Paper submitted to the Service Oriented Approaches and Lifelong Competence Development Infrastructures, 2nd TenCompetence Workshop which is going to take place on January 11-12, 2007 in Manchester, United Kingdom.

Girardin, F., Boursinou, E., Moghnieh, A., “Convince Woody”, a serious game on competence development in a distributed collaborative environment

Abstract: In this paper, we present the adaptation of a serious game in the context of an e-learning framework supporting distributed social networks. The game, “Convince Woody” takes stage in the digital movie production highlighting the problem of managing the competence development dimension involved in interdependent yet highly spread organizations. Our first objective is to demonstrate the utility of serious games in complex cooperative environments and converge on the provision of a suitable environment for validating and evaluating informal learning perspectives in an e-learning framework. Secondly, the pilot will prove a state-of-the-art environment for revising remote collaboration from an asynchronous communication perspective in order to evaluate the relevant tools’ efficiency in responding to the needs of our scenario. Lastly, we plan to explore the use of synchronous and asynchronous collaborative tools to maintain the flow of information, the interaction and the cooperation.

Relation to my thesis: …

Serious game meeting at INSEAD, Fontainebleau

Petite fierté personelle de retrouver sa pomme en couverture du Flash Informatique de juin pour l’article de Patrick décrivant la plate-forme Moodle que nous mettons en place à l’EPFL.

Theory Into Practice is a tool intended to make learning and instructional theory more accessible to educators. The database contains brief summaries of 50 major theories of learning and instruction. These theories can also be accessed by learning domains and concepts.

From Hembrooke, H. & Gay, G. (2003). The Lecture and the Laptop: The effects of multitasking in the classroom. Journal of Computing in Higher Education, 15(1), 46-65. [link]

“Students in the open laptop condition suffered decrements on traditional measures of memory for lecture content”.

“Broadbent proposed that there is a limited processing channel that information is filtered from a sensory processing stage on it way to a short-term memory store or buffer.”

“In two studies, students performing multiple tasks performed significantly poorer on immediate measure of memory for the to-be-learned content”.

“In the follow-up analysis we discovered that page-relevant content di not predict better performance, and spending the majority of class time on class related content did not result in better test performances”.

“Grace Martin & Gray (2001) similarly found that longer browsing sessions throughout the course of the semester resulted in lower overall class perfomance, and that many and shorter browsing session during a class period, irrespective of content, led to higher class grades”.

“While students were obviously distracted by having access to the Internet, e-mail, IM, and browsing as evidenced by their performance on traditional tests of memory, their performance in the class overall does not reflect this same disruption.”

If students can become “better browsers”, or at the very least become more facile at self-monitoring their browsing behavior, the typical decrement found under multitasking conditions might be negated”.

Finally, these results clearly indicate the need for setting boundaries and stablishing “tech-etiquette” for using wireless technologies in the classroom. High-tech doodling for some students can defeat the purpose of using them in the first place”.

Cheap thoughts on franglish about the tech-etiquette in the classroom, since I had to report on it today…

The tech-etiquette: Along with the technology comes a new set of rules, both written and unwritten, for decent behavior. Now, a classroomm etiquette should also include a tech-etiquette.

Le manque de tech-etiquette s’accrue dans le monde du travail.
In a recent Robert Half Technology survey, 67% of chief information officers polled said breaches in technology etiquette are more common today than three years ago.
Tech-etiquette’ blunders more common

LES PROBLEMES
- a laptop clearly represents an intervention in the classroom; thus classroom etiquette may change.
- Instabilité initiale des élèves (Elle est naturelle, mais ne dure pas)
- enregistrement à fond perdu du travail, la page est parfois considérée comme virtuelle et plus jamais utilisée.
- Etudiants de deconnectant du moment: chat/surf personnel effréné

LES SOLUTIONS
Quel type de charte/règlement?

Sur l’utilisation
* L’utilisation des ordinateurs portables a pour objet exclusif de mener de actes d’enseignement ou de documentation. Sauf autorisation préalable ou convention signée par le/les coordonateur(s) du projet, ces moyens ne peuvent être utilisés en vue de réaliser des projets ne relevant pas des missions confiées aux utilisateurs.
* Use laptops for taking notes, conducting research required for activities, and other specific classroom tasks as assigned by the instructor. During class, students should not check e-mail, browse the Internet, instant message, play games, or perform other off-task activities.

Le respect des autres
* Students may take notes on laptop computers in class unless members of the class complain that the noise of the computer is disruptive.
* If you bring a laptop/notebook computer to class, sit in the back of the room so that your typing does not disturb anybody.

Le respect du professeur
* Check with your professors as their preferences and guidelines for your laptop use within their class. This will vary from professor to professor and from class to class.
* ménager des temps de liberté : contrat moral

NOUVEAUX COMPORTEMENT INDUITS
Le multi-tasking est-il vraiment inefficace?
http://www.hci.cornell.edu/LabArticles/Multitasking_Hembrooke.pdf

Le “backchanneling” est utilisé maintenant lors de conférence.
Backchannel refers to making the crowd chatter public, the idea that the students or audience can discuss during a lecture in a way that becomes part of the shared intellectual space.
http://www.corante.com/many/archives/2004/11/11/on_the_academictechnical_divide_in_social_computing.php

http://www.smartmobs.com/archive/2004/10/30/backchannels.html

Things seen and heard at this year’s ETHZ Network for Education Technology (NET) Tagung:

- Technology-centric futurist talk by Hermann Maurer.
- Nicola Döring on learning and emotions and affective computing (computing that relates to, arises from, or deliberately influences emotions)
- WiTeach like ETH Lecture Communicator, a tool to improve the interaction in the classroom between instructor and students with laptops. Presentation slides and material. During the talk, Classroom Presenter, is a distributed presentation system for the Tablet PC was mentioned. As a distributed system, the synchronized versions of the presentation are shared across multiple machines.
- Remote collaboration with mt_EAST a whiteboard made by Ground 15, with the e-Tisch of the ETH World Vireal Lab.

Bill (140 users), Biomol (71 users) and Matheval (900 users) are now smoothly running.

The list of events I plan to take part of at the CSCL SIG First Symposium this week:

WEDNESDAY

09h30-18h - CE 1
Mosil Workshop

THURSDAY

Group participation
11h30-12h30 - CE103 (Paper Session)
U. Creâ & Hesse, F. Why group-awareness tools can undermine participation. The effect of providing participants’ portraits in a virtual informationexchange environment Tholander, J. & Fernaeus, Y. Embodied programming with visual and tangible representations.

Spatial Awareness in Collaboration and Group Interaction
14h00-18h00 - CE101 (Workshop)
The workshop about spatial positioning in mobile collaboration aims to study the relationships between space, collaborative problem solving and cognition in group. It will address basic research issues at the crossroads of human cognition and information technology. The workshop will basically be divided into two parts: paper presentation and an hands-on activity. The idea will be to form groups who will have to design a location based service intended for collaborative work/learning using low tech prototyping techniques. This will foster discussion about various question with regards to people’s research interests, collaborative scenario and features to support them.

FRIDAY

Visualizing social space
10h00-11h00 - CE100 (Paper session)
Ramberg, R. Creative Collaboration with represent-tations in an Interactive Space. Purbojo, P. & De Hoog, R. The effects of visual information on shaping communication patterns and decision processes in a collaborative and distributed computer based environment.

Interaction Analysis
14h00-18h00 - CE100 (workshop)
Up to the present, CSCL community has focused on the design, the implementation and the evaluation of collaborative learning environments, as well as on the understanding of collaborative learning processes. Actually, it is started to be acknowledged that the design of technology based learning environments must not be limited to the initial means of interaction itself, but needs to be extended to the means that analysing the very complex interactions that occur, thereby could support collaborative activities participants (students & teachers). The fulfi lment of the goal of awareness support for participants in collaborative leaning activities is pushed by the intensive interest to use collaborative systems in every day educational practice, where there is a need to (self) evaluate in an operational way, both the learning outcomes/processes and the quality of collaboration.

SATURDAY

11h30-12h30 - CE104
Overview of CSCL research in Taiwan

Quelques explications de termes de Patrick sur son court papier Designing Computational Models of Collaborative Learning

Computational model
Eléments et connexion qui forment un système. Collection des indicateurs. Représentation informatisée des interactions

The locus of processing
locus = lieu géométrique
locus = endroit

Metacognitive tools
C’est l’outil qui va faire la cognition sur la cognition des gens. C’est un layer au dessus du mirroring tool

Qualitative indicators
Qualitative, toutes les données que l’on ne peut pas décrire avec des un logiciel de statistique.

What is the plan recognition?
Hiérarchie de but et le plan est l’ensemble des buts. en fonction des buts, on reconnait ce quel est l’agenda caché

Example of interaction patterns?
Cela depend du scheme de codage.