Visualizations at First Sight: Do Insights Require Training?
USAB '08 Proceedings of the 4th Symposium of the Workgroup Human-Computer Interaction and Usability Engineering of the Austrian Computer Society on HCI and Usability for Education and Work
Information Sharing and Interaction in Collaborative Convergence
Proceedings of the 2007 conference on Supporting Learning Flow through Integrative Technologies
A framework for eclectic analysis of collaborative interaction
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
To score or not to score? tripling insights for participatory design
IEEE Computer Graphics and Applications - Special issue on sketching tangible interfaces augmented reality on mobile phones
A unified framework for multi-level analysis of distributed learning
Proceedings of the 1st International Conference on Learning Analytics and Knowledge
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This work is based on the premise that the interactional construction of meaning is as important in online settings as it is face-to-face, especially in collaborative learning. Yet most studies of online learning use quantitative methods that assign meaning to contributions in isolation and aggregate over many sessions, obscuring the situated procedures by which participants accomplish learning through the affordances of online media. Methods for studying the interactional construction of meaning are available, but have largely been developed for brief episodes of face-to-face data, and need to be adapted to online learning where media resources, time scale, and synchronicity differ. In order to resolve this tradeoff, we have prototyped an abstract transcript notation to support sequential and interactional analysis of distributed and asynchronous interactions. The paper describes applications to data derived from asynchronous interaction of dyads and small groups.