Campus

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Campus
Virtual
No Problem ?
DISCLAIMER The abusive usage of PowerPoint may
seriously damage your understanding of a
pedagogical relationship.
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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 versus Workload Time is our
bottleneck (more than bandwidth)
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1
Integrate time in the design of the virtual
campus - Add time managment tools - Time in
datastructures
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Too much teaching during presential periods
_at_university
_at_home/_at_work
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2
Is the Web constructivist?
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Would you go on board if pilots were trained on
the Web ?
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Many Web Sites are less interactive than old
ugly CBT!
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2
Constructivism versus Learner Control Deep
versus shallow Interactivity
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2
The Problem is What else ? 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)
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) ltgt Arg(A) Arg(AB) ltgt 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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Debriefing collectively remote individual/collabor
ative work (Again, timing is difficult to tune)
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3
Resources VERSUS Activities
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Balance knowledge magagement pedagogical
diversity Participatory Design Apply standards
(ARIADNE, IMS, IEEE)
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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
1
2
3
4
5
6
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Space gt Grounding
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Space gt Grounding
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It's a social space Spatial awareness provides
implicit coordination Co-presence narrows down
conversational context Place versus Space
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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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6
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
37
6
Video is not much better!
38
6
The more F2F-like is not necessarily the better!
39
6
The more F2F-like is not necessarily the better!
Phillips B., Should we take Turns ?, CHI2000
40
6
The more F2F-like is not necessarily the better!
Phillips B., Should we take Turns ?, CHI2000
41
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
43
Whiteboard
Knowledge
MOO dialogues
44
Persistency Contexuality Reflexivity

6
CMC is a different system from F2F
45
6
CMC is a different system from F2F
46
6
CMC is a different system from F2F
Persistency Contexuality Reflexivity

E. Churchill et al, FX Palo Alto Lab
47
6
CMC is a different system from F2F
Persistency Contexuality Reflexivity

ArgueGraph
48
6
CMC is a different system from F2F
Persistency Contexuality Reflexivity

Lehtinen et al. (1999)
49
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CMC is a different system from F2F
Persistency Contexuality Reflexivity

R. Rodenstein J. Donath, MIT Media Lab
50
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CMC is a different system from F2F
Persistency Contexuality Reflexivity

Patrick Jermann (TECFA/LRDC)
51
6
The CMC tools is a part of the distributed
cognitive system
Tool features

• Persistency
• Reflexivity
• Contextuality

52
7
COMPUTER SUPPORTED COLLABORATIVE LEARNING
53
7
There is no guarantee that collaborative learning
works CSCL gt students Internet (Design
environment Structure teamwork)
54
  Courseware Design Studio  
55
CSCL Book Series (Kluwer) Antarctica
project Euro-CSCL Conference Maastricht, NL,
March 2001 Jobs _at_ Geneva Interaction Lab
New