Evaluating the quality of learning in Computer Supported Co-operative Learning

Can learning quality be maintained in the face of increasing class size by the use of Computer Supported Co-operative Learning (CSCL) technologies? In particular, can Computer-Mediated Communication promote critical thinking in addition to surface information transfer? We compared face-to-face seminars with asynchronous computer conferencing in the same Information Management class. From Garrison's theory of critical thinking and Henri's critical reasoning skills, we developed two ways of evaluating critical thinking: a student questionnaire and a content analysis technique. We found evidence for critical thinking in both situations, with some subtle differences in learning style. This paper provides an overview of this work.

An experiment in group learning technology: evaluating critical thinking in face-to-face and computer-supported seminars

Can learning quality be maintained in the face of increasing class size by the use of Computer Supported Co-operative Learning (CSCL) technologies? In particular, can Computer-Mediated Communication promote critical thinking in addition to surface information transfer? We compared face-to-face seminars with asynchronous computer conferencing in the same Information Management class. From Garrison's theory of critical thinking and Henri's critical reasoning skills, we developed two ways of evaluating critical thinking: a student questionnaire and a content analysis technique. We found evidence for critical thinking in both situations, with some subtle differences in learning style. This paper provides an overview of this work.

A content analysis method to measure critical thinking in face-to-face and computer supported group learning

This paper gives a detailed account of the content analysis method developed at Queen's University Belfast to measure critical thinking during group learning, as used in our controlled comparisons between learning in face-to-face and computer conference seminars. From Garrison's 5 stages of critical thinking, and Henri's cognitive skills needed in CMC, we have developed two research instruments: a student questionnaire and this content analysis method. The content analysis relies on identifying, within transcripts, examples of indicators of obviously critical and obviously uncritical thinking, from which several critical thinking ratios can be calculated.

Emotion Recognition in Human-Computer Interaction

The authors are concerned with the development of computer systems that are capable of using information from faces and voices to recognise people's emotions in real-life situations. The paper addresses the nature of the challenges that lie ahead, and provides an assessment of the progress that has been made in the areas of signal processing and analysis techniques (with regard to speech and face), and the psychological and linguistic analyses of emotion. Ongoing developmental work by the authors in each of these areas is described.

Qubit state guidance without feedback

We study a protocol for two-qubit-state guidance that does not rely on feedback mechanisms. In our scheme, entanglement can be concentrated by arranging the interactions of the qubits with a continuous variable ancilla. By properly post-selecting the outcomes of repeated measurements performed on the state of the ancilla, the qubit state is driven to have a desired amount of purity and entanglement. We stress the primary role played by the first iterations of the protocol. Inefficiencies in the detection operations can be fully taken into account. We also discuss the robustness of the guidance protocol to the effects of an experimentally motivated model for mixedness of the ancillary states.

Natural three-qubit interactions in one-way quantum computing

We address the effects of natural three-qubit interactions on the computational power of one-way quantum computation. A benefit of using more sophisticated entanglement structures is the ability to construct compact and economic simulations of quantum algorithms with limited resources. We show that the features of our study are embodied by suitably prepared optical lattices, where effective three-spin interactions have been theoretically demonstrated. We use this to provide a compact construction for the Toffoli gate. Information flow and two-qubit interactions are also outlined, together with a brief analysis of relevant sources of imperfection.