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Introduce Myself

Introduce Myself. 現職 康寧大學學習暨教學資源中心代理主任 學歷 國立中央大學網路學習科技研究所 國立高雄師範大學資訊教育研究所 經歷 國小代課教師 大專兼任講師 國立中央大學學習科技研究中心博士後研究員 國立台灣師範大學邁向頂尖大學辦公室 博士後研究員. The two functions of social interaction.

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Introduce Myself

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  1. Introduce Myself • 現職 • 康寧大學學習暨教學資源中心代理主任 • 學歷 • 國立中央大學網路學習科技研究所 • 國立高雄師範大學資訊教育研究所 • 經歷 • 國小代課教師 • 大專兼任講師 • 國立中央大學學習科技研究中心博士後研究員 • 國立台灣師範大學邁向頂尖大學辦公室博士後研究員

  2. The two functions of social interaction • Kreijns, K., Kirschner, P.A., Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research. Computers in Human Behavior, 19 (3), 335–353.

  3. MSNAgent • Hwang, W. Y., Huang, Y. M.*, & Wu, S. Y. (2011).The Effect of an MSN Agent on Learning Community and Achievement. Interactive Learning Environments, 19(4),413-432. (SSCI)

  4. Collaboration with Multi-robots • We examined their collaborative strategies and their behavioral interactions. • 6 grade elementary school students • 16 groups, each with three students

  5. Lag Sequential Analysis • Bakeman, R. (1986). Observing interaction : an introduction to sequential analysis. New York: Cambridge University Press. • Lag sequential analysis is the examination of whether particular sequences of behavior occur more or less frequently than would be expected by chance. • It could examine the sequence that a particular target event would occur subsequent to a given event having already occurred.

  6. LSA Procedure • Building coding schema • Data collection • Observation • System logs • Data analysis • Frequency of Behaviors 分析行為次數 • Conditional Probability Calculation條件機率 • Expected frequencies 機率期望值 • Z-Score CalculationZ-SCORE二項檢定式 • Draw Transitional Diagram

  7. Interaction analysis model (IAM)Gunawardena, Lowe, and Anderson’s (1997) • C1 Sharing/comparing of information資訊分享 • C2 Discovery and exploration of dissonance or inconsistency among participants探索不一致 • C3 Negotiation of meaning/co-construction of knowledge談判/協調 • C4 Testing and modification of proposed synthesis or co-construction測試修改 • C5 Agreement statement(s)/application of newly constructed meaning達成共識/知識建構 • C6 Off-topic離題討論

  8. The Cognitive Processing Dimension of the Revised Bloom’s TaxonomyAnderson et al. (2001, 2006) • B1 Remember • B2 Understand • B3 Apply • B4 Analyze • B5 Evaluate • B6 Create • B7 Off-topic

  9. Online synchronous collaborative discussion 40 university students Web Design Whole semester Online synchronous IM tools IM1(Academic-related) IM11 資訊分享 IM12 探索不一致 IM13 談判/協調 IM14 測試修改 IM15 達成共識/知識建構 IM2(Task coordination) IM21 分配協調的指令 IM22 建議或意見 IM23 質疑或疑問 IM3(Social interaction) IM31 辨別身分/認識 IM32 和學習無關互動 IM33 和技術相關互動 IM4(Off-topic) IM41 和任務沒相關 Hou, H. T.*, & Wu, S. Y. (2011). Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study. Computers & Education, 57, 1459–1468. (SSCI, EI)

  10. Synchronous Peer Assessment Discussion Activity • BC (Remember, Understand, Apply) AC (Analyze, Evaluate, Create) OT (Off-Topic) all students high-quality group low-quality groups • Wu, S. Y., Hou*, H. T., & Hwang, W. Y. (2012). Exploring Students’ Cognitive Dimensions and Behavioral Patterns during a Synchronous Peer Assessment Discussion Activity Using Instant Messaging. The Asia-Pacific Education Researcher, 21(3), 442-453. (SSCI)

  11. The Influences of Social Self-efficacy on Social Trust and Social Capital - A Case Study of Facebook • Online-questionnaire survey • Accessing Facebook for at least 3 months • 415 valid samples • 152 males (36.5%) and 263 females (63.2 %) • Wu, S. Y., Wang, S. T., Liu*, E. Z. F., Hu, D. C., & Hwang, W. Y. (2012). The Influences of Social Self-efficacy on Social Trust and Social Capital - A Case Study of Facebook. Turkish Online Journal of Educational Technology, 11(2), 246-254. (SSCI)

  12. ONE-TO-ONE TECHNOLOGY-ENHANCED LEARNING:AN OPPORTUNITY FOR GLOBAL RESEARCHCOLLABORATION • T.-W. Chan et al. +16 • Research and Practice in Technology Enhanced Learning • Vol. 1, No. 1 (2006) 3–29 • seamless learning spaces • “Seamless learning” implies that a student can learn whenever they are curious in a variety of scenarios and that they can switch from one scenario to another easily and quickly using the personal device as a mediator. • 「無縫學習空間」就是指由一對一科技支援所匯集的各種學習情境。在無縫學習空間裡探索學習，可以將通常是受限於教室空間的正規學習時間延伸到非正規學習時間，學生將欣然接受由個人興趣驅使而進行的課外學習機會，包含有參與網路學習社群的互動、參觀博物館、參與社群計畫或在其他場合進行學習。

  13. Seamless Online Learning Integrated DiscussionSOLID

  14. System framework

  15. The problem solving-based discussion activity (AT1) • The project-based discussion activity (AT2) • The advanced project-based discussion activity (AT3)

  16. Collaborative Concept Mapping System (CCMS)

  17. Research Frmework 同步MSNAgent 社群認同Y /學習N Robot 互動 任務會依照任務內容與資源分配 在學習社群中，如何透過討論與互動，進行知識建構。 (非同步討論已證實可以促進知識建構) 同步討論之互動 依據為設計過的同步討論內容設計出編碼表 混合討論環境 結合同步與非同步討論 同步之同儕互評知識建構之實徵性研究 FB社群心理模式 社交自我效能> 社交信任>社會資本 可以增進知識建構 但是off-topic依然很多 考慮個別差異 合作式概念構圖 不能減少離題討論 但可讓離題討論回到正題 人因 分組

  18. Summary • 序列分析是一個可以分析行為間關係的方法，適合探討不同行為間的關係。 • 透過線上同步討論，可以促進認知歷程和知識建構。但比較缺乏高層次的認知思考行為。 • 重新思考小組討論的結果是在各項研究中缺乏的。 • 整合同步與非同步的線上討論機制可以增強認知歷程和知識建構。 • 專題製作討論比問題解決討論更能有多元的認知歷程和知識建構。 • 認知工具可以讓討論更有系統與專心。並可以有機會讓離題討論回到正題討論。

  19. 相關分析方法與研究軟體

  20. 分析工具 • 除統計外

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