outline - university of pittsburghpeterb/2480-122/collaboration.pdf · 2013-12-13 · 4/4/12 2...

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Adap%ve collabora%on support for the Web

Amy Soller Institute for Defense Analyses, Alexandria, Virginia, U.S.A.

Sharon, I-Han Hsiao School of Information Sciences,

University of Pittsburgh 2012.02.08

Adap%ve Support for Distributed Collabora%on 2

Outline

•  Why do we need adap%ve collabora%ve support? – Strategic Pairing and Group Modeling – Online Knowledge Sharing & Discovery – Collabora%on Management Cycle

•  Summary •  Trends

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Who is he?

Why do we need adap%ve support?

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Why adap%ve collabora%ve support?

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It’s all about Social •  hJps://vialogues.com/vialogues/play/885


Adaptive web techniques •  help individual users find and apply

knowledge – Content selection & sequencing – Navigation support – Adaptive presentation

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What if the knowledge doesn’t exist?

•  Discovery •  Meaning-making or sense making


Emerging Web 2.0

•  Adaptive technologies that enhance , facilitate, mediate, support – Communication – Collaboration –  Interaction – Knowledge Construction

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Adap%ve Collabora%on Support •  First step: enable people to exchange the right informa%on, at the right level of detail, using the right language, at the right %me, in the right context, with the right people –  Vassileva(2002) 1st. Comtella-‐D

•  Second step: effec%vely mediate the peoples’ cogni%ve and collabora%ve processes

–  G Gweon, C Rose, R Carey, Z Zaiss (2006) Peer tutoring


Quiz: who is the best candidate to be my tennis hiang

partner?

Maria Sharapova Rafael Nadal Andre Agassi

Sharonpova

Denis Parra

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Issue & mo%va%on

•  People rarely follow up on face-‐to-‐face encounters to maintain the interac%on

Strategic Paring &Group Modeling

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Social Matching to Adap%ve Collabora%on Support

•  Collabora%ve Filtering: content-‐based & social-‐based –  Recommend relevant items & services, or provide guidance to

individuals based on user models –  Generalize information among several user models and provide

recommendations for the group as a whole

•  It brings people together to sa%sfy explicit informa%on needs, curiosity, or community-‐oriented or interpersonal interests


Beyond Social Matching

•  difficult to predict group performance based on individual members’ characteris%cs

RECON: a reciprocal recommender for online dating (Pizzato, L. et al, 2010)

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Approaches to Paring & Modeling •  1st approach

–  User models are pre-processed –  Select the most compatible members and construct

the best possible group •  2nd approach

–  Facilitator analyzes group interaction after collaboration begins

–  Dynamically facilitates group interaction, or modifies environment accordingly

–  Logs user responses to interventions


Example: IMMEX •  Interac%ve Mul%-‐Media Exercises •  learn how to develop and evaluate hypotheses, and analyze laboratory tests for groups of students

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IMMEX


IMMEX •  IMMEX aggregates user models to select op%mal learning partners

•  Ini%ates collabora%on, recommends resources, mediates communica%on

•  Con%nually monitors and predicts problem-‐solving strategies by group members

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Group Dynamics •  Sentence openers: “I think...”, “Do you know...”

•  group members cannot an%cipate aJaining control, the students not only perform beJer, but also engage in more task-‐oriented dialog , Chiu (2004)

–  students generally work best in heterogeneous groups with a combina%on of abili%es

–  monitoring and facilita-ng the collabora%ve interac%on is important

Online Knowledge Sharing &

Discovery

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Knowledge Discovery & Awareness

•  Communi%es of Prac%ce & Interest •  Shared workspaces: persistence and validity of informa%on – Eg. Naming conven%ons of Tags in CiteULike; Tweeter hashtags

•  Social Network Tools – Eg. Facebook, FOAF etc.

•  Visualiza%on


LiveJounal

http://www.livejournal.com/

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En%ty Workspace

http://www.parc.com/research/publications/details.php?id=5681


CiteAware

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Progressor

http://adapt2.sis.pitt.edu/wiki/Progressor

personalized visual access to programming problems

•  increase learning •  encourage topic exploration •  motivate students to do some work ahead of the course schedule •  top students implicitly lead the way to discover most relevant resources for weaker students


Community Maintenance

•  Searching aids, Moderators, Cross-‐Community-‐Discussion-‐Groups – Eg. Push technology

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Mo%va%on & Par%cipa%on

•  Interact regularly and maintain their engagement is the key to community development – Providing posi%ve feedback: peer ra%ngs, improved reputa%on, greater understanding of the domain, or privileged involvement in planning core community ac%vi%es


3rd. Comtella

•  Encourage quality of contribu%ons – papers – Ra%ngs

Vassileva J. (2007) Open Group Learner Modeling, Interaction Analysis and Social Visualization, Proc. Workshop SociUM'2007, at the 11th International Conference UM'2007, Corfu.

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Beehive IBM new bee worker bee busy bee super bee

Farzan, R., DiMicco, J., Brownholtz, B., Dugan, C., Geyer, W., and Millen, D. R. Results from deploying a participation incentive mechanism within the enterprise. CHI 2008.


Collaborative music sharing & discovery

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THM

•  User & Group models updated to reflect construc%ve feedback

•  Evalua%on and assessment should be done at each phase of development and deployment

Collabora%on Management Cycle

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From Mirroring to Guiding: A Review of State of the Art Technology for Suppor%ng Collabora%ve Learning (Soller et. al., 2005)


Collabora%on Management Cycle •  Mirroring tools

–  Self-reflection and self-mediation •  Metacognitive tools

–  Presents representations of both actual and potential interactions

•  Guiding Systems –  Assess collaborations –  Provide hints & coaches

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Summary •  Adaptive Collaboration Support:

– Strategic Pairing and Group Modeling – Online Knowledge Sharing & Discovery – Collabora%on Management Cycle

•  Models based on group interaction theories •  Identify and form optimal groups •  Facilitate and mediate collaboration among group

members •  Continually log interactions, adapting mediation

and environment appropriately


Trends

•  enhance, facilitate, mediate, support – Communication – Collaboration –  Interaction – Knowledge Construction

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References •  Agoritsa Gogoulou, Evangelia Gouli, Maria Grigoriadou, Maria Samarakou (2005)

ACT: a web-‐based adap%ve communica%on tool, Proceedings of the 2005 conference on Computer support for collabora%ve learning: learning 2005: the next 10 years! pp. 180-‐189.

•  Vassileva J. (2007) Open Group Learner Modeling, Interac%on Analysis and Social Visualiza%on, Proc. Workshop SociUM'2007, at the 11th Interna%onal Conference UM'2007, Corfu.

•  Suthers, D. D. & Medina, R. (2008). Tracing Interac%on in Distributed Collabora%ve Learning . Paper presented at the Annual Mee-ng of the American Educa-onal Research Associa-on (AERA), New York, March 24-‐28, 2008.

•  Hsiao, I-‐H., Bakalov, F., Brusilovsky, P., and König-‐Ries, B. (2011) Open Social Student Modeling: Visualizing Student Models with Parallel Introspec%veViews. Proceedings of 19th Interna%onal Conference on User Modeling, Adapta%on, and Personaliza%on (UMAP 2011), Girona, Spain, July 11-‐15, 2011, Springer, pp.171-‐182

Ques%ons?

Thank you J

Sharon Hsiao [email protected]

School of Informa%on Sciences, University of PiJsburgh Web: hJp://www.sis.piJ.edu/~ihsiao Lab: hJp://adapt2.sis.piJ.edu/wiki

outline - university of pittsburghpeterb/2480-122/collaboration.pdf · 2013-12-13 · 4/4/12 2...

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