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Overview

Multimodal reformulation during shared synchronous note-taking : potential pedagogical consequences for teachers and students Kristine Lund*, Gregory Dyke°, Jean-Jacques Girardot° *ICAR Research Lab, CNRS, University of Lyon °RIM Department, Ecole des Mines de St. Etienne. Overview.

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Overview

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  1. Multimodal reformulation during shared synchronous note-taking : potential pedagogical consequences for teachers and studentsKristine Lund*, Gregory Dyke°, Jean-Jacques Girardot°*ICAR Research Lab, CNRS, University of Lyon°RIM Department, Ecole des Mines de St. Etienne

  2. Overview • Motivation • Note-taking and multimodal reformulation • The corpus • A series of tool-supported meetings • tutoring computer programming projects at l’Ecole des Mines de St. Etienne • Tatiana (Trace Analysis Tool for Interaction ANAlysts) • Synchronization of multi-source data, analyses and visualizations • Results • Form and content / pedagogical consequences ? • Synthesis and perspectives

  3. Note-taking • Listen, understand and assimilate, choose what to record, study (Suritsky & Hughes, 1991) • Modify definition for our context…(e.g. also reading, but no trace of studying) • Look for patterns in note-taking and determine efficiency in relation to students’ results • The value of detailed notes rises with time between the time notes are taken and the test (Williams & Eggert, 2002) ; • A strong correlation between the quantity of notes taken and exam performance (Nye, et. al. 1984). • Note-taking as a tool for transforming knowledge and not as data collection (Castello & Monereo, 2005) • We focus on the process of note-taking

  4. Modes • Abstract resources “non-material” that help us to make sense • touch, hearing, smell, taste (senses), • gesture, speech (means of expression) • Media • Specific material forms in which modes are expressed • The human body, a mechanical body, computer (physical apparatus) • Example of a mode • Manipulate an object to write • Example of four media Multimodal interactions (and reformulations) Kress & Van Leeuwen (2001) ; Bellik & Teil (1992)

  5. Reformulation • Collaborative writing / note-taking context • An oralo-graphic situation, articulates two different semantic modes • Apotheloz (2001)Cooperation in this task consists in “showing in a continuous way, each step of the way, the manner in which what is formulated articulates with what has already been formulated”

  6. A multimodal corpus (talk, writing) • First year computer programming projects at Ecole des Mines in St. Etienne • 33 tutoring sessions, lasting from 30 to 60 minutes a piece (PPF --> 12 transcribed) • 9 groups • 3 project types, each chosen by three groups. • These 9 groups were tutored by 2 professors. • Computer traces of note-taking and transcribed dialogue • The computer program / final product • Final reports • The presentations • Grades

  7. Exploratory research questions • What are the nature of the multimodal reformulations ? • How can they demonstrate conceptual transformations ? ?

  8. Tatiana - Trace Analysis Tool for Interaction ANAlysts • Synchronize multi-source data • Computer traces of human interaction • Videos and their corresponding transcription (dialogue, etc.) • Replay in order to understand activity • Define analysis units and categorize facets of the interaction • Visualize the categorizations on a temporal line • Regroup, re-categorize, re-visualize • Share

  9. Transcription of talk Video Synchronize the multi-source data, replay and think about units of analysis / Research Q Shared text editor where notes are taken (replayed) Log file

  10. Create the note-taking writing units (done manually) Log file Note-taking units

  11. Categorize the transcription of talk Categorize the reformulated - reformulation pair (done manually) Categorize the note-taking units Categorization schema

  12. Categorized transcription of talk Create the links between the reformulated - reformulation pair (manual) Categorized note-taking units Directional link between the reformulated and the reformulation

  13. Transcription of talk Visualization (automatically created) A’s note-taking • Synchronize multi-source data • Replay in order to understand activity • Define analysis units and categorize facets of the interaction • Visualize the categorizations on a temporal line • Regroup, re-categorize, re-visualize • Share B’s note-taking The reformulated The reformulation

  14. Tool replayer (5) Log Data (1) Tatiana - example analysis of corpus Writing units (2) Video (6) Transcription (3) Transcription Writing units Visualization (4) Remote control (7) Reformulation Highlights are synchronized

  15. Results - session 1

  16. Results - session 2 A writing conflict provokes a spatial organization

  17. Results - session 2 Chronological time-lag between monologue and note-taking

  18. Results - session 2 Differences in the structure of reformulation

  19. Results - session 2 Reformulation of tutor dialogue written and co-elaborated by two students

  20. Results - session 2 Tutor reaction upon seeing note-taking

  21. Synthesis, interpretations and questions • Multimodal reformulation, co-elaborative written reformulation of dialogue • Not yet seen oral reformulation of co-elaborative note-taking • From written to oral • Response to a student question; • Incite students to take note-taking further (conceptual deepening) • Is this still reformulation ? • From oral to written • Anticipation of teacher talk ; do such students understand content better ? • How to understand the choices students make when reformulating ? • What is the linguistic nature of these reformulations ? • How do the characteristics of the shared text editor influence note-taking and co-elaboration? (technical affordances of resources) • Collaborative note-taking ? • For what type of content is there a time-lag between teacher talk and note-taking ?

  22. Perspectives • More closely study the nature of these multimodal reformulations • How can they illustrate knowledge transformation ? • We don’t look to measure student performance in terms of exam results as a result of note-taking. • Rather, we want to quality the transformation of conceptual knowledge through characterizing reformulation. • What are the pedagogical consequences ? NO • How can the shared text editor characteristics influence note-taking ? • More or less co-elaboration ? • Can note-taking be understood as a sort of formative (vs. summative) evaluation ? • What about auto and hetero-regulation ? And vicarious learning?

  23. Thanks to the PPF ! • Transcription of dialogue from videos • Communication between TATIANA and CARTE • Collection, activity Analysis and Regulation based on Traces Enriched (Christophe Courtin, Stéphane Talbot / Chambery) • to facilitate automating certain analysis tasks (e.g. definition of note-taking units, categorization) • to highlight relevant sequences of events in large numbers of TATIANA traces • … • CARTE supplies the following software tools : • convert TATIANA traces CARTE traces and vice versa • import/export CARTE traces to and from a corpus of traces • Analyze CARTE traces by means of rules (pre-defined patterns)

  24. You can download Tatiana • http://code.google.com/p/tatiana/ gregory.dyke@emse.fr kristine.lund@univ-lyon2.fr jean-jacques.girardot@emse.fr steven.collins@emse.fr

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