Visualizing student activity in a wiki-mediated co-blogging exercise

ABSTRACT

Students benefit from jointly reasoning, explaining or "arguing" about the course material. There are significant advantages for moving the discussion online e.g. where students co-blog vis-à-vis a wiki. For the teacher, keeping track of who is participating and the degree to which they participate is not straightforward. This paper presents visualization mechanisms we are developing that address these issues.

REFERENCES

• 1: Andriessen, J. Arguing to Learn. In R. Sawyer (Ed), The Cambridge Handbook of the Learning Sciences. Cambridge University Press (2006), New York, NY, 443--461.
• 2: Barab, S. Design-Based Research: A methodological Toolkit for the Learning Scientists. In R. Sawyer (Ed), The Cambridge Handbook of the Learning Sciences. Cambridge University Press (2006), New York, NY, 153--169.
• 3: 3. Norman, D. A. & Draper S. W. User-Centered Systems Design. Lawrence Erlbaum Associates, Hillsdale, NJ, 1986.

INDEX TERMS

Primary Classification:
  H. Information Systems
  H.5 INFORMATION INTERFACES AND PRESENTATION (I.7)
      H.5.3 Group and Organization Interfaces
          Subjects: Asynchronous interaction

Additional Classification:
  H. Information Systems
  H.5 INFORMATION INTERFACES AND PRESENTATION (I.7)
      H.5.2 User Interfaces (D.2.2, H.1.2, I.3.6)
          Subjects: User-centered design
      H.5.3 Group and Organization Interfaces
          Subjects: Web-based interaction; Computer-supported cooperative work; Collaborative computing

General Terms:
Design, Human Factors

Keywords:
co-blogging, computer-supported collaborative learning, visualization, wiki