
Richard MedinaUniversity of Hawaiʻi at Mānoa | UH Manoa · Center for Language and Technology
Richard Medina
Computer Science, Ph.D.
About
33
Publications
5,299
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
1,115
Citations
Introduction
Skills and Expertise
Additional affiliations
August 2008 - August 2015
August 2008 - present
August 2004 - present
Education
August 2004 - August 2013
August 1999 - August 2002
January 1992 - May 1996
Publications
Publications (33)
We analyze the interaction of 3 students working on mathematics problems over several days in a virtual math team. Our analysis traces out how successful collaboration in a later session is contingent upon the work of prior sessions and shows how the development of representational practices is an important aspect of these participants' problem sol...
The analysis discussed in this paper draws attention to the interactional and inscriptional practices observed in a science laboratory setting that utilizes Group Scribbles. The critical finding is the identification of a pivotal sequence of interaction occurring in the later half of the activity in which one member of the group proposes an innovat...
In order to understand how entanglements of the activities of multiple individuals in technology-mediated environments result
in learning, it is necessary to trace out activity that may be distributed across time, space and media. Multiple analytic
challenges are encountered, including the distributed nature of the data, the contingent nature of hu...
Productive multivocality in CSCL has been the focus of a series of workshops involving the comparison and contrasting of multiple analyses of the same datasets, with the goal of learning how different epistemologies and analysis methods of collaborative learning can complement each other and allow a more complete understanding to emerge. A prerequi...
This article examines the links to YouTube from the Facebook “walls” of the three major candidates in the 2008 U.S. Presidential election. User-generated linkage patterns show how participants in these politically related social networking dialogs used online video to make their points. We show how different types of individuals inhabit these overl...
Both candidates and voters have increased their use of the Internet for political campaigns. Candidates have adopted many internet tools, including social networking websites, for the purposes of communicating with constituents and voters, collecting donations, fostering community, and organizing events. On the other side, voters have adopted Inter...
The relationship between interaction and learning is a central concern of the learning sciences, and analysis of interaction
has emerged as a major theme within the current literature on computer-supported collaborative learning. The nature of technology-mediated
interaction poses analytic challenges. Interaction may be distributed across actors, s...
Technological resources for collaborative learning are productively conceived of as resources appropriated by learners as they develop their competencies. Therefore, to understand the implications of technological designs for collaborative learning, it is necessary to examine learners' practices over time. Microanalytic approaches are most suitable...
People implicitly negotiate use of representations during learning, even in distributed online settings, but due to the temporally and spatially distributed nature of interaction, special analytic tools are required to uncover the development of representational practices in such settings. In this paper, we show how logs of online activity can be a...
This chapter analyzes the interaction of three students working on mathematics problems over several days in a virtual math
team. Our analysis traces out how successful collaboration in a later session was contingent upon the work of prior sessions,
and shows how representational practices are important aspects of these participants’ mathematical p...
Prior analyses of collaboration through different notational systems (e.g., threaded discussions and evidence maps) have documented differential influences of notations on collaborative processes as well as ways in which groups appropriate these notations for their work. These prior analyses have focused on collaborative interaction, yet for instru...
This research summary discusses the need to explore research methods and techniques for understanding intersubjective development of representational practices. Key issues include generalization of qualitative findings that leverage productive tensions between descriptive and scalar accounts of computer supported collaborative learning and interact...
This paper analyzes the interaction of three students working on mathematics problems over several days in a virtual math team. Our analysis traces out how successful collaboration in a later session was contingent upon the work of prior sessions, and shows how representational practices are important aspects of these participants' mathematical pro...
This paper examines the linkage patterns of people who posted links on the Facebook "walls" of Barack Obama, Hillary Clinton, and John McCain over two years prior to the 2008 U.S. Presidential election. Linkage patterns indicate the destinations to which participants in these social networking dialogues wished to send other participants. We show a...
Although most online learning environments are predominately text based, researchers have argued that representational support for the conceptual structure of a problem would address problems of coherence and convergence that have been shown to be associated with threaded discussions and more effectively support collaborative knowledge construction...
People implicitly negotiate use of representations during learning, even in distributed online settings, but due to the temporally and spatially distributed nature of interaction, special analytic tools are required to uncover the development of representational practices in such settings. In this paper we show how logs of online activity can be an...
In this paper, we propose a three component CSCL design evaluation framework of usability, sociability, and learnability. Usability refers to the ease of use and subjective learner satisfaction with CSCL systems. Sociability refers to the CSCL system support for social interactional processes such as conversation, cooperation, deliberation, and/or...
This work is based on the premise that the interactional construction of meaning is as important in online settings as it is face-to-face, especially in collaborative learning. Yet most studies of online learning use quantitative methods that assign meaning to contributions in isolation and aggregate over many sessions, obscuring the situated proce...
An experimental study of asynchronously communicating dyads tested the claim that conceptual representations could more effectively support collaborative knowledge construction in online learning than threaded discussions. Results showed that users of conceptual representations created more hypotheses earlier in the experimental sessions and elabor...
Various authors have placed information sharing at the core of successful collaborative problem solving and learning. In this paper we report analyses of an experimental study that bring the sufficiency of an information sharing account of collaboration into question. One treatment group achieved greater convergence and integration of information i...
The interactional structure of learning practices is a central focus of study for CSCL, although challenges remain in developing and pursuing a systematic research agenda in the field. Different analytic approaches produce complementary insights, but comparison is hampered by incompatible representations of the object of study. Sequential interacti...
In multiple research literatures, successful collaborative problem solving and learning is analyzed in terms of success of information sharing. In this paper we report analyses of an experimental study that bring the sufficiency of an information sharing account of collaboration into question. One treatment group achieved greater convergence and in...
Researchers have argued that tools for online learning should provide representational support for the conceptual structure of a problem area in order to address issues of coherence and convergence and more effectively support collaborative knowledge construction. The study described in this paper sets out to investigate the merits of knowledge rep...
This paper reports on our efforts to deepen the analysis of online collaborative learning. Most studies of online learning use quantitative methods that assign meaning to contributions in isolation and aggregate over many sessions, obscuring the actual procedures by which participants accomplish learning through the affordances of online media. Met...
This paper describes extensions to a musical score indexing program that enable it to discover sequences of notes that appear in retrograde and/or inverted form. The program was tested over a set of 50 orchestral movements by several composers of the Baroque, Classical, and Romantic periods. The retrograde and inversion discovery algorithm added an...
We describe a method of automatically creating a content-based index of musical scores. The goal is to capture the themes, or motifs, that appear in the music. The method was tested by building an index of 25 orchestral movements from the classical music literature. For every movement, the system captured the primary theme, or a variation of the pr...
This paper describes a method for automatically discovering themes in music. A program based on this algorithm can generate a theme index from a music database
This work is based on the premise that the interactional construction of meaning is as important in online settings as it is face-to-face, especially in collaborative learning. Most studies of online learning use quantitative methods that assign meaning to contributions in isolation and aggregate over many sessions, obscuring the situated procedure...
Typescript. Thesis (M.S.)--New Mexico Highlands University, 2002. Includes bibliographical references (leaves [55-57]).