee

Ma_China_Tor

chenchen

Pivotal Contribution

Stage 1: How to f(x) is a 1-1 function

Pivotal Contribution

Stage 2: Using the knowledge of Composite Functions to find range/domain.

CIM constructed based on Researcher’s interpretation of the chat transcript


Model for analyzing collaborative knowledge construction in a quasi synchronous chat environment

Kentee’s Uptake Descriptor Table


Model for analyzing collaborative knowledge construction in a quasi synchronous chat environment

Ma_China_Tor’s Uptake Descriptor Table


Chenchen s uptake descriptor table

Chenchen’s Uptake Descriptor Table


Model for analyzing collaborative knowledge construction in a quasi synchronous chat environment

C20a

C13

C15

C10

C8

C22

C24

C6

C20b

C3

C17

C19b

C19a

C11

C9

C7

C2

C5

C16

C1

C4

C12

C21

C18

C23

C25

C14

kentnee

Ma_China_Tor

chenchen

Pivotal Contribution

Stage 1: How to f(x) is a 1-1 function

Pivotal Contribution

Stage 2: Using the knowledge of Composite Functions to find range/domain.

CIM constructed based on researcher’s interpretation of the chat transcript and the participant’s individual descriptor table


Uptakes of contribution

Uptakes of Contribution

  • Situations where participants are manipulating previous contributions (Suthers 2005,2006) by the group.

  • Adaptation of the notation of Uptakes:

  • Two types of uptakes: Intersubjective and Intrasubjective.

  • Interpretation of Contribution motivates the manipulation


Our constructs

Our Constructs

  • Contributions consist of chat postings (Chat), artifact construction and manipulation (Shared Whiteboard).

  • Stages consist of several contributions which are anchored by pivotal contributions.


Our constructs1

Our Constructs

  • Pivotal Contributions serve as a boundary of any stage, commencing the shaping or changing of direction of the discourse.

  • Uptakes Arrows represent individual’s interpretations on prior contribution constructed group members including self.


Stages in the cim

Stages in the CIM

  • Events in temporal and spatial orientation can be segmented in some way (Kendon, 1985; Jordan & Henderson, 1995)

  • Negotiation across segment boundaries.

  • This is known as stages in the CIM

  • ABRUPT verses SEAMLESS stage transition


Pivotal contribution

Pivotal Contribution

  • Contribution pivoting the discourse a particular direction.

  • Motivated by observation of contributions that are fundamentally critical.

End of Chat

Start of Chat

Pivotal Contributions

Stage 1

Stage 2

Stage 4

Stage 5

Stage 3

CIM Vector Diagram


Pivotal contribution1

Pivotal Contribution

  • Selection Criteria

    (1) Researcher’s perspective to map out boundaries in the CIM.

    (2) Identify one Contributions that sit on the boundaries. (Chat line or Shared whiteboard)

    (3) Interrater reliability – Cohen’s Kappa>0.8.


Discussion

Discussion

  • Generality of the CIM

  • Data Session

  • Unit of Analysis


Discussion1

Discussion

  • Stages in the CIM

  • Problem Design

  • Level of Analysis


Conclusion

Conclusion

  • A structural view of interaction across the chat transcript (shared whiteboard and chat line).


Conclusion1

Conclusion

  • CIM is constructed based on the triangulation three data sources

    1. VMTplayer

    2. Individual Uptake Descriptor Table

    3. Focus Group


Future work

Future Work

  • Theoretical grounding of the concepts and methodology

  • Operationalizing these concepts

  • Apply CIM to many transcripts to test out the generality of the model.

  • Using the CIM to aid educators in understanding the students’ problem-solving and collaboration.


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