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Clare: A Computer-Supported Collaborative Learning Environment Based On The Thematic Structure Of Scientific Text
Abstract
This dissertation presents a computer-based collaborative learning environment, called CLARE, that is based on the theory of learning as collaborative knowledge building. It addresses the question, "what can a computer do for a group of learners beyond helping them share information?" CLARE differs from virtual classrooms and hypermedia systems in three ways. First, CLARE is grounded on the theory of meaningful learning, which focuses the role of meta-knowledge in human learning. Instead of merely allowing learners to share information, CLARE provides an explicit meta-cognitive framework, called RESRA, to help learners interpret information and build knowledge. Second, CLARE defines a new group process, called SECAI, that guides learners to systematically analyze, relate, and discuss scientific text through a set of structured steps: summarization, evaluation, comparison, argumentation,andintegration. Third, CLARE provides a fine-grained, non-obtrusive instrumentation mecha...
... A number of collaborative learning environments have been developed, which demonstrate how groups of learners can benefit from learning together (e.g. CLARE [11], CSILE [7], and VITAL [6]). These environments improve traditional usage scenarios of collaborative learning or open new application areas for collaborative learning, e.g. for geographically distributed groups of learners. ...
... In the CSCL field a large number of research prototypes exist that match the requirement for general collaboration functions and support one or a few learning scenarios (e.g. CLARE [11], VITAL [6]). However, they are closed system, i.e. it is difficult or impossible to integrate other tools or reuse existing learning material in these systems. ...
Collaborative learning has proven to be a successful method in traditional classroom settings. Computer-supported collaborative learning (CSCL) is regarded as a new paradigm in educational technology. Nevertheless, in the context of infrastructures for lifelong learning, little attention is paid to collaboration. We provide an analysis of lifelong learning with respect to collaborative learning. In order to support the variety of collaboration modes and learning methods in lifelong learning scenarios, existing approaches to learning infrastructures must be extended in a number of directions, e.g. with respect to user management, collaboration management, communication/collaboration functionality, support for (transitions between) different learning modes, and awareness of peer learners. We introduce our approach to an infrastructure for collaborative lifelong learning, which is based on integrated collaboration functionality, transitions between different learning modes, and a scalable standards-based architecture. We sketch two implementations of this approach in an internal as well as a multi party distributed setting and report first experiences.
... Das L³ Konzept war deshalb von Beginn an bewusst auf eine Organisationsstruktur ausgerichtet, die eine Betreuung von Lernenden als integralen Bestandteil vorsieht. (Wan 1994). ...
... Das L³ Konzept war deshalb von Beginn an bewusst auf eine Organisationsstruktur ausgerichtet, die eine Betreuung von Lernenden als integralen Bestandteil vorsieht. (Wan 1994). ...
... URN's keyword manipulation system is based on the assumption that that the collaborative group using it have fairly similar interests and views, so that they can come to a consensus as to the set of keywords that describe an article. However, even in small like-minded groups, users may have widely varying representations about the structure of a textual artifact [13]. In this usage we did not encounter any serious problems, but it must be considered in any longer term experiment. ...
Usenet is an example of the potential and problems of the nascent National Information Infrastructure. While Usenet makes an enormous amount of useful information available to its users, the daily data overwhelms any user who tries to read more than a fraction of it. This paper presents a collaboration-oriented approach to knowledge management and evaluation for very large, dynamic database structures such as Usenet. Our approach is implemented in a system called URN, a multi-user, collaborative, hypertextual Usenet reader. Empirical evaluation of this system demonstrates that this collaborative method, coupled with an adaptive interface, improves the overall relevance level of information presented to a user. Finally, the design of this system provides important insights into general collaborative knowledge management mechanisms for very large, dynamically structured database systems such as Usenet and the upcoming Information Superhighway.
... Community of Practice is a social learning theory that describes one's learning through participation and reification through the community activities. Collaborative learning supports learning by sharing knowledge through mutual contribution [2]. Social Knowledge-building (SKB) describes a collaborative knowledge building by a community [3]. ...
Recent studies have shown two approaches in building learning system. Each corresponds to the two types of knowledge which
are the content knowledge and social knowledge. The former is knowledge about knowing how to perform a task while the latter
is more about best practices. Intelligent Conversational Channel (ICC) is built to support for learning social knowledge.
In this paper, the two types of knowledge are explained and how ICC can be used to support learning among communities.
... CLARE (Wan & Johnson, 1994) (Wan, 1994) es un sistema basado en modelos que tiene un lenguaje de representación del conocimiento, tipo mapa conceptual, llamado RESRA y un modelo de proceso llamado SECAI. El lenguaje proporciona primitivas como: petición, concepto o teoría para representar contenidos temáticos y también crítica, pregunta o sugerencias, para expresar el punto de vista de cada estudiante. ...
... CLARE (Wan & Johnson, 1994) (Wan, 1994) es un sistema basado en modelos que tiene un lenguaje de representación del conocimiento, tipo mapa conceptual, llamado RESRA y un modelo de proceso llamado SECAI. El lenguaje proporciona primitivas como: petición, concepto o teoría para representar contenidos temáticos y también crítica, pregunta o sugerencias, para expresar el punto de vista de cada estudiante. ...
El artículo se centra en el estudio de entornos para aprendizaje colaborativo, entendido éste como el proceso en el que los alumnos aprenden mientras proponen y comparten ideas para resolver una tarea, favoreciéndose con el diálogo la reflexión sobre las propuestas propias y las de los compañeros. Se presenta el sistema DEGREE (acrónimo de Distance education Environment for GRoup ExperiencEs) que permite la realización de una variedad de tareas de aprendizaje por parte de grupos pequeños de estudiantes, permitiendo diversos métodos de colaboración. Se describe brevemente la funcionalidad del sistema así como el proceso de diseño y desarrollo del mismo, que se ha basado en sucesivos ciclos de prototipado y evaluación formativa. Este sistema se compara con otros entornos para aprendizaje colaborativo (CSILE, CLARE, Belvedere y SpeakEasy) en los que también se trabaja conjuntamente para la construcción de un conocimiento compartido por grupos de alumnos, aunque de formas diversas. Todos los sistemas considerados se enmarcan en el paradigma constructivista y basan su funcionamiento en un enfoque semiestructurado, aunque difiriendo en la estructuración utilizada, en el proceso de colaboración, en los mecanismos que ofrecen para la construcción de conocimiento común, y en la capacidad de intervención del sistema.
... Egret, a client-server system for implementing domain-specific, collaborative, hypertext systems [1,6,7,9]; CSRS, an Egret-based system for software review and quality improvement [2,10,11,12,8,6,7,9]; AEN, an Egret-based system for collaborative authoring and learning [3]; CLARE, an Egret-based system collaborative learning and review [4,13,14,15]. ...
Introduction For the past several years, the Collaborative Software Development Laboratory (CSDL) at the University of Hawaii has been pursuing research along two general fronts: the development of computer systems to support group activities (collaborative software), as well as research on the process of developing software in a group setting (collaborative development). Our research projects include: ffl Egret, a client-server system for implementing domain-specific, collaborative, hypertext systems [1, 6, 7, 9]; ffl CSRS, an Egret-based system for software review and quality improvement [2, 10, 11, 12, 8, 6, 7, 9]; ffl AEN, an Egret-based system for collaborative authoring and learning [3]; ffl CLARE, an Egret-based system collaborative learning and review [4, 13, 14, 15]. ffl ICS-WWW, a WWW-based system for exploring community building through electronic means [5]. From these experiences, we have begun to
This paper gives an overview and initial evaluation of Mole: a novel system which combines exploratory learning with hypertext based material and collaborative learning through the use of annotations. A brief review of CAL and related collaborative learning systems is followed by a description of the Mole system. Mole was designed to enable learners to take an active role in their learning by facilitating in-line annotation of the hypertext notes. In addition it was designed to be easy to use with minimal authoring costs. Mole has been built around existing standards where possible. Hypertext documents are marked up in Hypertext Mark-up Language. Hypertext Transfer Protocol has been used as the basis for the client/server communications. Mole has been used to deliver class notes and practical exercises to two of the department's Scheme programming classes. A first year undergraduate class of 178 has used the system for a full academic year and a second year undergraduate class of 75 has used the system for one semester. An initial evaluation has been carried out. Feedback from students via a questionnaire was very positive and constructive. Analysis of the server's log file shows that most students made considerable use of Mole as a browser, far fewer made use of the annotation facility. Future work will explore the reasons for the limited use of this facility.
Major issues for development environments are version management and scalability support. In this contribution, we discuss
design guidelines for building a scalable, Topic Maps based prototype for software development process support, based on our
work in [11,12]. Particular attention is paid to the versioning of both Topic Map Templates, i.e., patterns used for making
multiple copies of a set of topic map objects, and their instances.
In combination with faceted classification of the resulting hierarchical structures and a generic meta process model, it is
shown that the intrinsic traits of Topic Maps can be used to reduce the complexity of the management of large topic maps,
e.g., by filtering.
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