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Collaborative learning in Semantic Web-based education

This paper delves into the dynamics of collaborative learning within Semantic Web-based education. It explores the distinctions between collaborative and cooperative learning paradigms, analyzes the effects and conditions for success, and discusses the ontology of collaborative learning. The focus is on group formation strategies, efficient interactions, and promoting effective collaborative engagements. The proposed method emphasizes opportunistic collaboration driven by user feedback, social graph exploration, and methods to optimize individual benefit and total payoff. References include studies on effective collaborative learning groups and shared knowledge construction in problem-solving.

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Collaborative learning in Semantic Web-based education

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  1. Collaborative learningin Semantic Web-based education Jozef Tvarožek

  2. Introduction • Computer-supported Collaborative Learning: • Coordinated synchronous activity of a group of learners resulting from their continued attempt to construct and maintain a shared conception of a problem (Rochelle and Teasley, 1995) • Collaborative vs. Cooperative • Does not guarantee success!

  3. Research paradigms • Effects: • Neither effective nor ineffective • Conditions: • Group composition, medium, etc. • Child-Adult vs. Child-Child • Interactions: • Which interactions appear under which conditions? • What effects do they have?

  4. What it looks like in real?

  5. Ontology of collaborative learning • Behavior and roles of learners • Types of interaction • Conditions for initiating collaboration • Group formation framework • Learning goal ontology • Negotiation ontology

  6. Group formation • Opportunistic Group Formation (OGF): • Personal agents negotiate and manage • Trigger (impasse, review, etc) • Negotiation: • Opinion exchange, persuasion, compromise, agreement • Learning goals: • Individual, interaction-supportive, social, group

  7. Collaborative interactions • How to identify efficient interactions? • Participation • Social grounding • Active learning conversation skills • Performance analysis and group processing • Promotive interactions • Promoting efficient interactions

  8. Proposed method? • Opportunistic collaboration • driven by user feedback • Social graph exploration • User characteristics • Methods for optimizing: • Individual benefit • Total payoff

  9. References • Inaba, A., T. Supnithi, M. Ikeda, R. Mizoguchi, and J.i. Toyoda. How Can WeForm Effective Collaborative Learning Groups? Proc. of ITS,Montréal, Canada,2000, pp. 282-291. • Roschelle, J., and Teasley, S., 1995, The construction of shared knowledge incollaborative problem solving, in: Computer-Supported Collaborative Learning,C. O'Malley, ed., Springer-Verlag, Berlin, pp. 69-97. • Soller, A.L., 2001, Supporting social interaction in an intelligent collaborativelearning system, Internatoonal Journal of Artificial Intelligence in Education12:54-77.

  10. That’s all folks!

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