Task Analysis and the design of face to face computer supported collaborative learning activities (original) (raw)
Related papers
2006
This paper shows how Task Analysis can be a powerful tool for the design of collaborative applications supported by wirelessly interconnected handhelds. We define a methodology for the design of such activities. It basically consists in performing a Task Analysis on an Interaction Model to obtain the set of all possible interactions between actors. Then a class of activities is defined by selecting a subset of tasks. These, applied to a specific topic, determine a set of specific tasks which constitute an instance of the class of activities. The specific tasks build the desired activity and define the possible face to face interactions that can happen during the activity execution. These specific tasks also allow us to define an observation guideline that assists the system validation. We show with an example how such a methodology is applied for a collaborative learning activity mediated by a teacher and wirelessly interconnected handhelds.
This paper shows how Task Analysis can be a powerful tool for the design of collaborative applications supported by wirelessly interconnected handhelds. We define a methodology for the design of such activities. It basically consists in performing a Task Analysis on an Interaction Model to obtain the set of all possible interactions between actors. Then a class of activities is defined by selecting a subset of tasks. These, applied to a specific topic, determine a set of specific tasks which constitute an instance of the class of activities. The specific tasks build the desired activity and define the possible face to face interactions that can happen during the activity execution. These specific tasks also allow us to define an observation guideline that assists the system validation. We show with an example how such a methodology is applied for a collaborative learning activity mediated by a teacher and wirelessly interconnected handhelds.
Task Modeling in Computer Supported Collaborative Learning Environments to Adapt to Mobile Computing
Lecture Notes in Computer Science, 2004
Using the new wireless technologies, mobile devices with small displays (handhelds, PDAs, mobile phones) are present in many environments. We are interested in the effective use of such ubiquitous computing devices for collaborative learning. We show here their application to a case study, the teaching of Domotics. To achieve our goal, we analyze the tasks which are susceptible of improvement through ubiquitous computing. We intend to identify common high-level task patterns in Computer Supported Collaborative Learning (CSCL) environments and guidelines that facilitate the creation of a complete semi-automatic environment that generates CSCL and ubiquitous tools, independent of the study domain and of the platform.
Handheld devices for cooperative educational activities
2006
Abstract This paper presents a framework that aims to support several steps of learning activities. Working either on mobile and non-mobile devices, Test-IT, allows users to learn ubiquitously and to proceed with their work at any time and place. It approaches both teaching and learning activities, allowing teachers and students to cooperate using common mobile devices to transfer information between each other. We describe the requirements for using such tool on mobile devices and comment some of the current approaches.
Interaction-Based Design for Mobile Collaborative-Learning Software
IEEE Software, 2007
0 7 4 0 -7 4 5 9 / 0 6 / $ 2 0 . 0 0 © 2 0 0 6 I E E E J u l y / A u g u s t 2 0 0 7 I E E E S O F T W A R E 8 1 Execution Interaction model User interface specification UI script Activity specification Interaction model instance Designer Teacher Interaction protocols Developer (composition and development) Design Flexible model Application specification Library UI library Actions Implementation Flexible architecture Figure 1. Developing interaction components for computer-supported collaborative learning. 8 2 I E E E S O F T W A R E w w w. c o m p u t e r. o r g / s o f t w a r e PDA Student Small group Whole class Teacher Face-to-face communication Figure 2. An interaction model for mobile computer-supported collaborative learning (MCSCL) activities. Straight lines represent teacher-student interaction or teacher-small group interaction; dotted lines represent teacher-whole class interaction. J u l y / A u g u s t 2 0 0 7 I E E E S O F T W A R E
Designing Computer Supported Collaborative Learning Activities for Specific Contexts
PsychNology Journal, 2004
This paper explores the design of computer supported collaborative learning activities. There is a need for methods to develop learning activities suitable for various domains. The context in focus here is workplace learning, specifically collaborative learning among mobile and distributed colleagues. The design method proposed builds on input from qualitative studies, organized learning activities and the possibilities of new technology. Scenarios are used to be able to evaluate and innovate learning activities. In this paper the use of ...
Journal of Systems and Software, 2011
Mobile devices such as PDAs, smartphones and tablet computers are becoming increasingly popular, setting out opportunities for new ways of communicating and collaborating. Research initiatives have ascertained the potential of mobile devices in education, and particularly, the benefits of incorporating them in the classroom for eliciting collaborative learning and active student participation. However, the development of technology-supported learning environments poses challenges to education researchers, practitioners, and software technologists in creating educational tools that respond to real needs of instructors and learners, meet clearly defined didactic purposes, and are practical for the intended audience. This article reports on a technology for facilitating the implementation of collaborative learning environments in the classroom supported by one-to-one mobile computing. The approach encompasses a framework supporting the design and implementation of the mobile software, and a design-based process that guides interdisciplinary efforts utilizing the framework, towards creating effective pedagogical models based on collaborative learning. The proposed design-based process allowed us to develop pedagogical models that respond to real needs of learners and instructors, where development is grounded on rigorous scientific research, allowing to reuse both knowledge and software, and showing an improvement of the mobile software built based on continuous experimentation and evaluation. A case study illustrating the application of the technology is presented and plans for future research are discussed.
Enhancement of Collaborative Learning Activities using Portable Devices in the Classroom
J. Univers. Comput. Sci., 2011
Computer Supported Collaborative Learning could highly impact education around the world if the proper Collaborative Learning tools are set in place. In this paper we describe the design of a collaborative learning activity for teaching Chemistry to Chilean students. We describe a PDA-based software tool that allows teachers to create workgroups in their classrooms in order to work on the activity. The developed software tool has three modules: one module for teachers, which runs on a PC and lets them create the required pedagogical material; second, there is a PDA module for students which lets them execute the activity; finally, a third module allows the teacher set workgroups and monitor each workgroup during
In this paper we present a framework (CA-Mobile Framework) for developing educational activities for collaborative learning based on mobile devices. The framework has two main components, the Reference Document component and an API for developing mobile software. This framework is an alternative approach for developing mlearning activities with an integral approach that includes educative and technological aspects through a process model. The framework components, including a process model for applying the framework are described. An evaluation of the value of the Reference Document component through the design of an educational activity was conducted with a group of eight teachers, without previous experience on the design of educational activities based on mobile devices, divided in small groups working independently on the design of the same activity. The design products of each group were compared with a control design developed by authors. The results shown that all groups were capable of replicate the control design using the CA-Mobile Framework Index Terms-API library, collaborative learning, mlearning, framework, instructional design, process model.
Face-to-face collaborative learning supported by mobile phones
Interactive Learning Environments, 2011
The use of handheld computers in educational contexts has increased considerably in recent years and their value as a teaching tool has been confirmed by many positive experiences, particular within collaborative learning systems (MCSCL). The cost of the devices has hindered widespread use in schools, however, and cell phones have emerged as an attractive alternative. To test the functionality of cell phones as a platform for collaborative educational activities, the authors adapted an existing PDA application for use on cell phones equipped with Wi-Fi. This article examines the problems of developing applications for this alternative technology and reports on a usability analysis of a collaborative classroom activity for teaching physics. The results confirm the viability of the cell phone platform, with due account taken of the device's processing, network and interface limitations. With an appropriate design, users quickly master the technology, though a certain decline in efficiency relative to PDAs was observed.