The Experts below are selected from a list of 3033 Experts worldwide ranked by ideXlab platform
Heinz Mandl - One of the best experts on this subject based on the ideXlab platform.
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knowledge convergence in computer supported collaborative learning the role of External Representation tools
The Journal of the Learning Sciences, 2005Co-Authors: Frank Fischer, Heinz MandlAbstract:This study investigates how two types of graphical Representation tools influence the way in which learners use knowledge resources in two different collaboration conditions. In addition, the study explores the extent to which learners share knowledge with respect to individual outcomes under these different conditions. The study also analyzes the relationship between the use of knowledge resources and different types of knowledge. The type of External Representation (content-specific vs. content-independent) and the collaboration condition (videoconferencing vs. face-to-face) were varied. Sixty-four (64) university students participated in the study. Results showed that learning partners converged strongly with respect to their use of resources during the collaboration process. Convergence with respect to outcomes was rather low, but relatively higher for application-oriented knowledge than for factual knowledge. With content-specific External Representation, learners used more appropriate knowledge resources without sharing more knowledge after collaboration. Learners in the computer-mediated collaboration used a wider range of resources. Moreover, in exploratory qualitative and quantitative analyses, the study found evidence for a relation between aspects of the collaborative process and knowledge convergence.
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facilitating knowledge convergence in videoconferencing environments the role of External Representation tools
Computer Supported Collaborative Learning, 2002Co-Authors: Frank Fischer, Heinz MandlAbstract:The study analyzed how two types of graphical Representation tools influence the way in which dyads use shared and unshared knowledge resources in different collaboration scenarios, and how learners represent and transfer shared knowledge under these different conditions. We varied the type of graphical Representation (content-specific vs. content-unspecific) and the collaboration scenario (videoconferencing vs. face-to-face). 64 university students participated. Results show that learning partners converged in their profiles of resource use. With the content-specific External Representation, learners used more appropriate knowledge resources. However, learners in the videoconferencing scenarios differed from learners in direct collaboration in how they use the Representation tools.
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CSCL - Facilitating knowledge convergence in videoconferencing environments: the role of External Representation tools
Proceedings of the Conference on Computer Support for Collaborative Learning Foundations for a CSCL Community - CSCL '02, 2002Co-Authors: Frank Fischer, Heinz MandlAbstract:The study analyzed how two types of graphical Representation tools influence the way in which dyads use shared and unshared knowledge resources in different collaboration scenarios, and how learners represent and transfer shared knowledge under these different conditions. We varied the type of graphical Representation (content-specific vs. content-unspecific) and the collaboration scenario (videoconferencing vs. face-to-face). 64 university students participated. Results show that learning partners converged in their profiles of resource use. With the content-specific External Representation, learners used more appropriate knowledge resources. However, learners in the videoconferencing scenarios differed from learners in direct collaboration in how they use the Representation tools.
Frank Fischer - One of the best experts on this subject based on the ideXlab platform.
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knowledge convergence in computer supported collaborative learning the role of External Representation tools
The Journal of the Learning Sciences, 2005Co-Authors: Frank Fischer, Heinz MandlAbstract:This study investigates how two types of graphical Representation tools influence the way in which learners use knowledge resources in two different collaboration conditions. In addition, the study explores the extent to which learners share knowledge with respect to individual outcomes under these different conditions. The study also analyzes the relationship between the use of knowledge resources and different types of knowledge. The type of External Representation (content-specific vs. content-independent) and the collaboration condition (videoconferencing vs. face-to-face) were varied. Sixty-four (64) university students participated in the study. Results showed that learning partners converged strongly with respect to their use of resources during the collaboration process. Convergence with respect to outcomes was rather low, but relatively higher for application-oriented knowledge than for factual knowledge. With content-specific External Representation, learners used more appropriate knowledge resources without sharing more knowledge after collaboration. Learners in the computer-mediated collaboration used a wider range of resources. Moreover, in exploratory qualitative and quantitative analyses, the study found evidence for a relation between aspects of the collaborative process and knowledge convergence.
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facilitating knowledge convergence in videoconferencing environments the role of External Representation tools
Computer Supported Collaborative Learning, 2002Co-Authors: Frank Fischer, Heinz MandlAbstract:The study analyzed how two types of graphical Representation tools influence the way in which dyads use shared and unshared knowledge resources in different collaboration scenarios, and how learners represent and transfer shared knowledge under these different conditions. We varied the type of graphical Representation (content-specific vs. content-unspecific) and the collaboration scenario (videoconferencing vs. face-to-face). 64 university students participated. Results show that learning partners converged in their profiles of resource use. With the content-specific External Representation, learners used more appropriate knowledge resources. However, learners in the videoconferencing scenarios differed from learners in direct collaboration in how they use the Representation tools.
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CSCL - Facilitating knowledge convergence in videoconferencing environments: the role of External Representation tools
Proceedings of the Conference on Computer Support for Collaborative Learning Foundations for a CSCL Community - CSCL '02, 2002Co-Authors: Frank Fischer, Heinz MandlAbstract:The study analyzed how two types of graphical Representation tools influence the way in which dyads use shared and unshared knowledge resources in different collaboration scenarios, and how learners represent and transfer shared knowledge under these different conditions. We varied the type of graphical Representation (content-specific vs. content-unspecific) and the collaboration scenario (videoconferencing vs. face-to-face). 64 university students participated. Results show that learning partners converged in their profiles of resource use. With the content-specific External Representation, learners used more appropriate knowledge resources. However, learners in the videoconferencing scenarios differed from learners in direct collaboration in how they use the Representation tools.
Ljuba M Mandic - One of the best experts on this subject based on the ideXlab platform.
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translation of p kt into a pictorial External Representation by high school seniors
Chemistry Education Research and Practice, 2016Co-Authors: Igor Matijasevic, Jasminka N Korolija, Ljuba M MandicAbstract:This paper describes the results achieved by high school seniors on an item which involves translation of the equation P = kT into a corresponding pictorial External Representation. The majority of students (the classes of 2011, 2012 and 2013) did not give the correct answer to the multiple choice part of the translation item. They chose pictorial Representations of the other gas laws (P = k/V, or V = kT) instead. Failure to choose the correct answer was surprising considering that the symbol for volume was absent which should have been the key clue. Through the analysis of students' explanations (the classes of 2011 and 2012) and interviews (the class of 2013) we considered the reasoning applied by students who chose the correct answer or distractors for the multiple choice part of the item. Among the students who answered correctly there were explanations which contained misconceptions. Several factors that lead to the unsuccessful translation between External Representations have been discovered. Students interpreted the change in one quantity based on the notation for the change in another one because of deep rooted cognitive schemas about changing two quantities (volume and pressure, pressure and temperature, temperature and volume), without consideration that for such changes to be valid for gases all three quantities need to be considered for a certain amount of substance. Those cognitive schemas interfered with mathematical reasoning, i.e. students possessed limited understanding of the equations.
Beate Grawemeyer - One of the best experts on this subject based on the ideXlab platform.
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Diagrams - Evaluation of ERST – an External Representation selection tutor
Diagrammatic Representation and Inference, 2006Co-Authors: Beate GrawemeyerAbstract:This paper describes the evaluation of ERST, an adaptive system which is designed to improve its users' External Representation (ER) selection accuracy on a range of database query tasks. The design of the system was informed by the results of experimental studies. Those studies examined the interactions between the participants' background knowledge-of-External Representations, their preferences for selecting particular information display forms, and their performance across a range of tasks involving database queries. The paper describes how ERST's adaptation is based on predicting users' ER-to-task matching skills and performance at reasoning with ERs, via a Bayesian user model. The model drives ERST's adaptive interventions in two ways – by 1. hinting to the user that particular Representations be used, and/or 2. by removing from the user the opportunity to select display forms which have been associated with prior poor performance for that user. The results show that ERST does improve an individual's ER reasoning performance. The system is able to successfully predict users' ER-to-task matching skills and their ER reasoning performance via its Bayesian user model.
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evaluation of erst an External Representation selection tutor
Lecture Notes in Computer Science, 2006Co-Authors: Beate GrawemeyerAbstract:This paper describes the evaluation of ERST, an adaptive system which is designed to improve its users' External Representation (ER) selection accuracy on a range of database query tasks. The design of the system was informed by the results of experimental studies. Those studies examined the interactions between the participants' background knowledge-of-External Representations, their preferences for selecting particular information display forms, and their performance across a range of tasks involving database queries. The paper describes how ERST's adaptation is based on predicting users' ER-to-task matching skills and performance at reasoning with ERs, via a Bayesian user model. The model drives ERST's adaptive interventions in two ways - by 1. hinting to the user that particular Representations be used, and/or 2. by removing from the user the opportunity to select display forms which have been associated with prior poor performance for that user. The results show that ERST does improve an individual's ER reasoning performance. The system is able to successfully predict users' ER-to-task matching skills and their ER reasoning performance via its Bayesian user model.
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developing a bayes net based student model for an External Representation selection tutor
Artificial Intelligence in Education, 2005Co-Authors: Beate GrawemeyerAbstract:This paper describes the process by which we are constructing an intelligent tutoring system (ERST) designed to improve learners' External Representation (ER) selection accuracy on a range of database query tasks. This paper describes how ERST's student model is being constructed-it is a Bayesian network seeded with data from experimental studies. The studies examined the effects of students' background knowledge-of-External Representations (KER) upon performance and their preferences for particular information display forms across a range of database query types.
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AIED - Developing a Bayes-net based student model for an External Representation Selection Tutor
2005Co-Authors: Beate GrawemeyerAbstract:This paper describes the process by which we are constructing an intelligent tutoring system (ERST) designed to improve learners' External Representation (ER) selection accuracy on a range of database query tasks. This paper describes how ERST's student model is being constructed-it is a Bayesian network seeded with data from experimental studies. The studies examined the effects of students' background knowledge-of-External Representations (KER) upon performance and their preferences for particular information display forms across a range of database query types.
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A Bayesian student model for ERST - an External Representation Tutor
2005Co-Authors: Beate GrawemeyerAbstract:This paper describes the process by which we are constructing an intelligent tutoring system (ERST) designed to improve learners' External Representation (ER) selection accuracy on a range of database query tasks. This paper describes how ERST's student model is being constructed - it is a Bayesian network with values seeded from data derived from two experimental studies. The studies examined the effects of students' background knowledge-of-External Representations (KER) upon performance and their preferences for particular information display forms across a range of database query types.
Igor Matijasevic - One of the best experts on this subject based on the ideXlab platform.
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translation of p kt into a pictorial External Representation by high school seniors
Chemistry Education Research and Practice, 2016Co-Authors: Igor Matijasevic, Jasminka N Korolija, Ljuba M MandicAbstract:This paper describes the results achieved by high school seniors on an item which involves translation of the equation P = kT into a corresponding pictorial External Representation. The majority of students (the classes of 2011, 2012 and 2013) did not give the correct answer to the multiple choice part of the translation item. They chose pictorial Representations of the other gas laws (P = k/V, or V = kT) instead. Failure to choose the correct answer was surprising considering that the symbol for volume was absent which should have been the key clue. Through the analysis of students' explanations (the classes of 2011 and 2012) and interviews (the class of 2013) we considered the reasoning applied by students who chose the correct answer or distractors for the multiple choice part of the item. Among the students who answered correctly there were explanations which contained misconceptions. Several factors that lead to the unsuccessful translation between External Representations have been discovered. Students interpreted the change in one quantity based on the notation for the change in another one because of deep rooted cognitive schemas about changing two quantities (volume and pressure, pressure and temperature, temperature and volume), without consideration that for such changes to be valid for gases all three quantities need to be considered for a certain amount of substance. Those cognitive schemas interfered with mathematical reasoning, i.e. students possessed limited understanding of the equations.
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Translation of P = kT into a pictorial External Representation by high school seniors
Chemistry Education Research and Practice, 2016Co-Authors: Igor Matijasevic, Jasminka N Korolija, Ljuba M. MandićAbstract:This paper describes the results achieved by high school seniors on an item which involves translation of the equation P = kT into a corresponding pictorial External Representation. The majority of students (the classes of 2011, 2012 and 2013) did not give the correct answer to the multiple choice part of the translation item. They chose pictorial Representations of the other gas laws (P = k/V, or V = kT) instead. Failure to choose the correct answer was surprising considering that the symbol for volume was absent which should have been the key clue. Through the analysis of students' explanations (the classes of 2011 and 2012) and interviews (the class of 2013) we considered the reasoning applied by students who chose the correct answer or distractors for the multiple choice part of the item. Among the students who answered correctly there were explanations which contained misconceptions. Several factors that lead to the unsuccessful translation between External Representations have been discovered. Students interpreted the change in one quantity based on the notation for the change in another one because of deep rooted cognitive schemas about changing two quantities (volume and pressure, pressure and temperature, temperature and volume), without consideration that for such changes to be valid for gases all three quantities need to be considered for a certain amount of substance. Those cognitive schemas interfered with mathematical reasoning, i.e. students possessed limited understanding of the equations.
