Alejandra Martínez

Bio: Alejandra Martínez is an academic researcher from University of Valladolid. The author has contributed to research in topics: Collaborative learning & Social network analysis. The author has an hindex of 11, co-authored 16 publications receiving 1344 citations.

From Mirroring to Guiding: A Review of State of the Art Technology for Supporting Collaborative Learning

Abstract: We review a representative selection of systems that support the management of collaborative learning interaction, and characterize them within a simple classification framework. The framework distinguishes between mirroring systems, which display basic actions to collaborators, metacognitive tools, which represent the state of interaction via a set of key indicators, and coaching systems, which offer advice based on an interpretation of those indicators. The reviewed systems are further characterized by the type of interaction data they assimilate, the processes they use for deriving higher-level data representations, the variables or indicators that characterize these representations, and the type of feedback they provide to students and teachers. This overview of technological capabilities is designed to lay the groundwork for further research into which technological solutions are appropriate for which learning situations.

Combining qualitative evaluation and social network analysis for the study of classroom social interactions

Abstract: Studying and evaluating real experiences that promote active and collaborative learning is a crucial field in CSCL. Major issues that remain unsolved deal with the merging of qualitative and quantitative methods and data, especially in educational settings that involve both physical and computer-supported collaboration. In this paper we present a mixed evaluation method that combines traditional sources of data with computer logs, and integrates quantitative statistics, qualitative data analysis and social network analysis in an overall interpretative approach. Several computer tools have been developed to assist in this process, integrated with generic software for qualitative analysis. The evaluation method and tools have been incrementally applied and validated in the context of an educational and research project that has been going on during the last three years. The use of the method is illustrated in this paper by an example consisting of the evaluation of a particular category within this project. The proposed method and tools aim at giving an answer to the need of innovative techniques for the study of new forms of interaction emerging in CSCL; at increasing the efficiency of the traditionally demanding qualitative methods, so that they can be used by teachers in curriculum-based experiences; and at the definition of a set of guidelines for bridging different data sources and analysis perspectives.

Studying Participation Networks in Collaboration Using Mixed Methods

Abstract: This paper describes the application of a mixed-evaluation method, published elsewhere, to three different learning scenarios. The method defines how to combine social network analysis with qualitative and quantitative analysis in order to study participatory aspects of learning in CSCL contexts. The three case studies include a course-long, blended learning experience evaluated as the course develops; a course-long, distance learning experience evaluated at the end of the course; and a synchronous experience of a few hours duration. These scenarios show that the analysis techniques and data collection and processing tools are flexible enough to be applied in different conditions. In particular, SAMSA, a tool that processes interaction data to allow social network analysis, is useful with different types of interactions (indirect asynchronous or direct synchronous interactions) and different data representations. Furthermore, the predefined types of social networks and indexes selected are shown to be appropriate for measuring structural aspects of interaction in these CSCL scenarios. These elements are usable and their results comprehensible by education practitioners. Finally, the experiments show that the mixed-evaluation method and its computational tools allow researchers to efficiently achieve a deeper and more reliable evaluation through complementarity and the triangulation of different data sources. The three experiments described show the particular benefits of each of the data sources and analysis techniques.

State of the art of interaction analysis for Metacognitive Support & Diagnosis

Abstract: The document concerns Computer Based Interaction Analysis that could support technology based learning activities' participants (e.g. students, teachers) or observers (e.g. teachers, researchers). The underlying considerations and analyses focus on interactions that occur via technology based Learning Environments, designed for stand alone use or collaborative use. Special emphasis is given on Interactions Analysis (IA) outputs that could support learning activities' participants in cognitive and metacognitive reflection and thus in selfregulatory operations. The document aims to present the state of the art on Interaction Analysis (highlighting the current state as well as the new trends) in three complementary dimensions: (I) Design of IA tools and involved IA indicators (II) Applied Analysis methods (III) Research questions and related applied methodologies

Studying social aspects of computer-supported collaboration with a mixed evaluation approach

Abstract: Studying and evaluating real experiences that promote active and collaborative learning is a crucial field in CSCL. Major issues that remain unsolved deal with the merging of qualitative and quantitative methods and data, especially in educational settings that involve direct as well as computer-supported collaboration. In this paper we present an evaluation methodology and its application to a university course that took place during the last two academic years. We have developed EL2AM, a tool that allows an automatic processing of computer logs using social network analysis. It has been used jointly with a commercial qualitative research tool in order to support the evaluation process. Experimental results allow us to reflect and draw conclusions on the changes of attitudes towards collaboration experimented by the students along the course.

Keywords in Qualitative Methods

Abstract: An essential companion for students across the social and health sciences, this text provides a wide-ranging coverage of qualitative methods complemented by extended illustration from the array of academic disciplines in which qualitative research is found and employed. Written in a lively and reader-friendly style, the guide covers a comprehensive range of topics, including: - a concise definition of the method - a description of distinctive features - examples to convey the flavour of a technique or principle - a critical and reflective evaluation of the method or approach under consideration - cross references to associated concepts within the dictionary - a list of key readings

From Mirroring to Guiding: A Review of State of the Art Technology for Supporting Collaborative Learning

Abstract: We review a representative selection of systems that support the management of collaborative learning interaction, and characterize them within a simple classification framework. The framework distinguishes between mirroring systems, which display basic actions to collaborators, metacognitive tools, which represent the state of interaction via a set of key indicators, and coaching systems, which offer advice based on an interpretation of those indicators. The reviewed systems are further characterized by the type of interaction data they assimilate, the processes they use for deriving higher-level data representations, the variables or indicators that characterize these representations, and the type of feedback they provide to students and teachers. This overview of technological capabilities is designed to lay the groundwork for further research into which technological solutions are appropriate for which learning situations.

The Evolution of Research on Computer-Supported Collaborative Learning

Abstract: This chapter summarizes two decades of research on computer-supported collaborative learning (CSCL). We first review the key idea that has emerged, namely the fact that collaboration among peers can be “designed”, that is, directly or indirectly shaped by the CSCL environment. Second, we stress the fact that affective and motivational aspects that influence collaborative learning have been neglected by experimental CSCL researchers. Finally, we point out the emergence of a new trend or new challenge: integration of CSCL activities into larger pedagogical scenarios that include multiple activities and must be orchestrated in real time by the teacher.

Building Intelligent Interactive Tutors: Student-centered Strategies for Revolutionizing E-learning

Abstract: Computers have transformed every facet of our culture, most dramatically communication, transportation, finance, science, and the economy. Yet their impact has not been generally felt in education due to lack of hardware, teacher training, and sophisticated software. Another reason is that current instructional software is neither truly responsive to student needs nor flexible enough to emulate teaching. The more instructional software can reason about its own teaching process, know what it is teaching, and which method to use for teaching, the greater is its impact on education. Building Intelligent Interactive Tutors discusses educational systems that assess a student's knowledge and are adaptive to a student's learning needs. Dr. Woolf taps into 20 years of research on intelligent tutors to bring designers and developers a broad range of issues and methods that produce the best intelligent learning environments possible, whether for classroom or life-long learning. The book describes multidisciplinary approaches to using computers for teaching, reports on research, development, and real-world experiences, and discusses intelligent tutors, web-based learning systems, adaptive learning systems, intelligent agents and intelligent multimedia. *Combines both theory and practice to offer most in-depth and up-to-date treatment of intelligent tutoring systems available *Presents powerful drivers of virtual teaching systems, including cognitive science, artificial intelligence, and the Internet *Features algorithmic material that enables programmers and researchers to design building components and intelligent systems

New Frontiers: Regulating Learning in CSCL.

Abstract: Despite intensive research in computer-supported collaborative learning (CSCL) over the last decade, there is relatively little research about how groups and individuals in groups engage, sustain, support, and productively regulate collaborative processes. This article examines the role of regulatory processes in collaborative learning and how CSCL environments can be used for shared regulation of learning. First, we establish the importance of regulation processes and introduce three types of regulation contributing to successful collaboration: self-, co-, and socially shared regulation of learning. Second, we illuminate two strands of seemingly diverse research that lay an important foundation for supporting and researching regulation in CSCL contexts establishing that (a) computer-based pedagogical tools used to successfully support regulation in individual learning contexts can be leveraged for collaborative task contexts, and (b) computer-based tools for supporting collaborative knowledge constructio...