Awareness and coordination in shared workspaces
CSCW '92 Proceedings of the 1992 ACM conference on Computer-supported cooperative work
WETICE '02 Proceedings of the 11th IEEE International Workshops on Enabling Technologies: nfrastructure for Collaborative Enterprises
Designing collaborative learning systems: current trends & future research agenda
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Adapting Interaction Analysis to Support Evaluation and Regulation: A Case Study
ICALT '06 Proceedings of the Sixth IEEE International Conference on Advanced Learning Technologies
International Journal of Artificial Intelligence in Education
Social information sharing in a CSCL community
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Construction of interaction observation systems for collaboration analysis in groupware applications
Advances in Engineering Software
Emerging and scripted roles in computer-supported collaborative learning
Computers in Human Behavior
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Interaction analysis (IA) methods and tools aim to enhance collaboration, providing support for basic functions such as awareness, regulation or evaluation. The importance of these functions depends on the roles played by the participants in a collaborative experience. For this reason, IA tools need to recognize the dynamic role transitions that usually occur in authentic learning settings, as well as to interpret and manage the information needs required by these changing roles. We are working in the definition, developing and validation of a conceptual framework for characterizing roles in collaborative learning contexts that aims at supporting IA tools in achieving these goals. In this paper we present the main results obtained from an experience that illustrates how this framework, initially proposed in a previous paper, supports the definition of IA indicators and values for detecting role transitions in a dynamic way. This experience is part of a longitudinal validation process of the framework that we are carrying out in various authentic learning contexts.