Summary spring 06. Anders Mørch TOOL 5100, 16.05.06 & 20.05.06. Outline. 4-5 foils from each of the previous presentations, slightly edited Tries to capture the important points, but strips off important context
TOOL 5100, 16.05.06 & 20.05.06
office info. systems
eductational contextRelationships between HCI, CSCW, and CSCL
Collaboration can be considered as a special form of interaction. Engeström (1992) has elaborated a three-level notion of developmental forms of interaction; coordination, cooperation, and reflective communication.
According to another definition Collaboration can be defined as a process of participating in knowledge communities. As pointed out by Brufee (1993, p.3) collaboration is "a reculturative process that helps students become members of knowledge communities whose common property is different from the common property of the knowledge
communities they already belong to".
Collaboration as seen as a special form of interaction, and collaboration as a process of participation in collective activities ("working together"), include the idea of achieving shared goals. It appears that we can--that perhaps we must--analyze collaborative activities on both micro and macro levels.
- Communicative ideas within a comment were analyzed by specifying the object of inquiry: Linguistic form, research question, research methods, information, explanation, other or unspecified
They will never be able to avail themselves of the flexibility, scalability and speed offered by information technology
Goal / intentions Knowledge-Building Process(1)
To integrate pedagogical agents with
collaborative environments (synchronous and asynchronous)Pedagogical agents in CSCL
These rules and roles are not straight forward for most participants. The “player” need to learn at least one role in order to successfully participate e.g. to be a collaborator.
Four dimensions which are relevant to adopt:
a) collaboration principles
b) knowledge building
“an understanding of the activities of others, which provides a context for your own activity” (Dourish & Bellotti, 1992)
“an understanding of the generalized activities of others, which provides a context for your own activity” (Mørch, Jondahl & Dolonen, 2005)
(e.g. Toulmin – warrants and backings used to make claims are shaped by the guiding conceptions and values of the field/community)