This document discusses the role of affective states in computer-supported collaborative learning (CSCL) environments. It begins by providing background on CSCL and benefits of collaborative learning. While collaborative learning has potential benefits, proper design and facilitation is needed. The document then discusses challenges in providing intelligent support for CSCL. It reviews literature on affective states (emotions, moods, personality traits) used in CSCL environments. Several studies empirically evaluated the effects of considering affective states, finding benefits like reducing frustration and improving interactions. However, more research is still needed to fully understand the effects of affective states and create frameworks to apply this knowledge in building better intelligent CSCL environments.
The evolution and adoption of Learning Analytics (LA) participates in the debate about the ethical challenges associated to technological advancement and the need to provide responsible technology. This debate in the field of educational technology focuses on the tension between the potential of LA to achieve more effective education and its impact on human behavior and well-being. In this talk I will present examples of solutions based on learning analytics proposed in the TIDE research group of Pompeu Fabra University - Barcelona (https://www.upf.edu/web/tide) that try to meet requirements of human-centred design, support for human agency, transparency, or human well-being. Examples include systems with LA components to support the design and orchestration of active learning activities, especially collaborative learning activities.
A learning scientist approach to modeling human cognition in individual and c...Margarida Romero
A learning scientist approach to modeling human cognition in individual and collaborative problem solving tasks. 12 février 2021. Mini-cours. NeuroMod Institute. Université Côte d'Azur.
The evolution and adoption of Learning Analytics (LA) participates in the debate about the ethical challenges associated to technological advancement and the need to provide responsible technology. This debate in the field of educational technology focuses on the tension between the potential of LA to achieve more effective education and its impact on human behavior and well-being. In this talk I will present examples of solutions based on learning analytics proposed in the TIDE research group of Pompeu Fabra University - Barcelona (https://www.upf.edu/web/tide) that try to meet requirements of human-centred design, support for human agency, transparency, or human well-being. Examples include systems with LA components to support the design and orchestration of active learning activities, especially collaborative learning activities.
A learning scientist approach to modeling human cognition in individual and c...Margarida Romero
A learning scientist approach to modeling human cognition in individual and collaborative problem solving tasks. 12 février 2021. Mini-cours. NeuroMod Institute. Université Côte d'Azur.
6th International Workshop on Software Engineering for E-learning (ISELEAR’15)
Authors: Alicia García-Holgado, Francisco J. García-Peñalvo and María José Rodríguez-Conde
https://www.youtube.com/watch?v=Ds8j0R0CxvM&list=PLboNOuyyzZ86rx78ZLHzZN8c1MHPLVhFe&index=4
Pedagogical theory for e-Learning Design: From ideals to reality?PEDAGOGY.IR
Pedagogical theory for e-Learning Design: From ideals to reality?
Daniel K. SchneiderTECFA –FPSE -Universitéde Genève
daniel.schneider@unige.ch
9th Iranian Conference on e-Learning
KharazmiUniversity, Teheran
Thursday, March 12, 2015
Authors: Jean Underwood, Philip E. Banyard.
How do schools successfully support the personalising of learning though the use of digital technologies? The research reported here explores the relationship between digital technologies and current moves to provide a more personalised learning experience. Recommendations are made that will encourage a better understanding of the learning spaces and the better use of digital technologies.
Teacher communities: learning design support, social mechanisms, and case stu...davinia.hl
Teacher communities: learning design support, social mechanisms, and case studies
Davinia_Hernandez-Leo @JRC_EU_Seville_2019
JCR Seville, 11-12 April 2019Joint Workshop WG 2 & WG 4: Exploring the interplay between Human Learning and Machine Learning - The Citizen Science Perspective
I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main research contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. edCrumble for blended learning, PyramidApp for collaborative learning) and the use of data analytics at different levels (learning, design, community) to facilitate meaningful social interactions between teachers (e.g. supporting community inquiry, learning redesign). The presentation will include results of European, Spanish and Catalan projects (METIS, RESET, CoT) and our initial work in recently started projects (SmartLET, Illuminated, Spotlighters).
Davinia Hernández-Leo is Associate Professor and Serra Hunter Fellow in the Department of Information and Communications Technologies at Universitat Pompeu Fabra, Barcelona (UPF), the Head of the Interactive and Distributed Technologies for Education group (TIDE), Vice-Dean of the UPF Engineering School and the Director of its Unit for teaching quality and innovation. She obtained her PhD at University of Valladolid (2007), has been a visiting scholar at the Open University of the Netherlands (2006), Virginia Tech (2012) and the University of Sydney (2015). Davinia's research lies at the intersection of network and computer applications, human-computer interaction, and learning sciences, with a special focus on technologies for learning design, computer-supported collaborative learning (CSCL), analytics, architectures and devices for learning. She is Vice-President of the European Association of Technology-Enhanced Learning, Chair of the IEEE ICICLE SIG on learning technology standards, and a member of the editorial board of the IEEE Transactions of Learning Technologies. http://www.upf.edu/web/tide
Learning Analytics and Sensemaking in Digital Learning Ecosystems - Examples ...tobold
Presentation given at the Seminar "Opportunities and Challenges of Learning with Technologies: Evidence-based Education" at the Permanent Representation of Estonia to the EU on 12 November 2014 in Brussels.
V Jornadas eMadrid sobre “Educación Digital”. Edmundo Tovar, Universidad Poli...eMadrid network
V Jornadas eMadrid sobre “Educación Digital”. Edmundo Tovar, Universidad Politécnica de Madrid: Entrepreneurship training as a practice based on OERs. 2015-06-30
6th International Workshop on Software Engineering for E-learning (ISELEAR’15)
Authors: Alicia García-Holgado, Francisco J. García-Peñalvo and María José Rodríguez-Conde
https://www.youtube.com/watch?v=Ds8j0R0CxvM&list=PLboNOuyyzZ86rx78ZLHzZN8c1MHPLVhFe&index=4
Pedagogical theory for e-Learning Design: From ideals to reality?PEDAGOGY.IR
Pedagogical theory for e-Learning Design: From ideals to reality?
Daniel K. SchneiderTECFA –FPSE -Universitéde Genève
daniel.schneider@unige.ch
9th Iranian Conference on e-Learning
KharazmiUniversity, Teheran
Thursday, March 12, 2015
Authors: Jean Underwood, Philip E. Banyard.
How do schools successfully support the personalising of learning though the use of digital technologies? The research reported here explores the relationship between digital technologies and current moves to provide a more personalised learning experience. Recommendations are made that will encourage a better understanding of the learning spaces and the better use of digital technologies.
Teacher communities: learning design support, social mechanisms, and case stu...davinia.hl
Teacher communities: learning design support, social mechanisms, and case studies
Davinia_Hernandez-Leo @JRC_EU_Seville_2019
JCR Seville, 11-12 April 2019Joint Workshop WG 2 & WG 4: Exploring the interplay between Human Learning and Machine Learning - The Citizen Science Perspective
I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main research contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. edCrumble for blended learning, PyramidApp for collaborative learning) and the use of data analytics at different levels (learning, design, community) to facilitate meaningful social interactions between teachers (e.g. supporting community inquiry, learning redesign). The presentation will include results of European, Spanish and Catalan projects (METIS, RESET, CoT) and our initial work in recently started projects (SmartLET, Illuminated, Spotlighters).
Davinia Hernández-Leo is Associate Professor and Serra Hunter Fellow in the Department of Information and Communications Technologies at Universitat Pompeu Fabra, Barcelona (UPF), the Head of the Interactive and Distributed Technologies for Education group (TIDE), Vice-Dean of the UPF Engineering School and the Director of its Unit for teaching quality and innovation. She obtained her PhD at University of Valladolid (2007), has been a visiting scholar at the Open University of the Netherlands (2006), Virginia Tech (2012) and the University of Sydney (2015). Davinia's research lies at the intersection of network and computer applications, human-computer interaction, and learning sciences, with a special focus on technologies for learning design, computer-supported collaborative learning (CSCL), analytics, architectures and devices for learning. She is Vice-President of the European Association of Technology-Enhanced Learning, Chair of the IEEE ICICLE SIG on learning technology standards, and a member of the editorial board of the IEEE Transactions of Learning Technologies. http://www.upf.edu/web/tide
Learning Analytics and Sensemaking in Digital Learning Ecosystems - Examples ...tobold
Presentation given at the Seminar "Opportunities and Challenges of Learning with Technologies: Evidence-based Education" at the Permanent Representation of Estonia to the EU on 12 November 2014 in Brussels.
V Jornadas eMadrid sobre “Educación Digital”. Edmundo Tovar, Universidad Poli...eMadrid network
V Jornadas eMadrid sobre “Educación Digital”. Edmundo Tovar, Universidad Politécnica de Madrid: Entrepreneurship training as a practice based on OERs. 2015-06-30
"Análisis del comportamiento de estudiantes de entornos virtuales de aprendizaje", por Dr. Juliá Minguillón. Presentación de la jornada "Análisis del comportamiento de los estudiantes de la UOC".
Seminario eMadrid sobre "¿Cómo crear e impartir cursos on-line de calidad?". ...eMadrid network
Seminario eMadrid sobre "¿Cómo crear e impartir cursos on-line de calidad?". Hacia la innovación educativa: los MOOCs y SPOCs de la Universidad Autónoma de Madrid. Pedro García Martín, Ruth Cobos Pérez, Universidad Autónoma de Madrid. 11/03/2016.
Seminario eMadrid sobre "Nuevas experiencias en laboratorios remotos". Labora...eMadrid network
Seminario eMadrid sobre "Nuevas experiencias en laboratorios remotos". Laboratorios remotos y el proyecto Industria 4.0. Reinhard Langmann, University of Applied Sciences Duesseldorf. 26/02/2016.
Seminario eMadrid sobre "Nuevas experiencias en laboratorios remotos". Experi...eMadrid network
Seminario eMadrid sobre "Nuevas experiencias en laboratorios remotos". Experimentación online y nuevas experiencias en laboratorios remotos. María Teresa Restivo, Universidad de Oporto. 26/02/2016.
Optimización de recursos para lograr calidad y cantidad en la creación de MO...eMadrid network
Optimización de recursos para lograr calidad y cantidad en la creación de MOOCs: Experiencias de la Universidad de Southampton. Kate Dickens, Universidad de Southampton. 11/03/2016.
Seminario eMadrid 2015 11 13 sobre competencias transversales. Daniel López F...eMadrid network
Seminario eMadrid 2015 11 13 sobre competencias transversales. Daniel López Fernández, UPM. Métodos, recursos y tecnologías para diagnosticar y desarrollar competencias transversales en la universidad.
Seminario eMadrid sobre Empresas de tecnología educativa “Made in Spain”. Sma...eMadrid network
Seminario eMadrid sobre Empresas de tecnología educativa “Made in Spain”. Smartick: La trayectoria de un método online adaptativo dentro de un sistema que premia la uniformidad. Tania Alonso Sainz, Smartick.16/02/2016.
Seminario eMadrid sobre "Pensamiento Computacional". El Pensamiento computaci...eMadrid network
Seminario eMadrid sobre "Pensamiento Computacional". El Pensamiento computacional como una herramienta transversal en los centros educativos. Julio Rodríguez Borges. Sesa Sistemas.
VI Jornadas eMadrid "Unbundling Education". Premios eMadrid 2016. Estudio e i...eMadrid network
VI Jornadas eMadrid "Unbundling Education". Premios eMadrid 2016. Estudio e integración de tecnologías para la asistencia de personas con diversidad funcional intelectual en actividades de la vida diaria. Javier Gómez Escribano. UAM. 20/06/2016.
Seminario eMadrid sobre Empresas de tecnología educativa “Made in Spain”. MOO...eMadrid network
Seminario eMadrid sobre Empresas de tecnología educativa “Made in Spain”. MOOC o SPOC, miedos, incertidumbres y dudas... evolución. Javier Viñuales Gutiérrez, Difundi. 16/02/2016.
Seminario eMadrid sobre "¿Cómo crear e impartir cursos on-line de calidad?"....eMadrid network
Seminario eMadrid sobre "¿Cómo crear e impartir cursos on-line de calidad?". La calidad en las pedagogías mediatizadas. De la televisión a los MOOC (y viceversa).Manel Jiménez-Morales, Universidad Pompeu Fabra. 11/03/2016.
Seminario eMadrid sobre "¿Cómo crear e impartir cursos on-line de calidad?"....
Similar to Seminario eMadrid "Reinventar la educación". Seiji Isotani, University of Sao Paulo. Advancements in Intelligent Support for Collaborative Learning
Are emotions driving better university courses?Bart Rienties
Wednesday 13 April, 18:30 - 19:30 (BST)
Do happier students make better learners? How much do our emotions dictate how we learn? And can we use this information to make university courses better?
These are just some of the questions we’ll be exploring as part of a special talk by some of the UK's leading academics in this area.
OU Technology Enhanced Learning experts are researching a concept called ‘analytics of emotions’ which means that in the future, devices like eye trackers and facial recognition software will analyse students’ emotional states when they are learning. These devices can gauge whether students are bored or frustrated by their online materials by the amount they sigh or frown.
The researchers predict in their annual Innovating Pedagogy report that that within the next 10 years, the design of university courses will be driven by how students interact socially and emotionally with their materials, peers, parents and teachers.
They will elaborate on what this means for higher education in their talk.
In the OpenMinds talk: Are emotions driving better university courses? the following topics will be investigated:
Dr Bart Rienties, Reader in Learning Analytics at the OU, will highlight the role of emotions in learning and question why they are often ignored.
Dr Ana Aznar, Postdoctoral Research Fellow, School of Psychology, University of Surrey, will explore how emotions develop in children and how they influence their learning.
Garron Hillaire, OU PhD student, Institute of Educational Technology will describe how his research categorises over 200 emotions related to learning. He will reveal how traces of student data are being used for emotional measurement. With these measures he will be leveraging the OU learning laboratories to validate the approach by examining physiological responses including facial muscle movement, heart rates, and galvanic skin sensors. Most importantly in the coming year these studies will expand to a University context to explore the role of emotion in Higher Education.
“The concept, “analytics of emotions” means that in the future, devices like eye trackers and facial recognition software will analyse students’ emotional states when they are learning,” said Dr Rienties. “These devices will track whether students find their content boring and frustrating, all of which can be fed back into course design. Emotions play a critical role in the learning and teaching process because they impact on learners’ motivation, self-regulation and academic achievement, so it is surprising that up to now, they have been mostly ignored in learning.”
Developing Surface and Deep Level Knowledge and Skill through Project Based L...mmcdowell13
The following draft presentation is centered on supporting educators who are working towards ensuring students are developing mastery in content, cognate, and cognitive learning outcomes in their classroom. The presentation focuses on strategies, underpinned by research, that elevate a teachers practice to inspect daily instructional and assessment strategies, build and inspect curriculum to enable surface and deep level knowledge construction, and to design a learning environment that builds the capacity of and involves learners in understanding their learning and taking action to constantly improve.
The slide deck goes further, providing guidance to site and district leaders to develop systems of deeper level learning.
Core outcomes of the presentation:
- Understand specific practices that limit the impact potential of problem and project based learning in the substantial enhancement of student learning
- Understand specific practices that have a high probability of enhancing student learning in the learning environments that utilize problem and project based learning.
- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
- Understand key tactical approaches that support site and district leaders in building and sustaining deeper learning systems.
Emotional Intelligence and Teacher Effectiveness of Secondary School Teachersijtsrd
Emotional intelligence is an ability to monitor personal and others’ emotions before taking some action or showing some behaviour. Teacher effectiveness is a construct that measures how frequently teachers perform certain roles based on some standards. The purpose of this research is to find out the emotional intelligence, and teacher effectiveness of secondary school teachers with reference to gender, marital status, qualification, location of the school and types of institute. Normative survey method was used for the study by the researcher. The sample consisted of 70 participants selected from different secondary schools of Ratlam district through stratified random sampling technique. The instruments of this study were Teacher Effectiveness Scale TES developed by the researcher and The Emotional Intelligence EI inventory by Annaraja and Thomas Perumalil 1980 and redesigned by Thomas Alexander 2004 . The data was collected and analysed by using various statistical methods i.e. mean, standard deviation and t test. The results indicated significant relation between teacher effectiveness and emotional intelligence of secondary school teachers. Hence, there is a need to promote the emotional intelligence of teachers along with their subject knowledge and pedagogical skills for better efficiency in the teaching learning process in secondary education. Gender differences in emotional intelligence and teacher effectiveness were not significant. Dr. Inderjeet Singh Bhatia "Emotional Intelligence and Teacher Effectiveness of Secondary School Teachers" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-5 , August 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50606.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50606/emotional-intelligence-and-teacher-effectiveness-of-secondary-school-teachers/dr-inderjeet-singh-bhatia
This presentation is based on a pilot study and dissertation on reciprocal teaching in a community college course for higher levels of learning using discussion forums.
Building a System of Learning and Instructional Improvement – Barbara Schneider EduSkills OECD
This presentation was given by Barbaba Schneider at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
Presented at the 2017 Faculty Summer Institute
Research suggests that building a strong sense of connectedness in an online course promotes
student success, engages students, and retains students. This requires that you establish a strong
teaching presence within the course, and that you create structures for students to form a community.
In this session, you will learn strategies to make your online course more personal and techniques to
build faculty and student presence in your online course.
Online versus traditional classrooms. What do online learners need? I want to teach Psychology (introduction) so what do the students need to learn. How will we teach them? What type of course design model should we use? Instructional designs? Assessments? Closing the loop? Instructors roles?
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
Similar to Seminario eMadrid "Reinventar la educación". Seiji Isotani, University of Sao Paulo. Advancements in Intelligent Support for Collaborative Learning (20)
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Seminario eMadrid "Reinventar la educación". Seiji Isotani, University of Sao Paulo. Advancements in Intelligent Support for Collaborative Learning
1. Advancements in Intelligent
Support for CSCL
The Role of Affective States in CSCL
Environments
Prof. Seiji Isotani
Co-Director, Applied Computing in Education Lab
University of Sao Paulo, Brazil
sisotani@icmc.usp.br
6. USP
Ranking
Ibero
American SCImago
Institutions
Rankings (SIR) 2014
QS University
Ranking: BRICS
2014
QS World
University
Rankings
2014
The Times
Higher Education
BRICS & Emerging
Economies
Rankings
2014
Webometrics Ranking
of World
Universities
July 2014
1
7132
11 29
16. Advancements in Intelligent
Support for CSCL
The Role of Affective States in CSCL
Environments
Prof. Seiji Isotani
Co-Director, Applied Computing in Education Lab
University of Sao Paulo, Brazil
sisotani@icmc.usp.br
17. The field of Computer-Supported
Collaborative Learning - CSCL dedicates to
study about how technology can be used to
support collaborative learning and its
processes (Stahl et al., 2006)
17
Context
18. Context
18
CSCL Benefits
(Kobbe et al., 2007; Harrer et al., 2004; Laurillard, 2009; Roschelle, & Dimitriadis, 2013)
Deeper
understanding
Cognitive and
metacognitive skills
Sharing of Ideas
Knowledge
Construction
19. The field of Computer-Supported
Collaborative Learning - CSCL dedicates to
study about how technology can be used to
support collaborative learning and its
processes (Stahl et al., 2006)
Despite of the potential benefits of
Collaborative Learning, this approach is
only beneficial when there is an
adequate design and orchestration of
its scenarios (Hernández-Leo et al., 2006, 2011;
Dillenbourg, 2013)
19
Context
23. Mechanics and
Components
232323
Isotani, S., Inaba, A., Ikeda, M., Mizoguchi, R. (2009). “An Ontology Engineering Approach to the
Realization of Theory-Driven Group Formation”. International Journal of Computer-Supported
Collaborative Learning, Springer, 4(4), p. 445-478.
Allocation
of Resources
Tasks
Distribution
Interaction
Patterns
Group
Goals
Teaching
Strategies
Group
Formation
Allocation of
Roles
Affective
States
24. Components
242424
Isotani, S., Inaba, A., Ikeda, M., Mizoguchi, R. (2009). “An Ontology Engineering Approach to the
Realization of Theory-Driven Group Formation”. International Journal of Computer-Supported
Collaborative Learning, Springer, 4(4), p. 445-478.
Allocation
of Resources
Tasks
Distribution
Interaction
Patterns
Group
Goals
Teaching
Strategies
Group
Formation
Allocation of
Roles
Affective
States
25. 6/39
Affective States
Scherer, K. R. (2000). “Psychological models of emotion”. In Joan C. Borod (Ed.), The neuropsychology of
emotion, 137: 137–162. Oxford University Press.
Emotion Mood
Personality
Trait
Intensity
Duration
Reason
27. 15
Recent findings
González-Ibáñez, R., Shah, C. (2014). Performance Effects of Positive and Negative Affective
States in a Collaborative Information Seeking Task. International Conference on Collaboration
and Technology (CRIWG 2014), p. 153-168.
• Studying working in Pairs
• Experiment setup (45 dyads)
1. Positive-Positive
2. Negative-Negative
3. Positive-Negative
• Which one correlates to better students’ performance?
o Negative-Negative Better Performance !!
RQ 1 Why affective states are important to build better and more
intelligent CSCL environments?
28. 15
Recent findings
Caspi, A.; Blau, I. Collaboration and psychological ownership: how does the tension between the
two influence perceived learning?. Social Psychology of Education, vol. 14, issue 2, p. 283-298,
2011
• Why students tends to not like to work in groups overtime?
• Experiment setup (118 undergrad students)
1. Control group
2. Sharing group
3. Collaborative group
o Results: collaboration may improve perceived quality, but
students may avoid it because they do not want to lose a
sense of personal ownership (feeling of contribution)
29. When we do not consider affective states during students’
interaction:
• Researchers have reported that students spend more time
in the resolution of socio-emotional conflicts than
developing the task (Reis et al, 2015).
23
Other Findings
30. 24
• Intelligent Tutor System (ITS) for CSCL:
• An ITS can use its inferring
capabilities to identify students’
emotions and select the best
pedagogical actions to support group
work in order obtain better learning
outcomes
RQ 1
Why affective states are important to build better
and more intelligent CSCL environments?
31. • Build a formal body of knowledge about affect and
CSCL.
• With this body of knowledge, intelligent systems will be able
to use affective information in:
• Group Formation
• Collaborative learning design
• Interaction analysis
• As well as decide:
• what to teach (e.g. match personality traits with
specific contents) and
• how to teach (e.g. specify CSCL scripts to meet
students affect needs). 28
Challenges
Affect + CSCL
33. 7/39
Research Questions
What are the affective states used in CSCL
environment so far?
RQ 2
RQ 3
Were affective states in CSCL environments
empirically evaluated? What are the benefits?
RQ 4
What types of research and educational systems
use affective states in CSCL contexts?
RQ 1
Why affective states are important to build better
and more intelligent CSCL environments?
37. Last five years produced ~45% of the
published papers on the topic
38. Results
RQ 1
What are the affective states used in CSCL
environment?
Personality Trait – 17 papers
39. 14
Results
RQ 1
What are the affective states used in CSCL
environment?
Personality Trait – 17 papers
sociability, communicability,
punctuality, commitment,
thoroughness, initiative, group
work attitude, shyness, self-
confidence, emotional stability,
extraversion, mental stability,
honesty level, self-confident,
diligent, participative, willing-to-
help, extroversion, introversion,
sensing, intuition, thinking,
feeling, judging, perceiving.
Psychological questionnaires:
Big Five*: energy,
agreeableness, emotion stability,
openness, and
conscientiousness
Roger Verdier**: melancholy,
unstable, amorphous, apathetic,
social, phlegmatic, active and
leader
* John and Srivastava (1999)
** Lopes Filho et al. (2012)
40. What are the affective states used in CSCL
environment?
13
Results
RQ 1
Emotion – 12 papers
41. 15
Results
RQ 1
What are the affective states used in CSCL
environment?
Mood – 5 papers
sad, unhappy,
neutral, happy, very
happy, bad mood,
good mood and
degrees of attention
44. 18
Results
RQ
2.1
What is the population and research topic?
Among the empirically evaluated papers:
Research topic:
45. • Identify the causes of emotion like frustration in CSCL
environment (e.g. Capdeferro & Romero, 2013);
• Provide positive influence using affective feedback in
collaborative work (e.g. Feidakis et al., 2013);
• Improve the interactions between teacher-student and better
understand the student motivational state in group work (e.g.
Solimeno et al., 2008);
• Offer group formation support considering the students
affective state to improve the interaction among students (e.g.
Reis et al., 2015).
19
Results
RQ
2.2
What are the benefits?
46. Results
RQ 3
What types of research and educational systems
use affective states in CSCL contexts?
20
48. Results
21
Research Gaps
Evaluation Research provides
evidences to help us propose
theoretical frameworks (philosophical
papers) that can be used to conduct
validation research and experience
reports
49. 27
Final Remarks
• To understand the effects of
affective states in CSCL and create
frameworks/models to use this
knowledge is the key to create better
and more intelligent CSCL environments
• There are several challenges
that need to be addressed
and goals to be pursued.
51. Advancements in Intelligent
Support for CSCL
The Role of Affective States in CSCL
Environments
Prof. Seiji Isotani
Co-Director, Applied Computing in Education Lab
University of Sao Paulo, Brazil
sisotani@icmc.usp.br
Editor's Notes
Até aqui 1 min
Até aqui 1 min
Uma peça faltando: estados afetivos
“Various aspects considered to improve the potential benefits of CSCL environments ”
Uma peça faltando: estados afetivos
“Various aspects considered to improve the potential benefits of CSCL environments ”
- Emotion: short duration, high intensity, activated by a stimulus. E.g: anger, shame, happiness.
- Mood: long duration, low intensity, diffuse. E.g: irritable, depressed.
- Personality Trait: stable, typical for a person. E.g: nervous, anxious.
Affective Computing arises as a research field that investigates how to detect, represent and express the user affectivity in machines.
According Scherer [2] definition, the terms sad, unhappy, happy and very happy are more properly classified as emotions: “affective state of short duration, intense and activate by evaluation of an event”.
According Scherer [2] definition, the terms sad, unhappy, happy and very happy are more properly classified as emotions: “affective state of short duration, intense and activate by evaluation of an event”.
What usually happen when we do not consider affective state during students’ interaction students spend more time in the resolution of socio-emotional conflicts than developing the task or solving the problem.
Another important aspect is the use of emotion and personality trait in educational system like “Intelligent Tutor System (ITS)”. An ITS can use its inferring capabilities to identify students emotions and modulate its interface and ways to interact with students to support a better learning outcomes
Studies empirical evaluated in controlled CSCL setting none of results have reached the maturity to be used in real classroom experiences
Overall result affect in CSCL environments are still incipient.
Affective Computing arises as a research field that investigates how to detect, represent and express the user affectivity in machines.
Researchers ( Sidney paper) have hypothesized about emotions that can affects students’ cognition and deep learning: boredom, confusion, frustration, surprise, etc.
According Scherer [2] definition, the terms sad, unhappy, happy and very happy are more properly classified as emotions: “affective state of short duration, intense and activate by evaluation of an event”.
Were affective states in CSCL environment empirically evaluated? – we verified that from a total of 18 papers (54,84%) that used emotion and/or mood, 9 of them (29,03%) carried out empirical evaluations. Using personality trait, 7 (22,58%) papers from 13 (41,94%) were empirically evaluated.
With respect to population, 15 papers developed empirically evaluation with undergraduate students (92,3%) and 1 paper with middle school students (7,7%).
We categorized the studies in four research topics: “collaborative written” (3,2% - 1 paper), “group formation” (9,7% - 3 papers), “affective feedback” (9,7% - 3 papers) and “students interaction” (22,6% - 7 papers).
Affective states used in CSCL environments: emotion, mood and personality trait emotion seems to be the most investigated state by the community
Affective states in CSCL environments key to create better and more successful group learning