Session:「Learning 2」

Where is Community Among Online Learners?: Identity, Efficacy and Personal Ties

論文URL: http://dl.acm.org/citation.cfm?doid=3173574.3173866

論文アブストラクト: Research questions about community among online learners are gaining importance as enrollments in online programs explode. However, what community means for this context has not been studied in a comprehensive way. We contribute a quantitative study of learners' feelings and behavior expectations about online community, adapting scales for sense of community (SOC) and developing an instrument to assess community collective efficacy (CCE). Our analysis of students' responses to these scales revealed two factors underlying SOC (shared identity and interpersonal friendship) and three factors underlying CCE (identity regulation, coordination and social support). We used these factors to discuss contrasting definitions of community (shared identity versus ego networks). Exploratory data analyses also revealed relationships to other student variables that begin to articulate roles and mechanisms for online students' felt community, and raise design implications about what we might do with and for the community structure.

日本語のまとめ:

オンラインコミュニティにおける学習者の気持ちや行動を予想する量的な研究として、コミュニティの機能に適応するスケール(SOC)とコミュニティ全体の有効性(CCE)を評価するためのツールを開発した.

Evaluating CoBlox: A Comparative Study of Robotics Programming Environments for Adult Novices

論文URL: http://dl.acm.org/citation.cfm?doid=3173574.3173940

論文アブストラクト: A new wave of collaborative robots designed to work alongside humans is bringing the automation historically seen in large-scale industrial settings to new, diverse contexts. However, the ability to program these machines often requires years of training, making them inaccessible or impractical for many. This paper rethinks what robot programming interfaces could be in order to make them accessible and intuitive for adult novice programmers. We created a block-based interface for programming a one-armed industrial robot and conducted a study with 67 adult novices comparing it to two programming approaches in widespread use in industry. The results show participants using the block-based interface successfully implemented robot programs faster with no loss in accuracy while reporting higher scores for usability, learnability, and overall satisfaction. The contribution of this work is showing the potential for using block-based programming to make powerful technologies accessible to a wider audience.

日本語のまとめ:

大人の初心者プログラマを対象にして直感的に理解できるようにするためロボットプログラミングインタフェースを開発し,2つのプログラミング方法と比較した.

ConceptScape: Collaborative Concept Mapping for Video Learning

論文URL: http://dl.acm.org/citation.cfm?doid=3173574.3173961

論文アブストラクト: While video has become a widely adopted medium for online learning, existing video players provide limited support for navigation and learning. It is difficult to locate parts of the video that are linked to specific concepts. Also, most video players afford passive watching, thus making it difficult for learners with limited metacognitive skills to deeply engage with the content and reflect on their understanding. To support concept-driven navigation and comprehension of lecture videos, we present ConceptScape, a system that generates and presents a concept map for lecture videos. ConceptScape engages crowd workers to collaboratively generate a concept map by prompting them to externalize reflections on the video. We present two studies to show that (1) interactive concept maps can be useful tools for concept-based video navigation and comprehension, and (2) with ConceptScape, novice crowd workers can collaboratively generate complex concept maps that match the quality of those by experts.

日本語のまとめ:

ConceptScape:概念駆動型のナビゲーションと講義ビデオの理解をサポートするために、概念マップを生成し提示するシステム. ユーザに概念マップを生成し、ビデオ上で反射を外部化するよう促す.

Collaborative Live Media Curation: Shared Context for Participation in Online Learning

論文URL: http://dl.acm.org/citation.cfm?doid=3173574.3174129

論文アブストラクト: In recent years, online education's reach and scale have increased through new platforms for large and small online courses. However, these platforms often rely on impoverished modalities, which provide limited support for participation in social learning experiences. We present Collaborative Live Media Curation (CLMC), a new medium for sharing context and participation in online learning. CLMC involves collaborative, synchronous collection, creation, and assemblage of web media, including images, text, video, and sketch. CLMC integrates live media including streaming video, screenshares, audio, and text chat. We deploy and study LiveMâché, a CLMC technology probe, in four situated online learning contexts. We discovered student and instructor strategies for sharing context and participating including creating curations in advance, sketching to illustrate and gesture, real-time transformations, sharing perspective, and assembling live streams. We develop implications through live experience patterns, which describe how spatial and computing structures support social activities.

日本語のまとめ:

Collaborative Live Media Curation (CLMC): イメージ、テキスト、ビデオ、スケッチなどのWebメディアを共同で同期収集、作成、および組み立てることができる.