Using big data techniques for measuring productive friction in mass collaboration online environments

Holtz, Peter; Kimmerle, Joachim; Creß, Ulrike

doi:10.1007/s11412-018-9285-y

Cited by 26 publications

(20 citation statements)

References 80 publications

(76 reference statements)

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“…Roberts and Lyons 2017), social media (e.g. Holtz et al 2018), as well as homes and neighborhoods (e.g. Silvis et al 2018) as important everyday contexts.…”

Section: Students Learning In Complex Cscl Settingsmentioning

confidence: 99%

Reflections and looking ahead for CSCL: digital infrastructures, digital tools, and collaborative learning

Ludvigsen

Steier

2019

Intern. J. Comput.-Support. Collab. Learn

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After four years as Editor-in-Chief and Managing Editor, respectively, we have read, dwelled on, and made judgements about several hundred CSCL papers. (As Managing Editor, Rolf has worked with the accepted manuscripts in addition to review work.) We believe that this overview has given us a deeper insight into CSCL as a developing field of knowledge and into what CSCL researchers want to achieve and emphasize. As an interdisciplinary field, CSCL changes over time as new technologies emerge and the field itself shifts, modifying its conceptual, methodological, research, and design perspectives as well as its empirical concerns. CSCL is one of the two strands of research in the learning sciences; the other strand manifesting itself through The Journal of the Learning Sciences and the associated conferences. Though there is a substantial overlap between these two research strands, with human learning as a core issue for both, CSCL is defined as a triad structure of collaboration that is mediated by a computational artifact (participant-artifact-participant). In this editorial, we will emphasize some significant ideas that we have observed in the IJCSCL and how they might influence the future of the field. We will not attempt to provide an extensive description of the papers published in the period from 2016 to 2019. However, both the original papers and the squibs published during this period are the backdrop for this editorial. Historical development of CSCL and foundational issues In the late 1980s and early 1990s, CSCL was conceptualized as a possible and nascent field of knowledge. Almost 30 years later, CSCL is a well-established field that cuts across social, educational, learning, and computer sciences. However, collaboration between humans and artefacts is not a new phenomenon. In most CSCL studies, collaboration is part of the digital and educational design, which means that collaboration should serve a specific purpose in both learning processes and outcomes. The digital aspects, however, are historically new. CSCL, as we see it, is a field of study that aims to understand the most important aspects of human

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“…Roberts and Lyons 2017), social media (e.g. Holtz et al 2018), as well as homes and neighborhoods (e.g. Silvis et al 2018) as important everyday contexts.…”

Section: Students Learning In Complex Cscl Settingsmentioning

confidence: 99%

Reflections and looking ahead for CSCL: digital infrastructures, digital tools, and collaborative learning

Ludvigsen

Steier

2019

Intern. J. Comput.-Support. Collab. Learn

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“…Students need to establish additional forms of supports and scaffolds for learning with digital media (Ludvigsen, Cress, Rosé , Law, & Stahl, 2018). Digital media learners successfully handling disturbances in the form of solving socio-cognitive conflicts and productive friction are indispensable for learning and knowledge construction (Holtz, Kimmerle, & Cress, 2018).…”

Section: Field Trialsmentioning

confidence: 99%

Development of Digital Instruction as a Guide in Wushu Training

Rusmono¹,

Jarudin²,

Khuzaimah³

2020

ujer

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The instructional process should be based on principles, centered on the trainees, developing the creativity of trainees, creating fun and challenging conditions, developing a variety of value-rated capabilities, providing a diverse learning experience, and learning through doing. Technology has a positive effect not only on social life but also on education. The purpose of this study is to develop digital instruction as a guide in learning Wushu to improve skills. The methodology used was research and development. The instrument used was a questionnaire using the Likers scale. The instrument validation is carried out by media experts, design, and instructional materials. The results of the feasibility of this development that digital instruction based on expert validation has an average score of 92%, which means that the product is produced to be used. The effectiveness of results based on field trials with pre and post test results has increased by 1.5 units, meaning that this product is effective in improving skills. Based on validation and effectiveness test, digital instruction was very effective as a guide in learning Wushu. Digital instruction is a support for the training instructional process so that they can develop appropriate and innovative instructional media to facilitate trainees who participated. The impact of this study is that an innovative instruction can effectively improve skills of Wushu trainees.

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“…In the words of Gutiérrez and Jurow ( 2016 ), we look hopefully into these processes “that empower learners to become authors of their own futures”. Though we as a journal community greatly value both large scale quantitative research (Holtz et al 2018 ) and deep, reflective qualitative research, in this time of quiet reflection, we offer a collection fully within the qualitative tradition, though we look forward to strong empirical articles in future editions of the journal.…”

Section: Introductionmentioning

confidence: 99%