TY - GEN
T1 - Inspectable collaborations in online distributed classrooms
AU - Kumar, Vive
PY - 2007
Y1 - 2007
N2 - Educational technology innovations enable students to collaborate in online educational tasks, across individual, institutional, and national boundaries. However, online interactions across these boundaries are seldom transparent to each other. As a result, students are not motivated to share their best learning practices. Also, there is no singular basis on which one can compare learning practices of multiple students. In addressing these problems, we propose 'inspectability' as a key feature of online interactions that encourages students to record and share their learning interactions using a theory-centric software tool that encourages self- and co-regulated learning. In doing so, students not only observe the product of their learning but also the process of how they learnt. These unique and computationally formal recordings of learning interactions not only allow educators to observe how learners learn, but also provide opportunities for learners to reflect on their understanding of meta-cognitive processes that they employed or neglected in their learning. We'll discuss the need for such a system and present some key experimental observations from software prototypes.
AB - Educational technology innovations enable students to collaborate in online educational tasks, across individual, institutional, and national boundaries. However, online interactions across these boundaries are seldom transparent to each other. As a result, students are not motivated to share their best learning practices. Also, there is no singular basis on which one can compare learning practices of multiple students. In addressing these problems, we propose 'inspectability' as a key feature of online interactions that encourages students to record and share their learning interactions using a theory-centric software tool that encourages self- and co-regulated learning. In doing so, students not only observe the product of their learning but also the process of how they learnt. These unique and computationally formal recordings of learning interactions not only allow educators to observe how learners learn, but also provide opportunities for learners to reflect on their understanding of meta-cognitive processes that they employed or neglected in their learning. We'll discuss the need for such a system and present some key experimental observations from software prototypes.
UR - http://www.scopus.com/inward/record.url?scp=47649098217&partnerID=8YFLogxK
U2 - 10.1109/ICALT.2007.162
DO - 10.1109/ICALT.2007.162
M3 - Published Conference contribution
AN - SCOPUS:47649098217
SN - 076952916X
SN - 9780769529165
T3 - Proceedings - The 7th IEEE International Conference on Advanced Learning Technologies, ICALT 2007
SP - 909
EP - 910
BT - Proceedings - The 7th IEEE International Conference on Advanced Learning Technologies, ICALT 2007
T2 - 7th IEEE International Conference on Advanced Learning Technologies, ICALT 2007
Y2 - 18 July 2007 through 20 July 2007
ER -