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Multimodal reformulation during shared synchronous note-taking : potential pedagogical consequences for teachers and students Kristine Lund*, Gregory Dyke°, Jean-Jacques Girardot° *ICAR Research Lab, CNRS, University of Lyon °RIM Department, Ecole des Mines de St. Etienne. Overview. - PowerPoint PPT PresentationTRANSCRIPT
Multimodal reformulation during shared synchronous note-taking :
potential pedagogical consequences for teachers and students
Kristine Lund*, Gregory Dyke°, Jean-Jacques Girardot°*ICAR Research Lab, CNRS, University of Lyon
°RIM Department, Ecole des Mines de St. Etienne
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• Motivation Note-taking and multimodal reformulation
• The corpus A series of tool-supported meetings
– tutoring computer programming projects at l’Ecole des Mines de St. Etienne
• Tatiana (Trace Analysis Tool for Interaction ANAlysts) Synchronization of multi-source data, analyses and visualizations
• Results Form and content / pedagogical consequences ?
• Synthesis and perspectives
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Note-taking
• Listen, understand and assimilate, choose what to record, study (Suritsky & Hughes, 1991)
Modify definition for our context…(e.g. also reading, but no trace of studying)
• Look for patterns in note-taking and determine efficiency in relation to students’ results
The value of detailed notes rises with time between the time notes are taken and the test (Williams & Eggert, 2002) ;
A strong correlation between the quantity of notes taken and exam performance (Nye, et. al. 1984).
• Note-taking as a tool for transforming knowledge and not as data collection (Castello & Monereo, 2005)
We focus on the process of note-taking
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Multimodal interactions (and reformulations)
• Modes Abstract resources “non-material” that help us to make sense
– touch, hearing, smell, taste (senses), – gesture, speech (means of expression)
• Media Specific material forms in which modes are expressed
– The human body, a mechanical body, computer (physical apparatus)
• Example of a mode Manipulate an object to write
• Example of four media
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Kress & Van Leeuwen (2001) ; Bellik & Teil (1992)
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Reformulation
• Collaborative writing / note-taking context• An oralo-graphic situation, articulates two different semantic modes
Apotheloz (2001) Cooperation in this task consists in “showing in a continuous way, each step of the way, the manner in which what is formulated articulates with what has already been formulated”
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A multimodal corpus (talk, writing)
• First year computer programming projects at Ecole des Mines in St. Etienne 33 tutoring sessions, lasting from 30 to 60 minutes a piece (PPF --> 12 transcribed) 9 groups 3 project types, each chosen by three groups. These 9 groups were tutored by 2 professors.
– Computer traces of note-taking and transcribed dialogue– The computer program / final product– Final reports– The presentations– Grades
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Exploratory research questions
• What are the nature of the multimodal reformulations ?• How can they demonstrate conceptual transformations ?
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?
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Tatiana - Trace Analysis Tool for Interaction ANAlysts• Synchronize multi-source data
Computer traces of human interaction Videos and their corresponding transcription (dialogue,
etc.)
• Replay in order to understand activity• Define analysis units and categorize facets of
the interaction • Visualize the categorizations on a temporal
line• Regroup, re-categorize, re-visualize• Share
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Synchronize the multi-source data, replay and think about units of analysis / Research Q
Transcription of talk
Log fileShared text editor where notes are taken (replayed)
Video
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Create the note-taking writing units (done manually)
Log fileNote-taking units
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Categorize the reformulated - reformulation pair (done manually)
Categorize the transcription of
talk
Categorization schema
Categorize the note-taking units
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Create the links between the reformulated - reformulation pair (manual)
Categorized transcription
of talk
Categorized note-taking
units
Directional link between the reformulated and
the reformulation
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Visualization (automatically created)
Transcription of talk
A’s note-taking B’s note-
takingThe reformulated The reformulation • Synchronize multi-source data
• Replay in order to understand activity
• Define analysis units and categorize facets of the interaction
• Visualize the categorizations on a temporal line
• Regroup, re-categorize, re-visualize• Share
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Tatiana - example analysis of corpus
Log Data (1)
Writing units (2)
Transcription (3)
Tool replayer (5)
Video (6)
Visualization (4)
Highlights are synchronized
Remotecontrol (7)
Transcription
Writing units
Reformulation
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Results - session 1
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A writing conflict provokes a spatial organization
Results - session 2
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Chronological time-lag between monologue and note-taking
Results - session 2
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Differences in the structure of reformulation
Results - session 2
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Reformulation of tutor dialogue written and co-elaborated by two students
Results - session 2
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Tutor reaction upon seeing note-taking
Results - session 2
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Synthesis, interpretations and questions
• Multimodal reformulation, co-elaborative written reformulation of dialogue Not yet seen oral reformulation of co-elaborative note-taking
• From written to oral Response to a student question; Incite students to take note-taking further (conceptual deepening)
– Is this still reformulation ?
• From oral to written Anticipation of teacher talk ; do such students understand content better ? How to understand the choices students make when reformulating ? What is the linguistic nature of these reformulations ? How do the characteristics of the shared text editor influence note-taking and co-
elaboration? (technical affordances of resources)– Collaborative note-taking ?
For what type of content is there a time-lag between teacher talk and note-taking ?
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Perspectives
• More closely study the nature of these multimodal reformulations• How can they illustrate knowledge transformation ?
We don’t look to measure student performance in terms of exam results as a result of note-taking.
Rather, we want to quality the transformation of conceptual knowledge through characterizing reformulation.
What are the pedagogical consequences ?
• How can the shared text editor characteristics influence note-taking ? More or less co-elaboration ?
• Can note-taking be understood as a sort of formative (vs. summative) evaluation ?• What about auto and hetero-regulation ? And vicarious learning?
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Thanks to the PPF !
• Transcription of dialogue from videos• Communication between TATIANA and CARTE
Collection, activity Analysis and Regulation based on Traces Enriched (Christophe Courtin, Stéphane Talbot / Chambery)
– to facilitate automating certain analysis tasks (e.g. definition of note-taking units, categorization)
– to highlight relevant sequences of events in large numbers of TATIANA traces
– …
CARTE supplies the following software tools :– convert TATIANA traces CARTE traces and vice versa– import/export CARTE traces to and from a corpus of traces– Analyze CARTE traces by means of rules (pre-defined patterns)
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You can download Tatiana
• http://code.google.com/p/tatiana/
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