Uploaded byMasanori Yamada
C4 (C quad): Development of the application for language learning based on social and cognitive presences (EuroCALL2013)
The document discusses the development of a computer-mediated communication (CMC) application to support language learning based on social and cognitive presences. The application is designed using the Community of Inquiry framework, which emphasizes social, cognitive, and teaching presences. It incorporates several functions like a chatbot, causal maps of chat discussions, and visualization of participation. An initial formative usability evaluation with students found the causal maps and participation features positively supported social and cognitive presences, while the chatbot required improvement. Future work will evaluate effects on language learning and further refine weaker functions.
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C4 (C quad): Development of the application for language learning based on social and cognitive presences (EuroCALL2013)
- 1. C4 (C quad):Development of the application for language learning based on social and cognitive presences Masanori Yamada, Kyushu University Yoshiko Goda, Kumamoto University Hideya Matsukawa, Osaka University Kojiro Hata, Otema University Seisuke Yasunami, Kumamoto University 113年9月13日金曜日
- 2. CMC use inLanguage Learning •Many types of CMC are used in language learning •Text-based CMC •BBS, Chat, SNS (included in the use of picture) •Rich-media CMC •Videoconferening •Audioconferening 213年9月13日金曜日
- 3. CMC use inLanguage Learning •Many types of CMC are used in language learning •Text-based CMC •BBS, Chat, SNS (included in the use of picture) •Rich-media CMC •Videoconferening •Audioconferening Collaborative learning (Social learning) × Language Learning 213年9月13日金曜日
- 4. Problem (Goda andYamada, 2012) •Focusing on communication for interpersonal relationship •Not use high-order cognitive learning 313年9月13日金曜日
- 5. Problem (Goda andYamada, 2012) •Focusing on communication for interpersonal relationship •Not use high-order cognitive learning Application of Community of Inquiry framework (Garrison and Anderson, 2003) to collaborative language learning 313年9月13日金曜日
- 6. Community of InquiryFramework • Social Presence: the ability of participant to make interpersonal relationship through social interaction • Cognitive Presence: learner s perception of cognitive learning activities (e.g., information sharing and integration) • Teaching Presence: learner s perception of learning guidance by others (e.g, facilitation) Teaching Presence Cognitive Presence Social Presence Learning Experience Garrison and Anderson (2003) 413年9月13日金曜日
- 7. Problem (Goda andYamada, 2012) •Students must be supported to enhance social presence •Teaching and social presences have effects on the promotion of students contribution •Teaching and social presences have significant correlation with satisfaction •Cognitive presence should be more supported (information integration, articulating solution) Goda, Y. & Yamada, M. (2012). Application of CoI to Design CSCL for EFL Online Asynchronous Discussion, Z.Akyol. & D.R. Garrison (Eds.) Educational Community of Inquiry: Theoretical Framework, Research and Practice (pp. 295-316), Hershey, Pennsylvania, USA:IGI Global 513年9月13日金曜日
- 8. Research purposes •Development ofCMC-based application for the support of communication-based language learning in out-of-class situation •Evaluation of its effects on •affective side •language learning •Open to all academics and language teachers who want to use this system (not open for commercial use) 6 613年9月13日金曜日
- 9. Research purposes •Development ofCMC-based application for the support of communication-based language learning in out-of-class situation •Evaluation of its effects on •affective side •language learning •Open to all academics and language teachers who want to use this system (not open for commercial use) 6 613年9月13日金曜日
- 10. System design •Community ofInquiry (e.g., Garrison, 2011) •Social Presence •support to social interaction •Cognitive Presence •support critical thinking •Moodle module (Ver 2.4.1) •easy install, easy use for all teachers •Low cost •not require to buy additional server software such as Flash Media Server7 713年9月13日金曜日
- 11. Community of InquiryFramework • Social Presence: the ability of participant to make interpersonal relationship through social interaction • Cognitive Presence: learner s perception of cognitive learning activities (e.g., information sharing and integration) • Teaching Presence: learner s perception of learning guidance by others (e.g, facilitation) Teaching Presence Cognitive Presence Social Presence Learning Experience Garrison and Anderson (2003) 813年9月13日金曜日
- 12. Community of InquiryFramework • Social Presence: the ability of participant to make interpersonal relationship through social interaction • Cognitive Presence: learner s perception of cognitive learning activities (e.g., information sharing and integration) • Teaching Presence: learner s perception of learning guidance by others (e.g, facilitation) Teaching Presence Cognitive Presence Social Presence Learning Experience Garrison and Anderson (2003) 813年9月13日金曜日
- 13. Main functions • ChatbotMondo (問答) • modify Eliza program (Welzenbaum, 1966) using Socratic dialogue method • support cognitive presence • Constitutive chat CD-Map • make causal relations between postings in chat • not synchronous • emoticons, like button, save and share mind map • support social and cognitive presence • Visualization • visualize login frequency and contribution • support social presence9 913年9月13日金曜日
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- 24. Formative evaluation (usability) •Subjects:7 university students • Group 1: 3 students • Group 2: 4 students •Talking about entrance examination in Japan • 40 mins • use all functions • answer usability and perceived effects of each function 1313年9月13日金曜日
- 25. Results (Mondo) 14 1.00$$ 2.00$$3.00$$ 4.00$$ 5.00$$ Perceived easiness of "Mondo" use Perceived effect of "Mondo" on your critical thinking Perceived effect of "Mondo" on active participation in discussion on "CD-Map" 3.43 2.86 3.71 1413年9月13日金曜日
- 26. Results (Login frequency) 15 1.00$$2.00$$ 3.00$$ 4.00$$ 5.00$$ Intuitive display of login frequency Perceived effect of login display on perception of others' presence 3.29 3.43 1513年9月13日金曜日
- 27. Results (Contribution) 16 1.00$$ 2.00$$3.00$$ 4.00$$ 5.00$$ Intui.ve$display$of$contribu.on$ Perceived$effect$of$contribu.on$display$on$ percep.on$of$others'$presence$ Perceived$effect$of$contribu.on$display$on$your$ reflec.on$on$your$ac.vity$in$online$discussion$ 2.00 3.14 3.00 1613年9月13日金曜日
- 28. Results (CD-Map) 17 1.00$$ 2.00$$3.00$$ 4.00$$ 5.00$$ Perceived easiness of "CD-Map" use Perceived effect of "CD-Map" on critical thinking Perceived effect of "CD-Map" on perception of others presence Perceived effect of "CD-Map" on acknowledgement by other members 4.00 3.57 3.86 3.29 1713年9月13日金曜日
- 29. Results (Like button) 181.00$$2.00$$ 3.00$$ 4.00$$ 5.00$$ Intuitive display of favorite button Perceived effect of favorite button on perception of others presence Perceived effect of favorite button on acknowledgement by other members Perceived effect of favorite button on group work facilitation 4.29 3.86 4.43 3.43 1813年9月13日金曜日
- 30. Results(Sharing mindmap) 19 1.00$$ 2.00$$3.00$$ 4.00$$ 5.00$$ Perceived effect of sharing mindmap function on critical thinking Perceived effect of sharing mindmap function on perceiption of others' presence Perceived effect of sharing mindmap function on acknowledgement by other members Perceived effect of sharing mindmap function on active participation in disucussion on "CD-Map" 3.57 4.57 3.71 3.86 1913年9月13日金曜日
- 31. Results Functions Evaluation Mondo (Chatbot)× Visualization △ CD-Map (Chat) ○ 2013年9月13日金曜日
- 32. Future works •evaluate theeffects on language learning and affective side of learning as formative evaluation •comparative evaluation (with and without functions) •improve the functions which were badly evaluated(chatbot, login frequency, contribution display) •smart phone(?) for out-of-class situation •evaluate its effects in out-of-class situation 21 2113年9月13日金曜日
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