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New Methodologies and Tools for the Virtualization of Knowledge-based
Collaborative Learning
Santi Caballé, Néstor Mora, Thanasis Daradoumis
Open University of Catalonia, eLearn Center
Roc Boronat, 117. 08018 Barcelona, Spain
{scaballe, nemonu, adaradoumis}@uoc.edu
Abstract. Despite a great potential, on-line collaborative learning do not yet have the impact that many believe is
possible. In particular, collaborative learning approaches cannot be applied in every e-learning experience because
they require people’s presence and/or collaboration is difficult to achieve. In addition, collaborative learning sys-
tems often lack of challenging resources to support the collaboration, making the collaborative experience unat-
tractive, which discourages progression. As a result, collaborative learning resources lack of authentic interactivi-
ty, social identity, user empowerment and challenge, thus having a negative effect in learner motivation and en-
gagement. To overcome these deficiencies, we propose to leverage the knowledge elicited during live collabora-
tive sessions in order to produce interactive and attractive resources to be played by learners. Learners will ob-
serve how avatars discuss and collaborate and how knowledge is constructed, refined and consolidated.
1 Introduction
Computer-Supported Collaborative Learning (CSCL) (Dillenbourg, 1999) is one of the most important education-
al paradigms in the learning domain focused on how collaborative learning is supported by technology so as to en-
hance peer interaction and work in groups of learners, and how collaboration and technology facilitate the sharing
and distributing of knowledge and expertise among learners (Lakkala, et al., 2001).
Current technological support to collaborative learning involves the development of online collaborative tools that
allow for interacting and learning through socialization. Social learning theories play a fundamental role in this co n-
text by emphasizing observation and modeling of the behaviors, attitudes, and emotional reactions, in terms of con-
tinuous reciprocal interaction between cognitive, behavioral and environmental influences (Bandura, 1977). Techno-
logical tools also provide learners with a wide range of social and interactive experiences though they need a holistic
approach, which integrates all available social media in learning scenarios.
Therefore, collaborative and social learning scenarios must be effectively addressed, becoming a difficult task
(Zyda 2005). Certain requirements are to be considered when constructing a social learning scenario using a CSCL
model, such as the ability to observe the modeled behavior, recall this behavior and reproduce it. A further problem
is the use of collaborative and social learning scenarios in the context of formal, informal and intentional learning
experiences. It is necessary to define and differentiate the mentioned approaches to each of these areas.
A current mature research field deeply rooted in any form of collaborative learning is that of assessment. Bui lding
a consistent assessment framework involves knowing how information can be collected from collaborative and so-
cial learning activities and managing the extracted knowledge effectively. Driven by the users’ interaction, a high
amount of quantitative and qualitative information is expected to be managed. The knowledge extracted can be used
for self- regulation, monitoring and scaffolding the collaborative learning process (Daradoumis et al., 2006).
Furthermore, in collaborative learning assessment, it is especially interesting to consider the questions related to
time, which brings about improvements in learning. Time factor is involved in all collaborative learning dimensions
and processes, such as rhythm and speed of learning, contingent support for learning, automatic feedback, self-
regulation of study, duration of courses, chronology of competence achievement, ubiquity and distribution of teach-
ing, learning support structures, learning resources, continuous evaluation, previous knowledge, synchronous and
asynchronous time, and so on. Many of these aspects are directly related with collaborative learning assessment.
Finally, collaborative learning activities vary widely, but most of them are centered in students’ exploration or
application of the course material, not simply in the teacher’s presentation or explication of it. However, many re-
searchers argue that students must be meaningfully engaged in the learning resources for effective learning to occur.
All above approaches and limitations lead to new needs and expectations for collaborative learning that will be
addressed in the research undertaken in the European Framework 7 project ALICE and reported in this paper.
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2 Aims and Scope
Despite e-learning presents obvious advantages in front of traditional methods of instruction, in general, however,
there are weaknesses in the implementation of e-learning systems, and these systems do not exploit sufficiently the
latest and powerful technologies, such as Web 3.0 (Semantic Web) and mobile devices to enhance engagement in
learning.
Unfortunately many developers fail to maximize the full potential of such technologies and although they produce
systems that appeared attractive, often the content is poor. On the other hand, many researchers argue that students
must be meaningfully engaged in the learning resources for effective learning to occur. Engaging learners long
enough to see them through to the end of a course has become one of the most significant problems faced by e-
learning developers.
This lack of engagement is especially evident in collaborative e-learning tools and can be attributed to the lack of
(i) real interactivity; (ii) challenging collaborative tools; (iii) social identity; (iv) empowerment by the learner con-
trolling their own collaborative learning experience; (v) assessment, as the provision of immediate awareness and
feedback may positively impact on participant’s motivation, emotional state and problem-solving abilities and as a
result enhance the acquisition of knowledge performance. In particular:
Interaction. It is generally agreed that interactivity is a critical factor in the design of e-learning systems.
Such interaction directly affects the learner’s overall experience and provides motivation to continue in the
learning process. Studies researching the effectiveness of e-learning systems highlight the need for immedi-
ate feedback, clear short-term goals and better “flow” in moving through the content. Time factor is in-
volved in the interaction process through interaction patterns useful to diagnosis and feedback activities.
Challenge. Learners have indicated that unchallenging learning material fails to stimulate them, making the
experience unattractive and discouraging progression. As a result, many are reluctant to repeat this experi-
ence. Some researchers suggest that effective learning takes place when there is tension between the learn-
er’s base knowledge and the gap between the knowledge or skill to be learned. Such tension fosters a sense
of curiosity and/or challenge.
Social Identity. Although current e-learning systems allow learners to share part of their learning process
with other learners, the system eventually isolates them from their peers participating in the same learning
process. This inhibits the learning achieved through social interaction and collaboration, with some learners
feeling “lost”. Research indicates that a sense of belonging to a social group improves motivation and effec-
tive learning overall.
Empowerment. The new learner expects to be in control of their learning experience while in a supportive,
collaborative and simulative environment. Thus e-learning systems should promote self-directed learning.
Unfortunately, many e-learning systems have a linear structure with a single path through the learning mate-
rial. While this design is cost-effective, the lack of choice reduces control of the learning experience. Re-
search suggests that having such control is more motivating. A suitable balance is required.
Assessment. Current systems clearly fail in the provision of relevant and selected knowledge about the
collaboration outcomes, which is essential in support for the instructors’ tasks as well as in enhancing the
learning process. Indeed, it is essential for group members to be aware of others’ participation in the collab-
orative process as this may enhance the collaboration a great deal in terms of decision-making, group organ-
ization, social engagement, support, and motivation. In every actuation or interaction, timing is an important
factor to be considered in assessment. An effective feedback is time dependent and it requires all the partic-
ipants to be aware of time exposure.
In overall, the new learners are seeking an “authentic learning experience” with the ultimate purpose of engaging
them in the learning experience. Generally, learners are more engaged when they are participating in collaborative
activities that they can relate directly to prior knowledge and make connections between what they are learning and
the real world. For the new generation who are used to customizing their environment there needs to be flexibility
and self-control in the order and way in which material is studied. In this context, assessment and self-assessment
play a major role.
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3 CC-LO: A New Methodology and Tool for the Virtualization of Collaborative Learning
To overcome the above deficiencies, Learning Objects (LOs) have received much attention in recent years as tech-
nology that enables educational elements to be repackaged and reused far more readily than was previously the case
(Wiley, 2001). In particular, the emergence of the Internet as a medium for educators, with its capacity to reach large
audiences and bring together content from a wide range of sources, has been of significant interest. The initial defini-
tion of an LO is given (Gerard, 1967) as self-contained and reusable elements of learning. More recently, the IEEE
Learning Technology Standards Committee provided the following working definition: Learning Objects are defined
as any entity, digital or non-digital, which can be used, reused or referenced during technology supported learning.
As the concept of the LO becomes well-defined and broadly accepted, an extension of this definition is needed to
address the requirements of learners in collaborative scenarios, pedagogically designed with reference to the con-
cepts of social and collaborative learning (Vygotsky, 1978). The key differentiators from the standard LO include
multiple levels of abstraction from pedagogic context, learners, and representational medium (complexity), as well as
intrinsic support for interaction across the object (collaboration). A range of methods for creating, managing, and
executing LOs exist and may be applied to support these extensions for LOs (Farrel, 2004; Mosley, 2005).
Figure 1: Sequence of snapshots of a CC-LO evolving over time after the virtualization of a live collaborative session. Four posts
of a text-based discussion are converted by the VCS system into an animated storyboard supported by a text-to-voice engine.
Based on the above approaches, the paradigm of Collaborative Complex Learning Object (CC-LO) (Caballé et
al., 2012) is proposed and defined as special types of Learning Objects embedded into a Virtualized Collaborative
Learning System (VCS), obtained by registering live collaborative sessions executed in Web-based environments,
and augmenting (during an authoring phase) the tracked data with author-generated information (questions & an-
swers, alternative flows, assessments, dependencies, etc.) to define attractive interactive resources consumed by
learners. During the CC-LO execution (see Fig. 1), a VCS is animated in such a way (using movie or comic strips
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metaphors) that learners can observe how avatars discuss and collaborate about one or more topics, how discussion
threads grow, and how knowledge is constructed, refined and consolidated. Furthermore, learners can interact with
the CC-LO in order to modify some parameters observing the consequences and assess their understanding.
Overall, the VCS transforms a live discussion forum into an animated storyboard and produces an event in which
CC-LOs are played and consumed by learners, sessions evolve (“animate”) over time, and the ultimate end -user
interactions with CC-LOs are handled. As a result, the VCS becomes an attractive learning resource so that learners
become more motivated and engaged in the collaborative activities. The VCS containing the CC-LOs is eventually
packed and stored as learning objects for further reuse (e.g., as learning video materials accessible from the clas s-
rooms) so that individual learners can leverage the benefits from live sessions of collaborative learning enriched with
high quotes of interaction, challenge and empowerment.
4 Conclusions and On-going Work
This approach considers the virtualization of collaborative learning by reusing the knowledge elicited during live
collaborations, with the aim to improve the learner’s engagement, in terms of real interaction and empowerment of
the collaborative experience from attractive and challenging learning resources. This provides a significant step
forward in the development of current social and collaborative systems for on-line collaborative learning.
Current work within the ALICE project is the development of an editor tool to augment the VCS system with au-
thor-generated information. In particular, e-assessment scenes are added to the VCS, such as tests (with optional
jumps to storyboard scenes) as well as supporting videos, to be connected with scene parts according to the dialogue
timeline. As a result, tutors will be provided with edition capabilities of the SLOs, such as ordering scenes, modify-
ing involved characters, incorporating assessment scenes, dialogues and connected concepts. Moreover, the VCS
will provide automatic evaluation information on the live collaborative activity by rating the performance for each
character, which is compared to others’ in terms of activity, passivity, impact, effectiveness, assessment, etc.
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Acknowledgements
This work has been supported by the European Commission under the Collaborative Project ALICE ”Adaptive
Learning via Intuitive/Interactive, Collaborative and Emotional System”, VII Framework Programme, Theme ICT-
2009.4.2 (Technology-Enhanced Learning), Grant Agreement n. 257639.
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