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Using epistemic synchronization index (ESI) to measure students’ knowledge elaboration process in CSCL

Researchers in CSCL have used a wide range of qualitative and quantitative methods to track students' cognitive involvement during collaboration. However, neither individual method suffices the need to capture the dynamic evolvement of students' epistemic engagement in CSCL. We developed Epistemic Synchronization Index (ESI) to quantify students' epistemic engagement and evolvement. ESI reveals the knowledge elaboration process of groups, and it helps researchers as well as teachers to distinguish epistemic involvement between members within one group.

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Using epistemic synchronization index (ESI) to measure students’ knowledge elaboration process in CSCL

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Designable elements of integrative learning environments at the boundary of school and work

Learning environment designs at the boundary of school and work can be characterised as integrative because they integrate features from the contexts of school and work. Many different manifestations of such integrative learning environments are found in current vocational education, both in senior secondary education and higher professional education. However, limited research has focused on how to design these learning environments and not much is known about their designable elements (i.e. the epistemic, spatial, instrumental, temporal and social elements that constitute the learning environments). The purpose of this study was to examine manifestations of two categories of integrative learning environment designs: designs based on incorporation; and designs based on hybridisation. Cross-case analysis of six cases in senior secondary vocational education and higher professional education in the Netherlands led to insights into the designable elements of both categories of designs. We report findings about the epistemic, spatial, instrumental, temporal and social elements of the studied cases. Specific characteristics of designs based on incorporation and designs based on hybridisation were identified and links between the designable elements became apparent, thus contributing to a deeper understanding of the design of learning environments that aim to connect the contexts of school and work.

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Legibility as a Design Principle

This paper introduces the design principle of legibility as means to examine the epistemic and ethical conditions of sensing technologies. Emerging sensing technologies create new possibilities regarding what to measure, as well as how to analyze, interpret, and communicate said measurements. In doing so, they create ethical challenges for designers to navigate, specifically how the interpretation and communication of complex data affect moral values such as (user) autonomy. Contemporary sensing technologies require layers of mediation and exposition to render what they sense as intelligible and constructive to the end user, which is a value-laden design act. Legibility is positioned as both an evaluative lens and a design criterion, making it complimentary to existing frameworks such as value sensitive design. To concretize the notion of legibility, and understand how it could be utilized in both evaluative and anticipatory contexts, the case study of a vest embedded with sensors and an accompanying app for patients with chronic obstructive pulmonary disease is analyzed.

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Exploring Co-Construction of Learning Environments at the Boundary of School and Work Through the Lens of Vocational Practice

Educational institutions and vocational practices need to collaborate to design learning environments that meet current-day societal demands and support the development of learners’ vocational competence. Integration of learning experiences across contexts can be facilitated by intentionally structured learning environments at the boundary of school and work. Such learning environments are co-constructed by educational institutions and vocational practices. However, co-construction is challenged by differences between the practices of school and work, which can lead to discontinuities across the school–work boundary. More understanding is needed about the nature of these discontinuities and about design considerations to counterbalance these discontinuities. Studies on the co-construction of learning environments are scarce, especially studies from the perspective of representatives of work practice. Therefore, the present study explores design considerations for co-construction through the lens of vocational practice. The study reveals a variety of discontinuities related to the designable elements of learning environments (i.e. epistemic, spatial, instrumental, temporal, and social elements). The findings help to improve understanding of design strategies for counterbalancing discontinuities at the interpersonal and institutional levels of the learning environment. The findings confirm that work practice has a different orientation than school practice since there is a stronger focus on productivity and on the quality of the services provided. However, various strategies for co-construction also seem to take into account the mutually beneficial learning potential of the school–work boundary.

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Organising and learning experiences of the first semester MA Program ePedagogy / Visual Knowledge Building

This paper will discuss the process of the MA program ePedagogy / Visual Knowledge Building during the first semester of the academic year 2005 – 2006. This MA program is a joint venture between the Universities of Helsinki, Hamburg and INHOLLAND. This publication will discuss and evaluate the concrete steps (in terms of learning process) during this first semester. In particular the role of the eTutor will get special attention. This publication is based on the principle of action research. Hart & Bond defines action research as “it is a form of reflective inquiry which enables practitioners to better realise such qualities in their practice. The tests for good action research are very pragmatic ones. Does it improve the professional quality of the transactions between practitioners and clients/colleagues? This action research approach is being realised upon three main sources. As an eTutor and member of the staff of this program I weekly filled in an “Evaluation Log” in which the following questions are centralized: 1. What happened (this week) 2. Significant experience 3. Reflection 4. Actions Secondly I used a little survey which was being used by the staff to evaluate the first semester. All the three Universities filled in a form with the following questions concerning the education and organisation: Education 1. What do you consider most hindering in your teaching? 2. What do you consider most beneficial in your teaching? 3. What kind of teaching methods do you prefer in this program? 4. Do you think the course offers are attractive for the target group? 5. How do you evaluate student’s engagements and motivation in your courses? 6. What can / should be improved in terms of collaborative learning activities and processes? Organisation 1. In what specific context do you spot organisational constraints? 2. Does your organisation recognise and support the MA program? 3. What is your short-, mid- and long term vision on this program? Thirdly an important source for this action research approach was the International Seminar which was hold in the middle of February 2006. In this seminar the changes based on the questions of the questionnaire were discussed and implemented. The theoretical framework in this publication is based on the dissertation of Karel Kreijns (Sociable CSCL Environments). In this dissertation he discussed the collaborative cognitiveand epistemic performance in a CSCLE. The social presence theory takes a central position in this dissertation. In this paper the pitfalls and barriers concerning a sociable CSCLE are being discussed and evaluated. This paper describes, the interventions the staff took, in order to improve the educational context of the program. From this perspective we looked very carefully to the barriers and pitfalls in our Virtual Learning Environment (VLE). We found evidence for the fact that a good CSCLE consists at least a good balance between Content, Community and Pedagogy. In the program we emphasised our focus (too much) on content and (too) little on community and pedagogy. The community was poor because of the fact that we used three content learning systems, which didn’t stimulate the group processes. Pedagogy was too much based on individual eTutor behaviour. In January 2006, after the courses were ended, the Universities organised a little survey. In this survey was shown that we have to some interventions to improve the learning process. At the International Seminar in February 2006 eTutors and students discussed the problems. The following interventions are being considered and implemented: 1. The use of three Virtual Learning Environments should be decreased. Especially the INHOLLAND / Blackboard system doesn’t reflect the open source philosophy. Besides this the accessibility of this system is not very easy for foreign students 2. The collaborative aspect should be increased, by emphasising the interdisciplinaryand international co-operation. The formation of international subgroups is implemented.

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Organising and learning experiences of the first semester MA Program ePedagogy / Visual Knowledge Building

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Creating traces, sharing insight

This investigation explores relations between 1) a theory of human cognition, called Embodied Cognition, 2) the design of interactive systems and 3) the practice of ‘creative group meetings’ (of which the so-called ‘brainstorm’ is perhaps the best-known example). The investigation is one of Research-through-Design (Overbeeke et al., 2006). This means that, together with students and external stakeholders, I designed two interactive prototypes. Both systems contain a ‘mix’ of both physical and digital forms. Both are designed to be tools in creative meeting sessions, or brainstorms. The tools are meant to form a natural, element in the physical meeting space. The function of these devices is to support the formation of shared insight: that is, the tools should support the process by which participants together, during the activity, get a better grip on the design challenge that they are faced with. Over a series of iterations I reflected on the design process and outcome, and investigated how users interacted with the prototypes.

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Visualizing the sequential process of knowledge elaboration in computer-supported collaborative problem solving

This case study illustrates the sequential process of the joint and individual knowledge elaboration in a computer-supported collaborative learning (CSCL) environment. The case comprised an Internet-based physics problem-solving platform. Six Dutch secondary school students (three males, three females) participated in the three-week experiment. They were paired based on self-selection. Each dyad was asked to collaborate on eight moderately structured problems concerning Newtonian mechanics. Their online interactions, including their textual and pictorial messages, were categorized and sequentially plotted. The three dyads showed three different collaboration patterns in terms of joint and individual knowledge elaboration.

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Visualizing the sequential process of knowledge elaboration in computer-supported collaborative problem solving

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The application of arbitration in transnational private regulation

This paper investigates the prospective application of arbitration by Transnational Private Regulation (TPR). It builds on the study of TPR developed by Fabrizio Cafaggi et al. TPR addresses the ever-increasing transfer of regulatory power from national to global levels, and from public to private regulators. TPR entails private regulatory co-operation be-yond the jurisdictional boundaries of States through voluntary standards. The regimes of TPR are built by a variety of actors, such as companies, NGOs, independent experts, and epistemic communities. Examples of TPR can be found in food safety, forestry management, trade, and derivatives, among other fields. More specifically, they concern private actors engaging in transnational coordination of standard setting such as the Forest Stewardship Council (FSC) that was developed to foster responsible management of the world’s forests. There are four main characteristics of TPR: legitimacy, quality, effectiveness, and enforcement. I will describe those four characteristics in brief here. First, the legitimacy of TPR is built around consent through voluntary entry, participation, and exit of regulated entities. Important to this contribution is that the legitimacy of TPR goes beyond its legal dimension, measured by purely legal standards. Hence, the legitimacy of TPR is largely determined by standards developed by social and economic institutions relevant to specific TPR regimes. The role of those institutions in standard settings is higher in private TPR regimes than private-public TPR regimes, where some forms of compliance are mandatory. Second, the quality of TPR corresponds to the ex ante and ex post evaluation cycle of regulatory processes. It is also linked with the transparency of TPR. Third, the effectiveness of TPR is measured according to the extent to which the objectives of TPR (or selected TPR regimes) are met. And finally, enforcement of TPRis understood as ‘ensuring compliance with commitments’. Enforcement of TPR can take place through courts, administrative agencies, and private dispute resolution—including the arbitration at the core of this contribution. Cafaggi’s study identified rather selective use of arbitration in TPR, but also recommended changes to make arbitration law more adaptable to TPR. Furthermore, the study recommended that more specialized dispute resolution institutions are created to exclusively serve TPR. Against this background, I shift the main focus of analysis from TPR to arbitration. Whereas Cafaggi argued that arbitration may be suitable for TPR as a means of private enforcement, in this paper I go even further, arguing that arbitration as a means of informal, out-of-court dispute resolution is well suited to strengthen the normativity of TPR. This is so because private arbitration actors (including, inter alia, arbitrators and arbitral institutions) are already equipped with the tools necessary to facilitate cross-border TPR, which is done through informal standards and procedures with origins in the communitarian values and reputational mechanisms used by different communities before the development of modern States. The roots of most private justice regimes—including arbitration—are informed by communitarian values such as collaboration, participation, and personal trust. Those values, together with other core characteristics of arbitration correspond to all core characteristics of TPR, making both systems comparable and complementary. The analytical framework incorporated in this paper follows the four core characteristics of TPR. Hence, the paper is organized into five sections. The first section contains the introduction. In the second section, I analyze the legitimacy of arbitration vis-à-vis the legitimacy of TPR. In the third section, I investigate the accountability of arbitration as a means of quality signaling vis-à-vis TPR. In the fourth section, I focus on the remedies available to arbitrators in a view of TPR’s effectiveness. Finally, in the fifth section, I analyze enforcement through arbitration and its impact on the exclusiveness versus complementarity of TPR regimes. Conclusions follow, including recommendations for future research. Part of topic "The blurring distinction between public and private in international dispute resolution"

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The application of arbitration in transnational private regulation

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A Discourse Community of Livebloggers?

Liveblogs are very popular with the public and journalists alike. The problem, though, is their credibility, given the uncertainty of the covered events and the immediacy of their production. Little is known about how journalists routinize the unexpected—to paraphrase Tuchman—when journalists report about an event that is still unfolding. This paper is about makers of liveblogs, livebloggers, so to speak, and the routines and conventions they follow. To better understand the relationship between those who do the “liveblogging” and how the “liveblogging” is done, we interviewed a selection of nine experienced livebloggers who cover breaking news, sports, and politics for the three most-visited news platforms in the Netherlands. Based on our results, we concluded that journalists working at different platforms follow similar routines and conventions for claiming, acquiring, and justifying knowledge. Journalists covering news in liveblogs must have expert knowledge, as well as technical and organizational skills. Liveblogging—in contrast to regular, online reporting—is best summarized as a social process instead of an autonomous production. These findings are important for three reasons: first, to understand how journalists cope with uncertainty covering events under immediate circumstances using liveblogs; second, to understand the workings of this popular format; and third, to contribute to literature about journalistic genres, discourse communities and, more specifically, generic requirements of liveblogs for effects of credibility to take place.

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Using epistemic synchronization index (ESI) to measure students’ knowledge elaboration process in CSCL