Campus

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Campus
Virtual
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What's a virtual campus?
a web site for higher education
distance présence

covers a curriculum
a spatial metaphor
an opportunity to change education
student managment
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RESEARCH
TEACHING
Master degree based on the Web since 1994
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Structure of our Master Degree
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Problems Solutions
install effect
Cumulated overload
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1
Flexibity ? Workload Time is our bottleneck
(more than bandwidth)
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1
Integrate time in the design Add time managment
tools
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Would you take the plane if pilots were trained
on the Web ?
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2
Constructivism ? Learner Control Creativity
is our bottleneck (especially for presence
activities)
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ArgueGraph
Phase1
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ArgueGraph
Phase 2
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ArgueGraph
Phase 3
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ArgueGraph
Phase 4
Theories Behavioursim Constructivism Metacognition
Design choices Immediate FB Delayed FB Microworld
FB
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ArgueGraph Data (Exp.3)
At least one new idea ...
Restatment of the question
Reformulation Justification Solo 57
43 Duo 15 85
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ArgueGraph Data (Exp.3)
"We choose 3 because 2 does not work"
"We answer 2 if the learner is a child but we
answer 3 for adult learners"
"We answer 3 because motivation is important"
Accept Condition Discard No
Conflict 28 1 3 Conflict 23
11 1
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ArgueGraph Data (Exp.3)
Arg(AB) Arg(A) or Arg(AB) Arg(B )
Arg(AB) ?Arg(A) Arg(AB) ? Arg(B
Arg(AB)Arg(A) U Arg(B )
New Union Victory No
Conflict 6 16 10 Conflict 14
8 13
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New version of ArgueGraph

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What's the problem with exp 4 ?
Exp 4
Exp 1-3
pseudo-task
pseudo-task
Coffee-break
debriefing
1 week
debriefing

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3
Debriefing collectively remote individual/collabor
ative work (Again, timing is difficult to tune)
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3
Resources ? Activities
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(No Transcript)
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Balance knowledge magagement pedagogical
diversity (Participatory Design)
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Virtual Space Learning Communities
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Space gt Navigation (?)
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Space gt Group Coordination
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Space gt Group Communication
Acknowledgment Delay Acknowledgment Rate
39 sec 50
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Exercices 1.1-1.9 Exercices 2.1-2.7
Exercices 3.1-3.9 Exercices 4.1-4.6
Exercices 5.1-5.8 Exercices 6.1-6.3
Room
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2
3
4
5
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28
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Space gt Grounding
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Space gt Grounding
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• But
• These observations from synchronous interactions
  do no transfer well to asynchronous environments
• Its not any space, effects are bound to some
  specific design.

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E-Mail does not per se produce learning!
Subject SmartMail Date Mon, 26 Jun 2000
113127 0200 From Pierre Dillenbourg
ltPierre.Dillenbourg_at_tecfa.unige.chgt
Organization TECFA (Educational Technology
Unit) To professor_at_tecfa.unige.ch Dear
Professor, Following the Nasdaq crisis, my
grandmother's dog is very depressive ..... .....
... ..... ...... ..... ...... ..... ...... .....
... ..... ...... ..... ...... ..... ...... .....
...... ..... ...... .. ...... ..... ...... .....
...... ..... ...... ..... ... Hence, I will only
be able to send you my work next week.... .....
... Student
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Video is not much better!
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The more F2F-like is not necessarily the better!
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The more F2F-like is not necessarily the better!
Phillips B., Should we take Turns ?, CHI2000
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The more F2F-like is not necessarily the better!
Phillips B., Should we take Turns ?, CHI2000
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Interwoven Turns
88.5 r1 H page sherlock but what about the
gun? 88.8 Priv S 'Hercule which motive jealousy?
He would have killed hans no? 89.3 Priv S 'Hercule
he stole it when the colonel was in the
bar 90.3 r1 H page sherlock Giuzeppe wanted to
avoid that one discovers that the painting was
fake. HSSH turns (from Pair 11, translated
) 43.5 Bar H Why does Heidi have a motive
? 43.6 Bar S How do you propose we should go
further? 43.9 Bar H Should we merge our note
books? 44.1 Bar S She said that she didn't like
her (and Hans) HSHS turns (from Pair 12 )
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Bootnap experiments, Dillenbourg Traum, 1997
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Whiteboard
Knowledge
MOO dialogues
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Persistency Contexuality Reflexivity

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CMC is a different system from F2F
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CMC is a different system from F2F
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CMC is a different system from F2F
Persistency Contexuality Reflexivity

E. Churchill et al, FX Palo Alto Lab
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CMC is a different system from F2F
Persistency Contexuality Reflexivity

ArgueGraph
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CMC is a different system from F2F
Persistency Contexuality Reflexivity

Lehtinen et al. (1999)
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CMC is a different system from F2F
Persistency Contexuality Reflexivity

R. Rodenstein J. Donath, MIT Media Lab
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CMC is a different system from F2F
Persistency Contexuality Reflexivity

Patrick Jermann (TECFA/LRDC)
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The CMC tools is a part of the distributed
cognitive system
Tool features
Distributed Cognitive System

• Persistency
• Reflexivity
• Contextuality

• Group memory
• Group regulation
• Group understanding

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DISCLAIMER
There is no guarantee that collaborative learning
works (Design environment Structure teamwork)
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  Courseware Design Studio  
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COMPUTER SUPPORTED COLLABORATIVE LEARNING
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CSCL Book Series (Kluwer) Euro-CSCL Conference
Maastricht, NL, March 2001 Job opportunities
Geneva Interaction Lab
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