model for analyzing collaborative knowledge construction in a quasi-synchronous chat environment
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Model for Analyzing Collaborative Knowledge Construction in a Quasi-Synchronous Chat Environment. Juan Dee WEE & Chee-Kit LOOI. What might be new?. A graphical representation of chat flow - PowerPoint PPT PresentationTRANSCRIPT
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Model for Analyzing Collaborative Knowledge Construction in a Quasi-Synchronous Chat Environment
Juan Dee WEE & Chee-Kit LOOI
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What might be new?
A graphical representation of chat flow
Example(s) where triangulation (through participants’ reflections) agreed and disagreed with model drawn by researchers
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Data collection in Singapore Junior college students from Singapore
(age 17) Groups of 3 worked together to solve
math problems on VMT-Chat Several chat transcripts in 2006 & 2007 Advantage: we have access to the
students Some new data since this paper’s online
discussion in early June
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Singapore Context:Briefing before VMT Session
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VMT Orientation Session in the Computer
Laboratory
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Opened Ended Mathematics Question placed on the shared whiteboard
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VMT Chat Interface
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Build on
Grounded Theory (Glaser & Strauss, 1967)
Interactional Analysis (Jordan & Henderson, 1995)
Meaning-making in a small group (Stahl, 2006)
Uptake analysis (Suthers, 2005; Suthers et al, 2007)
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Collaboration Interaction Model
We develop a method of analysis called Collaboration Interaction Model to study meaning-making paths
Adapted from the methodology of Grounded Theory
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Collaboration Interaction Model Seeks to trace the development of
knowledge construction. A analytical and representational tool.
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Constructing the CIM Chat posting and
whiteboard representations coded.
VMTplayer Individual Uptake
Descriptor TableIndividual Uptake Descriptor Table
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VMT Chat Transcript
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C87
Pivotal Contribution
C86
C90C88
C91 C92
C93
C94
C95
C96
C98
C97
C100
C99
C101
C102
C103
C104
Pivotal Contribution
C105
C106
C107 C108C109
Pivotal Contribution
C110
C112
C111
C114
C115 C113
Stage1: Making sense of part (e)
Stage 2: Finding the range or domain
Stage 3: Agreeing on the injective function Question
Question Student reading off from the question
weekheng
song sue
queklinser
This session was conducted during the June holidays. Students were accessing the VMT from home (geographically apart). The above CIM shows a 10 mins 11 seconds chat between 3 JC 1 students. The mathematics topic is function.
CIM before Triangulation with Uptake Descriptor Table
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Individual Uptake Descriptor Table
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Linser’s Uptake Descriptor Table
Each chat line you typed.
Whose and what chat lines did you see that
made you type the chat line?
What were your other thoughts?
61 No the domain of F
Wee Kheng: I think range is -2 to infinity
Wrong answer given by Wee Kheng.
62 That the domain of GF
Wee Kheng: I think range is -2 to infinity
63 Sorry if I write the word equal just now when I suppose to write subset. (C98)
For qn E, the range of F is the domain of G (C86)Songsue: I thought domain of GF equals to the domain of F. (C90)
I make a typing error.
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C87
Pivotal Contribution
C86
C90C88
C91
C92
C93
C94
C95
C96
C98
C97
C100
C99
C101
C102
C103
C104
Pivotal Contribution
C105
C106
C107 C108C109
Pivotal Contribution
C110
C112
C111
C114
C115 C113
Stage1: Making sense of part (e)
Stage 2: Finding the range or domain
Stage 3: Agreeing on the injective function Question
Question Student reading off from the question
weekheng
song sue
queklinser
This session was conducted during the June holidays. Students were accessing the VMT from home (geographically apart). The above CIM shows a 10 mins 11 seconds chat between 3 JC 1 students. The mathematics topic is function.
CIM after Triangulation with Uptake Descriptor Table
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Another VMT Math’s Problem
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VMT Chat Transcript
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C2
C3
C1
C6
Pivotal Contribution
C4
C5
C7
C8
C9
C10 C12
C13
C14
C15
C16
C17
C18
C19
C20
C21
C22
C23
C24 C25
Pivotal Contribution
kentnee
Ma_China_Tor
chenchen
C11
CIM constructed based on Researcher’s interpretation of the chat transcript
Stage 1: How to f(x) is a 1-1 function
Stage 2: Using the knowledge of Composite Functions to find range/domain.
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Each chat line you typed.
Whose and what chat lines did you see that
made you type the chat line?
What were your other thoughts?
1. kentnee, 7:36 (8.07): draw the graph y=f(x), then use horizontal line to prove is 1-1?
(stating answer after consideration of question) starting on the first question, explaining how to prove that the graph if 1-1.
2 kentnee, 7:36 (8.07): okay Ma_China_Tor, 7:36 (8.07): u dun have to solve the problem..just say how u gonna solve it
showing understanding that we need not work out the actual question
3 kentnee, 7:37 (8.07): yarkentnee, 7:37 (8.07): then (i) done
chenchen, 7:37 (8.07): Df inverse=range f showing agreement with what was stated
4 kentnee, 7:38 (8.07): domain of g = domain of f inverse g
chenchen, 7:38 (8.07): for finverseg(x) answering the question
Kentee’s Uptake Descriptor Table
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Each chat line you typed.
Whose and what chat lines did you see that
made you type the chat line?
What were your other thoughts?
5 kentnee, 7:39 (8.07): ops chenchen, 7:38 (8.07): its the subset slight misunderstanding about the formula
6 kentnee, 7:40 (8.07): formula of composite functions lol
Ma_China_Tor, 7:39 (8.07): dun draw such conclusionMa_China_Tor, 7:39 (8.07): like domain of g=domain of f inverse gMa_China_Tor, 7:40 (8.07): how u know?
explaining where I had gotten the conclusion from
7 kentnee, 7:41 (8.07): coz domain of f inverse g cannot exceed domain of g
(stating answer after consideration of question) further explanations about the conclusion
8 kentnee, 7:42 (8.07): no need to actually work out? so we state method le
(stating a query about our tasks) attempting to move on to the next question
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Ma_China_Tor’s Uptake Descriptor Table
Each chat line you typed.
Whose and what chat lines did you see that made you type
the chat line?
What were your other thoughts?
1 then take a horizontal line test
Chen chen :so we need to draw the fKen:Draw the graph y=f(x), then use horizontal line to prove is 1-1?
I want to suggest how to do the question
2 u dun have to solve the problem..just say how u gonna solve it
chenchen, 7:36 (8.07): hw to draw here Telling the criteria
3 i thk you have to test on the range of g and see if it fits the domain of f-1
chenchen, 7:37 (8.07): then rf inverse = domain of fchenchen, 7:37 (8.07): Df inverse=range fkentnee, 7:37 (8.07): yarkentnee, 7:37 (8.07): then (i) donechenchen, 7:38 (8.07): for finverseg(x)kentnee, 7:38 (8.07): domain of g = domain of f inverse gchenchen, 7:38 (8.07): its the subset
Suggesting some rule of function before solving
4 Kendun draw such conclusion
kentnee, 7:39 (8.07): opskentnee, 7:39 (8.07): ?kentnee, 7:39 (8.07): must test
I think ken was wrong. Just telling him.
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Each chat line you typed.
Whose and what chat lines did you see that made you type
the chat line?
What were your other thoughts?
5 OhThen I am wrong sorry
chenchen, 7:40 (8.07): Df inverse g(x)=Dg correct?chenchen, 7:40 (8.07): then we can solvekentnee, 7:40 (8.07): formula of composite functions lol kentnee, 7:41 (8.07): coz domain of f inverse g cannot exceed
domain of g
I thought about the question wrongly.
6 en kentnee, 7:42 (8.07): no need to actually work out? so we state method le
Agree with ken
7 1st one settleMove on
kentnee, 7:42 (8.07): ? we solved question 1. I suggest them to move on.
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Chenchen’s Uptake Descriptor Table
Each chat line you typed.
Whose and what chat lines did you see that made you type
the chat line?
What were your other thoughts?
1 chenchen, 7:35 (8.07): so we need to draw the f
Ma_China_Tor, 7:35 (8.07): lets start Solving the qn
2 chenchen, 7:36 (8.07): hw to draw here
Don't know where to draw don't know where to draw
3 chenchen, 7:37 (8.07): then rf inverse = domain of f
Ma_China_Tor, 7:36 (8.07): u dun have to solve the problem..just say how u gonna solve it
Since don't need to solve, I just state the method
4 chenchen, 7:37 (8.07): Df inverse=range f
Answering the qn Answering the qn
5 chenchen, 7:38 (8.07): for finverseg(x)
kentnee, 7:37 (8.07): then (i) done Answering the next part
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Each chat line you
typed.
Whose and what chat lines did you see that made you
type the chat line?
What were your other thoughts?
6 chenchen, 7:38 (8.07): its the subset
kentnee, 7:38 (8.07): domain of g = domain of f inverse g I thought ken was wrong
7 chenchen, 7:40 (8.07): Df inverse g(x)=Dg correct?
Asking whether I’m correct To solve the qn
8 chenchen, 7:40 (8.07): then we can solve
The qn can be solved if it is correct So we can move on
9 chenchen, 7:43 (8.07): it shd be the subset?
kentnee, 7:40 (8.07): formula of composite functions lol I thought he was wrong
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C2
C3
C1
C6
Pivotal Contribution
C4
C5
C7
C8
C9C10
C12
C13
C14
C15
C16
C17
C18
C19a
C20a C21
C22
C23
C24 C25
Pivotal Contribution
C11
C20b
kentnee
Ma_China_Tor
chenchen
Stage 2: Using the knowledge of Composite Functions to find range/domain.
Stage 1: How to f(x) is a 1-1 function
C19b
CIM constructed based on researcher’s interpretation of the chat transcript and the participant’s individual descriptor table
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Uptakes of Contribution Situations where
participants are manipulating previous contributions (Suthers 2005,2006) by the group.
Adaptation of the notation of Uptakes:
Two types of uptakes: Intersubjective and Intrasubjective.
Interpretation of Contribution motivates the manipulation
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Our Constructs
Contributions consist of chat postings (Chat), artifact construction and manipulation (Shared Whiteboard).
Stages consist of several contributions which are anchored by pivotal contributions.
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Our Constructs
Pivotal Contributions serve as a boundary of any stage, commencing the shaping or changing of direction of the discourse.
Uptakes Arrows represent individual’s interpretations on prior contribution constructed group members including self.
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Stages in the CIM Events in temporal and spatial
orientation can be segmented in some way (Kendon, 1985; Jordan & Henderson, 1995)
Negotiation across segment boundaries.
This is known as stages in the CIM ABRUPT verses SEAMLESS stage
transition
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Pivotal Contribution Contribution pivoting the discourse a particular
direction. Motivated by observation of contributions that
are fundamentally critical.
Stage 1 Stage 2
Stage 3
Stage 4Stage 5
Start of Chat End of Chat
Pivotal Contributions
CIM Vector Diagram
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Selection Criteria (1) Researcher’s perspective to map
out boundaries in the CIM. (2) Identify one Contributions that sit
on the boundaries. (Chat line or Shared whiteboard)
(3) Interrater reliability – Cohen’s Kappa>0.8.
Pivotal Contribution
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Generality of the CIM Data Session Unit of Analysis
Discussion
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Stages in the CIM Problem Design Level of Analysis
Discussion
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Conclusion
A structural view of interaction across the chat transcript (shared whiteboard and chat line).
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Conclusion
CIM is constructed based on the triangulation three data sources
1. VMTplayer2. Individual Uptake Descriptor Table3. Focus Group
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Future Work
Theoretical grounding of the concepts and methodology
Operationalizing these concepts Apply CIM to many transcripts to test
out the generality of the model. Using the CIM to aid educators in
understanding the students’ problem-solving and collaboration.