TY - GEN
T1 - Dialogism
T2 - 11th International Conference on Computer Supported Collaborative Learning: Exploring the Material Conditions of Learning, CSCL 2015
AU - Dascalu, Mihai
AU - Trausan-Matu, Stefan
AU - Dessus, Philippe
AU - McNamara, Danielle S.
N1 - Funding Information:
We would like to thank the students of University “Politehnica” of Bucharest who participated in our experiments. This research was partially supported by the 264207 ERRIC FP7-REGPOT-2010-1 project, by the FP7 2008-212578 LTfLL project, by the Sectorial Operational Programme Human Resources Development 2007-2013 of the Ministry of European Funds through the Financial Agreement POSDRU/159/1.5/S/134398, as well as by the NSF grants 1417997 and 1418378 to Arizona State University.
Publisher Copyright:
© ISLS.
PY - 2015
Y1 - 2015
N2 - As Computer Supported Collaborative Learning (CSCL) gains a broader usage in multiple educational scenarios facilitated by the use of technology, the need for automated tools capable of detecting and stimulating collaboration increases. We propose a computational model using ReaderBench that assesses collaboration from a dialogical perspective. Accordingly, collaboration emerges from the inter-twining of different points of view or, more specifically, from the inter-animation of voices pertaining to different speakers. Collaboration is determined from the intertwining or overlap of voices emitted by different participants throughout the ongoing conversation. This study presents a validation of this model consisting of a comparison between the output of our system and human evaluations of 10 chat conversations, selected from a corpus of more than 100 chats, in which Computer Science students debated on the advantages and disadvantages of CSCL technologies (e.g., chat, blog, wiki, forum, or Google Wave). The human evaluations of the degree of collaboration between the participants and the automated scores showed good overlap as measured by precision, recall, and F1 scores. Our overarching conclusion is that dialogism derived from the overlapping of voices can be perceived as a signature for collaboration.
AB - As Computer Supported Collaborative Learning (CSCL) gains a broader usage in multiple educational scenarios facilitated by the use of technology, the need for automated tools capable of detecting and stimulating collaboration increases. We propose a computational model using ReaderBench that assesses collaboration from a dialogical perspective. Accordingly, collaboration emerges from the inter-twining of different points of view or, more specifically, from the inter-animation of voices pertaining to different speakers. Collaboration is determined from the intertwining or overlap of voices emitted by different participants throughout the ongoing conversation. This study presents a validation of this model consisting of a comparison between the output of our system and human evaluations of 10 chat conversations, selected from a corpus of more than 100 chats, in which Computer Science students debated on the advantages and disadvantages of CSCL technologies (e.g., chat, blog, wiki, forum, or Google Wave). The human evaluations of the degree of collaboration between the participants and the automated scores showed good overlap as measured by precision, recall, and F1 scores. Our overarching conclusion is that dialogism derived from the overlapping of voices can be perceived as a signature for collaboration.
KW - CSCL
KW - Cohesion
KW - Collaboration assessment
KW - Dialogism
KW - Voice inter-animation
UR - http://www.scopus.com/inward/record.url?scp=84948832642&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84948832642&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:84948832642
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 86
EP - 93
BT - Exploring the Material Conditions of Learning
A2 - Lindwall, Oskar
A2 - Hakkinen, Paivi
A2 - Koschmann, Timothy
A2 - Tchounikine, Pierre
A2 - Ludvigsen, Sten
PB - International Society of the Learning Sciences (ISLS)
Y2 - 7 June 2015 through 11 June 2015
ER -