Modelling And Visualising Traces For Reflexivity In Synchronous Collaborative Systems Presentation

2,386 views

Published on

Presentation for the eponymous article in InCos2009

Published in: Technology, Business
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
2,386
On SlideShare
0
From Embeds
0
Number of Embeds
1,448
Actions
Shares
0
Downloads
9
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Modelling And Visualising Traces For Reflexivity In Synchronous Collaborative Systems Presentation

  1. 1. Modelling and visualising traces for reflexivity in synchronous collaborative systems Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Laboratoire d’InfoRmatique en Image et Systèmes d’information (LIRIS) Université Lyon 1, LIRIS UMR5205, F-69622 Villeurbanne, France https://liris.CNRS.fr/ InCos, november 2009
  2. 2. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Outline 1 Context 2 Reflexivity and traces 3 Modelled traces 4 Our trace models 5 Prototypes in progress 6 Conclusion and perspectives Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 2 / 25
  3. 3. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Context Online synchronous collaborative learning is characterized by size: small closed group activity’s structure: teachers specify the content collaboration: strong human exchanges time: synchronicity Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 3 / 25
  4. 4. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Context Our goals are to support group activity to support individual reflexivity to support group reflexivity to describe human activity on computer to create a memory of past interactions Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 4 / 25
  5. 5. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Metacognition for learning Metacognition is important in learning, and needs reflexivity [Worrall and Bell, 2007] Metacognition [Flavell, 1976] [is] one’s knowledge concerning one’s own cognitive processes or anything related to them. . . For example, I am engaging in metacognition if I notice that I am having more trouble learning A than B; if it strikes me that I should double check C before accepting it as fact. Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 5 / 25
  6. 6. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Why reflexivity? Reflexivity of activity allows: metacognition awareness group synchronisation We identify three levels of reflexivity: individual, extended and group. Let’s have a look at them! Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 6 / 25
  7. 7. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Why reflexivity? Reflexivity of activity allows: metacognition awareness group synchronisation We identify three levels of reflexivity: individual, extended and group. Let’s have a look at them! Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 6 / 25
  8. 8. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Basic synchronous collaborative activity Situation of synchronous collaboration: 3 users working together Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 7 / 25
  9. 9. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Different levels of reflexivity Individual reflexivity: me, watching myself Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 8 / 25
  10. 10. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Different levels of reflexivity Extended reflexivity: me, watching you and myself together Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 9 / 25
  11. 11. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Different levels of reflexivity Group reflexivity: me, watching us Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 10 / 25
  12. 12. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Different levels of reflexivity Conclusion : a need to filter and to share reflexivity within a group: on an individual base on a collective base Our approach : we use modelled traces for working with reflexivity Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 11 / 25
  13. 13. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives What is a modelled trace? Modelled trace We call “modelled trace” a collection of observations, temporally situated, associated to an observation model. ⇒ for short : a modelled trace is a formal representation of user’s interactions A modelled trace can be processed, transformed, shared and visualised. Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 12 / 25
  14. 14. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Modelled trace Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 13 / 25
  15. 15. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Single user and his trace based management system Collecting (from app) M2 Complete trace - visualisation M1 Specific trace τ - sharing - archiving M3 My dedicated activity trace - post-processing Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 14 / 25
  16. 16. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Collaboration with traces Synchronous Internet Application Traces Traces Traces Others Others Others Applications Applications Applications user 1 Trace-based Application Synchronous Application Traces Traces Synchronous Traces Application Traces Others Traces Others Traces Others Applications Applications Others Applications Others Others Applications Applications Applications user 3 Trace-based user 2 Application Trace-based Application Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 15 / 25
  17. 17. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Reflexivity improved by traces sharing Internet Collecting Collecting Collecting (from app) (from tbms) (from tbms) T2 T1 M2 User 2 shared trace M1 My private trace T4 τ2 M2 User 1 shared trace T3 Synchronous Application τ1 M2 My shared trace user 3 τ3 Others Others Others Applications Applications T5 T6 TBMS Applications user My dedicated τ4 M4 Group shared trace Individual and M3 activity trace collective trace vizualisation and Sharing sharing (to tbms) T7 M5 Me within the group trace User - Trace base Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 16 / 25
  18. 18. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Generic model of synchronous collaborative activity Generic Common collaborative system obsel activity's obsel User's obsel Clipboard's obsel Copy into the Paste into the Interaction system's system's modes' obsel clipboard clipboard Text chat screen sharing videoconference obsel obsel obsel Collaborative shared web whiteboard text editor obsel browser obsel obsel Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 17 / 25
  19. 19. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Part of the specific model for text chat activity Generic Specialisation Common collaborative system obsel activity's obsel Relation receiving a chat User's obsel message Interaction content modes' obsel y n tb se is Text chat obsel is received on beginning of user presence user ID is ac tiv a te chat message d composition by content chat channel a chat message of n of activation is a validation of is a compositio by ge on channel a chat messa nt se is es ish t fin cha a sending a chat chat channel message closure Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 18 / 25
  20. 20. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Zoom into the text chat model Text chat obsel beginning of user presence ag of n user ID eo ess ion t m posit is a by a c com e nt ctiv i ss ha is a ate db y chat channel chat channel finishes activation closure a chat channel Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 19 / 25
  21. 21. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Concrete example: Alice’s trace in a group activity obsel ter term relati min inate on ate s th sa ses beginning of user presence (Alice) wh sion iteb of oa iteboard rd beginning of user presence (Bob) is a wr iting on wh use end of user presence beginning of user presence (Charlie) paste from the is is a paste of system clipboard n is se di se nt se nt by copy into the is u by creating text closing whiteboard system clipboard activating whiteboard chat channel chat message sending a receiving a chat channel activation composition chat message chat message closure ition n ion os at ge shared web mp age o lid sa co is a t mes s va mes hat browser closure ac s a hat on h a i hes of c finis d c ive activating shared of ce hes re web browser finis is is made in changing page Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 20 / 25
  22. 22. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Technical works on 3 axes Development of several software, covering all aspects: 1. collecting traces : instrumented applications 2. processing traces : traces management system 3. using traces : interactive visualisation of traces Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 21 / 25
  23. 23. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Instrumented chat client producing modelled traces Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 22 / 25
  24. 24. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives User feedback Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 23 / 25
  25. 25. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives Conclusion and perspectives Theoretical work: applications models: genericity, automatic generation conception: theory of modelled trace visualisation validation: evaluating benefits in learning with our reflective system Technical work: trace visualisation: software for interactive visualisation of traces trace manipulation: sharing, processing traces management system: extending core functionalities Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 24 / 25
  26. 26. Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives References Flavell, J. (1976). Metacognitive aspects of problem solving, chapter 12, pages 231–236. Routledge, Pittsburg. Worrall, L. and Bell, F. (2007). Metacognition and Lifelong E-learning: a contextual and cyclical process. E-Learning, 4:161. And of course : Google: “trace modélisée interaction” our research team: https://liris.CNRS.fr/silex (French and English) Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ Model. and visu. traces for reflex. in sync. coll. act. 25 / 25

×