Collaborative learning in a Japanese as a foreign language classroom /

This study examined the influence of training on Asian learners' beliefs, interaction, and attitudes during collaborative learning (CL) and explored the processes of their CL in pairs. The literature contains few studies on the effect of collaborative training in language learning. In addition, it shows gaps between SLA theory and practice resulting from learners' cultural differences. Although second/subsequent language acquisition (SLA) theory assumes that CL contributes to language learning, implementing CL in a multicultural classroom is often considered to be unsuccessful by teachers. The research questions designed to address this gap explore: (a) the extent to which tra~ng affects Asian learners' attitudes towards and interaction during CL; (b) how Asian learners accomplish collaborative tasks in pairs. In the quasi-experimental research design, the learners in the treatment group received special training in CL for 5 weeks while the learners in the comparison group did not receive similar training. Data were collected from 45 McMaster University students through pre- and posttests, pre- and postintervention questionnaires, student information, and informal classroom observations. To detennine the influence of training, the frequency of communication units (c-units), Language Related Episodes (LREs), Collaborative Dialogue (CD) from audio-taped data, and the fmal draft scores were compared between pre- and posttests. The learners' pre- and postintervention questionnaires were also compared. Transcripts from audio-taped data, students' information, their responses and comments from questionnaires, and informal observations served to investigate the processes of Asian learners' CL. Overall, this study found that training had significant influence on the frequency of c-units and CD, and considerable impact on the draft scores, although little influence on the frequency of LREs was observed. The results from the questionnaires in the treatment group showed positive changes in the learners' beliefs on pair work after training. On the other hand, analyses of the transcription data showed that the learners did not conduct enough discussion for a resolution of problems with peers. In conclusion, results suggested the need for teacher intervention, a longer period of collaborative training, and an implementation of self-evaluation into the course grade to encourage the learners to succeed in collaborative learning.

The development of collaborative skills in young children

This thesis examines young children's early collaborative development when engaged in joint tasks with both a peer and a parent. It begins by examining how the term "collaborative" has been applied and researched in previous literature. As collaboration is found to usually require dialogue, and intersubjectivity is seen as an important component in the construction of both collaboration and dialogue, the ability to construct intersubjectivity is the subject of the rest of the chapter. The chapter concludes by introducing the research questions that underpin the experiments that follow. A number of experiments are then described. Experiments 1 and 2 investigate age differences in interaction styles and the communication strategies used by similar aged dyads. Experiments 3 and 4 investigate differences due to the age of the child and/or the status of the information giver (either parent or child) in the styles of interaction and the communication strategies used by parent and child dyads. Experiment 5 investigates the benefits of collaborating with a parent, and finally, Experiment 6 examines the collaborative ability of pre-schools. The thesis identifies a series of skills required for successful collaboration. These include recognition of a joint goal and the need to suppress individual desires, the ability to structure joint interaction, moving from role-based to a negotiating style, and communicative skills, for example, asking for clarification. Other reasons for children's failure in collaborative tasks involve task-related skills, such as the development of spatial terms, and failure to recognise the need for accuracy. The findings support Vygotsky's theory that when working with an adult, children perform at a higher level than when working with a peer. Evidence was also found of parents scaffolding the interaction for their children. However, further research is necessary to establish that such scaffolding skills affect the child's development of collaborative interactive skills.

Group presence in virtual worlds: Supporting collaborative e-learning

Even though e-learning endeavors have significantly proliferated in recent years, current e-learning technologies provide poor support for group-oriented learning. The now popular virtual world's technologies offer a possible solution. Virtual worlds provide the users with a 3D - computer generated shared space in which they can meet and interact through their virtual representations. Virtual worlds are very successful in developing high levels of engagement, presence and group presence in the users. These elements are also desired in educational settings since they are expected to enhance performance. The goal of this research is to test the hypothesis that a virtual world learning environment provides better support for group-oriented collaborative e-learning than other learning environments, because it facilitates the emergence of group presence. To achieve this, a quasi-experimental study was conducted and data was gathered through the use of various survey instruments and a set of collaborative tasks assigned to the participants. Data was gathered on the dependent variables: Engagement, Group Presence, Individual Presence, Perceived Individual Presence, Perceived Group Presence and Performance. The data was analyzed using the statistical procedures of Factor Analysis, Path Analysis, Analysis of Variance (ANOVA) and Multivariate Analysis of Variance (MANOVA). The study provides support for the hypothesis. The results also show that virtual world learning environments are better than other learning environments in supporting the development of all the dependent variables. It also shows that while only Individual Presence has a significant direct effect on Performance; it is highly correlated with both Engagement and Group Presence. This suggests that these are also important in regards to performance. Developers of e-learning endeavors and educators should incorporate virtual world technologies in their efforts in order to take advantage of the benefit they provide for e-learning group collaboration.

Improving CEGEP Students’ ESL Accuracy through L1/L2 Synchronous Text-based Screen-Sharing Tasks

Abstract : CEGEPs are now reaping the ‘first fruits’ of the last Educational Reform in Quebec and as a result, ‘English as Second Language’ (ESL) teachers are noticing an improvement in fluency and a seemingly lower level of inhibition when it comes to production skills. However, this output is accompanied by a noticeable lack of accuracy. Keeping in mind that the purpose of language is communication, we need to find a way to reduce the number of basic common errors made by CEGEP ESL students, while maintaining a natural and motivating learning environment. Thanks to recent advances in computer-mediated communication (CMC), we now have the necessary tools to access peer native speakers throughout the world. Although this technology can be used for other language courses, this study explored the potential value of collaboration with native English speakers through the use of synchronous screen-sharing technology, in order to improve CEGEP ESL students’ accuracy in writing. The instrumentation used consisted of a questionnaire, tests, plus documents of collaborative tasks, using the ‘Google for Education’ screen-sharing tool. Fourteen Intermediate/Advanced ESL CEGEP students participated in this study. Despite the positive tendencies revealed, only a prolonged use of the innovative method yielded a significant positive impact. Moreover, a mixed linear regression for the group with more L1 intervention revealed a significant correlation between the number of errors in the task documents and the number of tasks accomplished. Thus, it could be inferred that ESL accuracy improves in proportion to the number of synchronous text-based screen-sharing tasks done with L1 collaboration.

Enhancing reflexivity and technology in translation learning: case study on the use of ePortfolio as a training environment

In this paper we describe a casestudy of an experiment on how reflexivity and technology can enhance learning, by using ePorfolios as a training environment to develop translation skills. Translation is today a multiskilled job and translators need to assure their clients a good performance and quality, both in language and in technology domains. In order to accomplish it, for the translator all the tasks and processes he develops appear as crucial, being pretranslation and posttranslation processes equally important as the translation itself, namely as far as autonomy, reflexive and critical skills are concerned. Finally, the need and relevance for collaborative tasks and networks amongst virtual translation communities, led us to the decision of implementing ePortfolios as a tool to develop the requested skills and extend the use of Internet in translation, namely in terminology management phases, for the completion of each task, by helping students in the management of the projects deadlines, improving their knowledge on the construction and management of translation resources and deepening their awareness about the concepts related to the development and usability of ePorfolios.

ePortfolios in translators’ training and assessment

Translator’s training and assessment has used more and more tools and innovative strategies over the years. The goals and results to achieve haven’t changed much, however: translation quality. In order to accomplish it, the translator and all the tasks and processes he develops appear as crucial, being pre-translation and post-translation processes equally important as the translation itself, namely as far as autonomy, reflexive and critical skills are concerned. Finally, the need and relevance of collaborative tasks and networks amongst virtual translation communities, led us to the decision of implementing ePortfolios as a tool to develop the requested skills and extend the use of Internet in translation. In this paper we describe a case-study of a pilot experiment on the using of e-portfolios as a translation training tool and discuss their role in the definition of a clear set of objectives and phases for the completion of each task, by helping students in the management of the projects deadlines, improving their knowledge on the construction and management of translation resources and deepening their awareness about the concepts related to the development of eportfolios.

La renda mínima d'inserció: una eina útil d’inserció social en el món local

La crisi actual ha agreujat la situació socioeconòmica de nombroses persones i famílies , esdevenint una realitat social cada vegada més complexa . Aquest nou context, ha portat a que aquesta nova bossa de persones hagin de recórrer a demanar suport als serveis socials bàsics. Persones que fins aquest moment havien estat en una situació normalitzada i en aquests moments estan en el llindar de l’exclusió social. El treball Sorgeix de la necessitat del món local, concretament de l’Àrea Bàsica de Serveis Socials del Consell Comarcal de l’Alt Penedès, de disposar d’eines d’inserció social per a les persones perceptores de la renda mínima d’inserció de la comarca, que formen part d’aquest col·lectiu en risc d’exclusió. Planteja la importància que des del món local es creïn aliances amb entitats , associacions diverses i de diferents àmbits , per tal d’adequar les respostes i les mesures d’inserció social segons la realitat de cada persona i família a través de diferents tasques col·laboratives, dins la seva comunitat, el seu entorn més immediat. Presenta la renda mínima com una via útil i necessària per lluitar contra la pobresa i a favor de la inclusió social

Impacto de la interactividad de un entorno virtual, en el fomento del aprendizaje colaborativo en la Universidad Santiago de Cali

En este estudio se analiza el impacto de la interactividad de un entorno virtual, el fomento del aprendizaje colaborativo de un grupo conformado por diez y seis (N=16) estudiantes del segundo semestre del programa de Ingeniería Industrial de la universidad Santiago de Cali. Se planteó como objetivo, establecer un foro virtual con una actividad de aprendizaje colaborativo, basada en un problema a resolver como tarea conjunta.La experiencia se desarrolló mediante un diseño de tipo exploratorio y descriptivo, enfocado en recolectar y analizar información que permitió comprender y valorar el impacto de la interactividad en el aprendizaje colaborativo de los estudiantes. Con el estudio, se apertura un espacio de discusión en torno al impacto real de las interacciones en el fomento del aprendizaje, durante la realización de tareas colaborativas de los estudiantes, utilizando el foro virtual como herramienta de apoyo.

A Conceptual Model for Group Support Systems in Local Councils

This paper proposes a conceptual model of a context-aware group support system (GSS) to assist local council employees to perform collaborative tasks in conjunction with inter- and intra-organisational stakeholders. Most discussions about e-government focus on the use of ICT to improve the relationship between government and citizen, not on the relationship between government and employees. This paper seeks to expose the unique culture of UK local councils and to show how a GSS could support local government employer and employee needs.

A conceptual model for group support systems in local councils

This paper proposes a conceptual model of a context-aware group support system (GSS) to assist local council employees to perform collaborative tasks in conjunction with inter- and intra-organisational stakeholders. Most discussions about e-government focus on the use of ICT to improve the relationship between government and citizen, not on the relationship between government and employees. This paper seeks to expose the unique culture of UK local councils and to show how a GSS could support local government employer and employee needs.

Intelligent agents and distributed models for cooperative task support

Purpose – To describe some research done, as part of an EPSRC funded project, to assist engineers working together on collaborative tasks. Design/methodology/approach – Distributed finite state modelling and agent techniques are used successfully in a new hybrid self-organising decision making system applied to collaborative work support. For the particular application, analysis of the tasks involved has been performed and these tasks are modelled. The system then employs a novel generic agent model, where task and domain knowledge are isolated from the support system, which provides relevant information to the engineers. Findings – The method is applied in the despatch of transmission commands within the control room of The National Grid Company Plc (NGC) – tasks are completed significantly faster when the system is utilised. Research limitations/implications – The paper describes a generic approach and it would be interesting to investigate how well it works in other applications. Practical implications – Although only one application has been studied, the methodology could equally be applied to a general class of cooperative work environments. Originality/value – One key part of the work is the novel generic agent model that enables the task and domain knowledge, which are application specific, to be isolated from the support system, and hence allows the method to be applied in other domains.

An agent based approach to distributed task modeling for co-operative task support

This paper describes the design and implementation of an agent based network for the support of collaborative switching tasks within the control room environment of the National Grid Company plc. This work includes aspects from several research disciplines, including operational analysis, human computer interaction, finite state modelling techniques, intelligent agents and computer supported co-operative work. Aspects of these procedures have been used in the analysis of collaborative tasks to produce distributed local models for all involved users. These models have been used as the basis for the production of local finite state automata. These automata have then been embedded within an agent network together with behavioural information extracted from the task and user analysis phase. The resulting support system is capable of task and communication management within the transmission despatch environment.

Knowledge spirals, situational leadership and informal learning applied on b-learning methodology

The methodology “b-learning” is a new teaching scenario and it requires the creation, adaptation and application of new learning tools searching the assimilation of new collaborative competences. In this context, it is well known the knowledge spirals, the situational leadership and the informal learning. The knowledge spirals is a basic concept of the knowledge procedure and they are based on that the knowledge increases when a cycle of 4 phases is repeated successively.1) The knowledge is created (for instance, to have an idea); 2) The knowledge is decoded into a format to be easily transmitted; 3) The knowledge is modified to be easily comprehensive and it is used; 4) New knowledge is created. This new knowledge improves the previous one (step 1). Each cycle shows a step of a spiral staircase: by going up the staircase, more knowledge is created. On the other hand, the situational leadership is based on that each person has a maturity degree to develop a specific task and this maturity increases with the experience. Therefore, the teacher (leader) has to adapt the teaching style to the student (subordinate) requirements and in this way, the professional and personal development of the student will increase quickly by improving the results and satisfaction. This educational strategy, finally combined with the informal learning, and in particular the zone of proximal development, and using a learning content management system own in our University, gets a successful and well-evaluated learning activity in Master subjects focused on the collaborative activity of preparation and oral exhibition of short and specific topics affine to these subjects. Therefore, the teacher has a relevant and consultant role of the selected topic and his function is to guide and supervise the work, incorporating many times the previous works done in other courses, as a research tutor or more experienced student. Then, in this work, we show the academic results, grade of interactivity developed in these collaborative tasks, statistics and the satisfaction grade shown by our post-graduate students.