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Abstract: This article focuses on distributed collaborative learning environments where it is very difficult for the learners to understand the other learners' knowledge and activities. For example, since the learner cannot be aware of the other learners' knowledge and activities in using a web based collaborative learning system, it is very difficult to find suitable partners at the beginning of collaboration. Therefore, this chapter proposes knowledge awareness map to visualize the relationship between the shared knowledge and activities of other learners. For example, a learner may easily approach to the peer who is interested in the same knowledge. It plays a very important role in finding peer helpers, and inducing collaboration and knowledge sharing. In this map, a mediator agent recommends suitable collaborators who can help solving the problem. The prototype system, SharlokII has been developed and used experimentally. Moreover, knowledge awareness in mobile learning environment is described as a recent work. [ABSTRACT FROM AUTHOR]

Abstract: The rapid expansion of computer-mediated communication (CMC) into classrooms has nurtured expectations that Communication Technology (CT) will support pupils' construction of shared knowledge by articulating their thoughts and reflecting on their activity. In this paper we argue that the connection between CMC and such learning experiences is far from selfevident. The paper investigates how the coupling of CMC tools with educational ‘scenarios' can structure communication learning activities in the classroom. We describe the design aspects of two different scenarios, such as activities, communication need, roles, layers and channels. We also provide qualitative empirical evidence on educational potential for information handling, reflection and communicative awareness. Implications for whether a communication setting ensures meaningful communication are discussed. [ABSTRACT FROM AUTHOR]

Abstract: This paper deals with the design of collaborative support for experimental learning, focusing on the articulation of actions in the lab, either real or virtual, and argumentation. Our approach is based upon a distance learning context where we distinguish between three phases: pre-lab, lab and post-lab. We elaborate on the pre-lab phase. The goal of this phase is to provide students with motivation and context for the lab phase, in order to situate theory and experimentation. We provide an environment where individual and remote collaborative activities are combined. Activities are structured to focus student attention on the issues they should learn about: content-related and problemsolving techniques as well as interpersonal skills. We propose to characterize the collaborative support in terms of the type of learning tasks in order to help designers define the kinds of mediational tools best suited for an experimental learning activity. [ABSTRACT FROM AUTHOR]

Abstract: This chapter presents the concept of a collaborative computer integrated classroom (CiC) specially designed to achieve a unique combination of interactive and collaborative software with spatial arrangements, special furniture, and new peripherals including furniture ("roomware"). Although, technologically innovative, the CiC approach respects grown pedagogical traditions and classroom procedures. In-line with the notion of ubiquitous computing it tries to augment the real classroom instead of defining a virtual learning environment. Based on these principles, the European NIMIS project has put into practice a specific classroom environment for early learning with general tools and specific applications supporting literacy-related activities. In addition to the collaborative nature of the classroom scenario as such, specific mechanisms for co-construction in shared workspaces are provided. [ABSTRACT FROM AUTHOR]

Abstract: This chapter describes a new approach to coaching collaboration in a synchronous computer mediated learning context. Prior work on supporting collaboration has relied largely on comparing student discourse to models of collaborative discourse. Comparison of student work to expert solutions is prevalent in individual coaching paradigms. Although these approaches are valuable, our approach evaluates the potential contribution of tracking student participation during group problem solving and comparing students' individual and group solutions. Our theoretical motivation is that conflicts between individual and group solutions constitute learning opportunities, provided that students recognize and address these conflicts. The coach encourages such negotiation when differences are detected, and also encourages participation in other ways. Our evaluation relied primarily on expert judgement and secondarily on student reactions to the coach. Results show that the quality of the generated advice was good; however, other knowledge sources should be consulted to improve coverage of advice to a broader range of situations and advice types. This coaching approach could be applied in those learning tasks oriented towards the solution of a problem and in which structured representations of problem solutions exist. [ABSTRACT FROM AUTHOR]

Research efforts in designing, developing, and evaluating collaborative learning technology pay off when this technology can be integrated into educational practice, creating new or enhanced opportunities for learning. This section discusses a few successful examples of this integration process. The tools and environments described over the next four chapters put the lessons learned from CSCL research into practice in the classroom, while taking care to address the dynamics and constraints of existing classroom processes. We begin with two chapters that discuss technological design considerations for the collaborative learning classroom, followed by three chapters that describe the possibilities afforded by integrating collaborative learning technology into educational practice. [ABSTRACT FROM AUTHOR]

Abstract: Supporting group learning activities requires an understanding of the process of collaborative learning. This process is complex, coupling task-based and social elements. We present a view of the collaborative learning process from multiple perspectives, highlighting those that drive explaining, criticizing, sharing, and motivating behaviors. Modeling and supporting these processes requires a fine-grained sequential analysis of the group activity and collaboration. The selection of a computational approach to perform this analysis should take into account the chosen perspective and the desired goal: to better understand the interaction, or to provide advice or support to the students. Examples of five different computational approaches for modeling collaborative learning are discussed: Finite State Machines, Rule Learners, Decision Trees, Plan Recognition, and Hidden Markov Models. We illustrate the Hidden Markov Modeling approach in detail, showing that it performs significantly better than statistical analysis in recognizing the knowledge sharer, and the knowledge recipients when students exchange new knowledge during learning activities. [ABSTRACT FROM AUTHOR]

Abstract: Our approach to supporting lifelong learning involves regarding a breakdown as an opportunity for learning. In this approach, systems for lifelong learning need to support a learner in: (1) experiencing a breakdown, and (2) asking for information relevant to the breakdown situation. Knowledge-based critiquing systems, which have been studied to support these processes, monitor human performance within its computational environment, identify a potentially problematic situation, alert the user about the situation to make the user aware of the potential problem, and provide explanation for the criticism and information relevant to the problem. Although found to be effective, such critiquing systems depend on knowledge-bases that need to be built by knowledge engineers prior to the use of the system. Thus, such systems cannot afford synchronous collaborative learning among practitioners. To complement this aspect, this paper presents a new system, EVIDII (Environment for Visualizing Individual Differences of Impressions), which visualizes differences among associations made by individual group members between two sets, for instance, pictorial images and words. By interacting with EVIDII, a user is encouraged to experience a breakdown by encountering an unexpected association made by other group members, and to ask for more information about the association from the other members. This embraces further communication and knowledge construction among group members. Scenarios are provided to illustrate how learning takes place when using EVIDII. [ABSTRACT FROM AUTHOR]

Abstract: Current web-based courses provide only limited means to support cooperative forms of learning. In this paper we introduce the notion of "Point of Cooperation (PoC)" to classify a wide range of cooperative learning activities in a networked learning environment. With respect to the extent a cooperative activity is integrated into a web-based course we distinguish between Generic (GPoC), Spontaneous (SPoC), and Intended (IPoC) Points of Cooperation. The PoC concept is compared with traditional web-based learning environments. We outline how PoCs are integrated into a course from the course author's point-of-view, and we describe how PoCs are handled during the ongoing learning process, including the management of PoCs, the execution of PoCs, the integration of communication and cooperation tools, and the management of the cooperation's results. We then describe the project "L3: Lifelong learning as a basic need", a German federally funded project which serves as a use case for the PoC approach. Finally, the process of learning group formation as a prerequisite for cooperative learning is analysed in more detail. [ABSTRACT FROM AUTHOR]

Over the past 20 years, computer-based training software has become increasingly successful at addressing the learning needs of individuals. Yet, the problems we face in meeting the needs of learning groups continue to be a challenge, both on line and in the classroom. As Webb and Palincsar (1996) explain, studying group learning involves much more than studying a synthesis of individual behaviors: [ABSTRACT FROM AUTHOR]

The workshop on the island of Awaji-shima (Japan) from which this volume originates, was motivated by taking a technology perspective on collaborative learning. This was based on the (subjective) observation and experience that at other conferences and workshops on Computer-Supported Collaborative Learning (CSCL) technology appeared to be a secondary theme. Contributions focusing on system development and computational aspects related to CSCL would usually attract much less participants than conceptual and/or empirical presentations from an educational point of view. The idea of this workshop was to take the role of computational technologies in CSCL seriously. Of course this would not imply that only system-oriented papers were to be presented. Different roles of computational technologies should be elaborated, exemplified and discussed. Among these are the following prototypical roles as they appear not only in CSCL but also in other types of technology enhanced learning environments: [ABSTRACT FROM AUTHOR]