Effective Embedding of Information and Knowledge about Group Activity into the Discussion Process

Effective Embedding of Information and Effective Embedding of Information and

Knowledge about Group Activity Knowledge about Group Activity

into the Discussion Processinto the Discussion Process

by by

Santi CaballSanti Caballéé

Open Open UniversityUniversity ofof CataloniaCatalonia (UOC), Barcelona, (UOC), Barcelona, SpainSpain

Seminar Seminar CatedraCatedra UNESCOUNESCO

Barcelona, July 2nd, 2008Barcelona, July 2nd, 2008

1. 1. Structured ContextStructured Context--

Aware Discussion Aware Discussion

Forum Forum

1.1 1.1 DefinitionDefinition

1.2 1.2 GoalsGoals

2. 2. DevelopingDeveloping DFDF

2.1 2.1 RequirementsRequirements

2.2 2.2 DesignDesign

2.3 2.3 ImplementationImplementation

3. 3. ValidationValidation: : usingusing

thethe DF in real DF in real contextcontext

3.1 3.1 DiscussionDiscussion

procedureprocedure

3.2 Experimental 3.2 Experimental

resultsresults

4. 4. ConclusionsConclusions & &

futurefuture workwork

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IndexIndex�� Structured ContextStructured Context--Aware Discussion Forum Aware Discussion Forum (DF)(DF)

�� DefinitionDefinition andand scopescope

�� GoalsGoals

�� DevelopingDeveloping knowledgeknowledge--basedbased discussiondiscussion settingssettings

�� General General requirementsrequirements: : pedagogicalpedagogical modelmodel

�� DesignDesign: : informationinformation managementmanagement aboutabout groupgroup activityactivity

�� ImplementationImplementation: open: open--sourcesource--basedbased technologiestechnologies

�� ValidationValidation: : usingusing real real contextcontext

�� DiscussionDiscussion procedureprocedure

�� Experimental Experimental resultsresults

�� ConclusionsConclusions andand futurefuture workwork



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1.2 1.2 GoalsGoals








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�� GoalsGoals











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StructuredStructured ContextContext--AwareAware DiscussionDiscussion Forum Forum DefinitionDefinition andand scopescope

�� A WebA Web--based tool for learnbased tool for learn--byby--discussion discussion in virtual collaborative learning settings, in virtual collaborative learning settings, where participants canwhere participants can�� think about the activity they are performing, think about the activity they are performing,

�� collaborate with each other interchanging the collaborate with each other interchanging the ideas that may arise, ideas that may arise,

�� propose new resolution mechanisms,propose new resolution mechanisms,

�� justify and refine their own contributions,justify and refine their own contributions,

�� acquire new knowledge.acquire new knowledge.

�� Targeting specific groups of people whoTargeting specific groups of people who�� are separated by geography/timeare separated by geography/time

�� lack of suitable collaborative learning systemslack of suitable collaborative learning systems

�� do not have technical skills do not have technical skills

�� needneed forfor decisiondecision--makingmaking mechanismsmechanisms



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Structured ContextStructured Context--Aware Discussion Forum Aware Discussion Forum GoalsGoals

�� SupportSupport forfor inin--classclass formal formal discussionsdiscussions

�� Support for the current educational Support for the current educational

paradigm shifting occurring in Europeparadigm shifting occurring in Europe

�� from the figure of a masterful instructor to from the figure of a masterful instructor to

considering students as central actors in their considering students as central actors in their

learning process. learning process.

�� Replacement of the lack of a central Replacement of the lack of a central

authority of knowledgeauthority of knowledge

�� Provision of information management Provision of information management

mechanisms about group activitymechanisms about group activity

�� knowledge building monitoring & scaffoldingknowledge building monitoring & scaffolding

�� studentstudent--centered awareness and feedbackcentered awareness and feedback



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�� GoalsGoals











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DevelopingDeveloping knowledgeknowledge--basedbased discussiondiscussion settingssettings

DF DF requirementsrequirements (I)(I)

�� By providing computational support it is possible By providing computational support it is possible to greatly improve the essential features of the to greatly improve the essential features of the onon--line discussion process such as line discussion process such as �� to keep participants aware of othersto keep participants aware of others’’ contributions,contributions,

�� to influence the participantsto influence the participants’’ decision making,decision making,

�� to monitor the group activity,to monitor the group activity,

�� to assess groupto assess group’’s members,s members,

�� to provide outcomes of learning group analysis.to provide outcomes of learning group analysis.

�� MonitoringMonitoring, , awareness awareness and and feedback feedback during during the group activity are key factors in determining the group activity are key factors in determining group functioning and task performance and, group functioning and task performance and, hence, the success of the learning outcome.hence, the success of the learning outcome.



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DF DF requirementsrequirements (II)(II)

�� The discussion process plays an important social task The discussion process plays an important social task

where where

�� participants can think about the activity being performed, participants can think about the activity being performed,

collaborate with each other through the exchange of ideas that collaborate with each other through the exchange of ideas that

may arise, propose new resolution mechanisms, as well as justifymay arise, propose new resolution mechanisms, as well as justify

and refine their own contributions and thus acquire new and refine their own contributions and thus acquire new

knowledge knowledge

Gerry Stahl, 2006Gerry Stahl, 2006

�� Three essential types of generic contributions:Three essential types of generic contributions:

11 SpecificationSpecification

22 ElaborationElaboration

33 ConsensusConsensus

�� Online discussions form part of the pedagogical model Online discussions form part of the pedagogical model

of the UOC coursesof the UOC courses’’ curriculacurricula

�� students build new knowledge by sharing and discussing their students build new knowledge by sharing and discussing their

ideas.ideas.



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DF DF requirementsrequirements (III)(III)

�� ThreeThree essentialessential typestypes ofof genericgeneric contributionscontributions::

�� SpecificationSpecification.. CarriesCarries out out thethe groupgroup organizationorganization andand

coordinationcoordination toto accomplishaccomplish certaincertain objectivesobjectives by by

providingproviding organizerorganizer toolstools..

�� ElaborationElaboration.. LetsLets membersmembers exchangeexchange ideas in a ideas in a

commoncommon spacespace ((e.ge.g. . discussiondiscussion boardboard) by ) by sendingsending

contributionscontributions. .

�� ConsensusConsensus.. AllowsAllows participantsparticipants toto choosechoose a a solutionsolution

by a by a votingvoting systemsystem..



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DF DF designdesign: : discussiondiscussion processprocess (I)(I)

� Indicators that model the interaction

List of the exchanges types and annotation cards to List of the exchanges types and annotation cards to classify a contributionclassify a contribution



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procedureprocedure


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DF DF designdesign: : discussiondiscussion processprocess (II)(II)

� Type of feedback provided



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DF DF designdesign: : functionalityfunctionality (III)(III)

�� Specific functionality to manage the discussion at Specific functionality to manage the discussion at

contribution level.contribution level.

�� Categorization of contributions: before posting a Categorization of contributions: before posting a

message, users are required to classify it according to message, users are required to classify it according to

a set of labels. a set of labels.



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DF DF designdesign: : functionalityfunctionality (IV)(IV)

�� Specific functionality to manage the discussion at Specific functionality to manage the discussion at

contribution level.contribution level.

�� AssentientAssentient of contributions: Othersof contributions: Others’’ posts may be posts may be

assentedassented positively or negatively. In case of a positively or negatively. In case of a

negative negative assentientassentient, a response explaining why is , a response explaining why is

required.required.

�� Tutor evaluation: Lecturer are to evaluate the Tutor evaluation: Lecturer are to evaluate the qualityquality

of each postof each post’’s content.s content.

�� Peer evaluation: Participants are asked to evaluate Peer evaluation: Participants are asked to evaluate

peerspeers’’ posts as for the level of posts as for the level of usefulnessusefulness..

�� Reading contributions: in order for a Reading contributions: in order for a read read post to be post to be

on record, the user is required to perform an explicit on record, the user is required to perform an explicit

action on it. Hence, it is not sufficient to scan the action on it. Hence, it is not sufficient to scan the

posts.posts.

•• helps measure the real degree of usershelps measure the real degree of users’’ passivity. passivity.



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DF DF designdesign: : functionalityfunctionality (V)(V)

� Assientment, and tutor and peer evaluation

Contribution to be assented and evaluated by a participant. Any action confirms it was read



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procedureprocedure


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DF DF designdesign: : functionalityfunctionality (VI)(VI)

�� Thread discussion at contribution levelThread discussion at contribution level

a) An open-closed complete dialog inside a discussion thread

b) Two dialogs in the same thread; upper dialog can be branched by marking the first checkbox



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DF DF designdesign: : knowledgeknowledge managementmanagement (I)(I)

�� Event log files collect all userEvent log files collect all user--user and useruser and user--resource resource interaction as the information basis to obtain useful interaction as the information basis to obtain useful knowledge on group activity.knowledge on group activity.

�� In order to provide useful information, a multiIn order to provide useful information, a multi--dimension dimension model is provided featuring general model is provided featuring general indicatorsindicators on on participantsparticipants’’ performance and behavior:performance and behavior:

�� ActivityActivity: Quantitative behavior as regards : Quantitative behavior as regards proactivivityproactivivity, , reactivity and supportive.reactivity and supportive.

�� PassivityPassivity: Level of tasks pending to do (e.g., no: Level of tasks pending to do (e.g., no--read and read and nono--evaluated posts.evaluated posts.

�� ImpactImpact: Contributions: Contributions’’ repercussion to the discussion.repercussion to the discussion.

�� Effectiveness:Effectiveness: Level of Level of assientmentassientment received for each received for each contribution.contribution.

�� AssessmentAssessment: Tutor en peer evaluation on quality and utility : Tutor en peer evaluation on quality and utility of each contributionof each contribution’’s content.s content.

�� Based on these indicators, the system provides Based on these indicators, the system provides awarenessawareness, , feedbackfeedback and and monitoringmonitoring capabilities.capabilities.



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DF DF designdesign: : knowledgeknowledge managementmanagement (II)(II)

�� Presentation of knowledge to learners (I)Presentation of knowledge to learners (I)

Simple quantitative feedback provided to all participants.



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DF DF designdesign: : knowledgeknowledge managementmanagement (III)(III)

�� Presentation of knowledge to learners (II)Presentation of knowledge to learners (II)

Updated complex feedback provided to all participants

Student Marc is located on the 19th position



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DF DF designdesign: : knowledgeknowledge managementmanagement (IV)(IV)

�� Presentation of knowledge to tutorsPresentation of knowledge to tutors

Monitoring information provided to the tutor

Last column shows the updated final mark



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procedureprocedure


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ImplementationImplementation issuesissues

�� A computational platform called Collaborative A computational platform called Collaborative

Learning Platform (CLPL) was intensively used Learning Platform (CLPL) was intensively used

to develop the information management to develop the information management

module. module.

�� The CLPL is implemented with SOA and WebThe CLPL is implemented with SOA and Web--

services thus allowing high services thus allowing high inteoperabilityinteoperability and and

flexibility.flexibility.

�� The CLPL fosters reutilization of all development The CLPL fosters reutilization of all development

cycle as much as possible, so the DF reused a great cycle as much as possible, so the DF reused a great

deal of the CLPL analysis and design.deal of the CLPL analysis and design.

�� The CLPL is generic and The CLPL is generic and especificespecific behavior of behavior of

CoLPECoLPE as for information management could be as for information management could be

included and handled by included and handled by tete CLPL.CLPL.

�� CLPLCLPL’’ss API is found at: API is found at: http://http://clpl.uoc.educlpl.uoc.edu



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�� GoalsGoals











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Validation: using the DF in a real contextValidation: using the DF in a real context

DiscussionDiscussion procedureprocedure

�� A real experience at the UOC:A real experience at the UOC:�� 80 students from 2 classrooms of the course 80 students from 2 classrooms of the course

MGPIMGPI

�� Same debate in both classrooms: Same debate in both classrooms: ““product product management vs. project requirementsmanagement vs. project requirements””

�� 40 40 sudentssudents in a classroom #1 using the in a classroom #1 using the standard forumstandard forum

�� 40 students in classroom #2 using the DF40 students in classroom #2 using the DF

�� ProcedureProcedure�� Each participant was required to start and Each participant was required to start and

close a threadclose a thread

�� Each participant could contribute as much as Each participant could contribute as much as neededneeded



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Experimental Experimental resultsresults

�� ResultsResults andand analysisanalysis (I):(I):

�� Level of engagement in the discussion:Level of engagement in the discussion:

�� ST ST �� 8 threads > 1 8 threads > 1 contribcontrib; 4 threads > 7 contrib.; 4 threads > 7 contrib.

�� DF DF �� 42 threads > 1 42 threads > 1 contribcontrib; 28 threads > 7 ; 28 threads > 7

contrib.contrib.



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�� ResultsResults andand analysisanalysis (II):(II):

�� Level of engagement in the discussion:Level of engagement in the discussion:

�� ST ST �� 8 threads > 1 8 threads > 1 contribcontrib; 4 threads > 7 contrib.; 4 threads > 7 contrib.

�� DF DF �� 42 threads > 1 42 threads > 1 contribcontrib; 28 threads > 7 ; 28 threads > 7

contrib.contrib.



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�� Results and analysis (III):Results and analysis (III):�� Qualitative evaluation:Qualitative evaluation:

•• Threads with enough discussion (i.e. more than 7 posts) Threads with enough discussion (i.e. more than 7 posts) were examined.were examined.

•• Check whether the students in chargeCheck whether the students in charge of each thread of each thread posted both a start and posted both a start and close thread contribution.close thread contribution.

�� The results The results of of the DF showedthe DF showed

•• 28 threads showed discussion (i.e. more than 7 posts), 28 threads showed discussion (i.e. more than 7 posts),

•• 32% of students32% of students improved improved their qualitative their qualitative mark after mark after going going through the discussion in their threads, through the discussion in their threads,

•• 68% kept the same mark, 68% kept the same mark,

•• no mark dropped. no mark dropped.

�� No results were extracted from the standard toolNo results were extracted from the standard tool since since it was poorly contributedit was poorly contributed

•• just 8 threads showed some discussion but only 4 had just 8 threads showed some discussion but only 4 had more than 7 posts.more than 7 posts.



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�� GoalsGoals











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ConclusionsConclusions andand futurefuture workwork

�� The online discussion process plays an important The online discussion process plays an important role in the current pedagogical modelsrole in the current pedagogical models�� centered in students centered in students who are separated by who are separated by

geography/timegeography/time

�� propose,propose, elaborate, justify and refine their own elaborate, justify and refine their own contribution and as contribution and as a result acquire new knowledgea result acquire new knowledge

�� The DF addresses an important gap of formal The DF addresses an important gap of formal learning supported by intensive information learning supported by intensive information management about group activity.management about group activity.

�� The experimental results are promising to help The experimental results are promising to help certain learning groups and learning tasks to certain learning groups and learning tasks to achieve their particular objectives. achieve their particular objectives.

�� It is planned to useIt is planned to use the DFthe DF’’s model s model to support the to support the discussion processes occurring in the virtual discussion processes occurring in the virtual classrooms of the UOC. classrooms of the UOC.

�� DF web site: DF web site: http://clpl.uoc.edu/dfhttp://clpl.uoc.edu/df



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ThankThank youyou !!AnyAny questionsquestions??

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Effective Embedding of Information and Knowledge about Group Activity into the Discussion Process

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