Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Speech Genres and Other Late Essays

Discourse in the Novel

Educational data mining and learning analytics for 21st century higher education: A review and synthesis

Although temporality is a key characteristic of the core concepts of CSCL—interaction, communication, learning, knowledge building, technology use—and although CSCL researchers have privileged access to process data, the theoretical constructs and methods employed in research practice frequently neglect to make full use of information relating to time and order. This is particularly problematic when collaboration and learning processes are studied in groups that work together over weeks, and months, as is often the case. The quantitative method dominant in the social and learning sciences—variable-centred variance theory—is of limited value for studying change on longer time scales. We introduce the event-centred view of process as a more generally applicable approach, not only for quantitative analysis, but also for providing closer links between qualitative and quantitative research methods. A number of methods for variable- and event-centred analysis of process data are described and compared, using examples from CSCL research. I conclude with suggestions on how experimental, descriptive, and design-oriented research orientations can become better integrated.

Time is precious: Variable- and event-centred approaches to process analysis in CSCL research

In the study of online learning community, many investigators have turned attention to automatically logged web data. This study aims to further this work by seeking to determine whether logs of student activity within online graduate level courses related to student perceptions of course community. Researchers utilized the data logging features of the Moodle learning management system and the Classroom Sense of Community Index. Results reveal that cumulative course data logs are predictive of both a student's sense of connectedness and student community. This study adds to a foundation for a non-invasive assessment of affective variables in online learning environments, and suggests a simple method for providing e-learning instructors with real-time feedback for fostering online community.

Data for free: Using LMS activity logs to measure community in online courses

This study describes a method of self-assessment for learners in a collaborative discussion. The authors propose a method of self-assessment in an online discussion and examine its effectiveness through the development and evaluation of a software program to visualize the discussion on a Bulletin Board System. The software, referred to as "i-Bee" (Bulletin board Enrollee Envisioner), can visually display the co-occurrence relation between keywords and learners. Thus, the i-Bee can display the content-wise contribution made by each learner to the discussion. In addition, the i-Bee can display the recent level of participation of each learner and the frequency of each keyword used by the learners. The i-Bee enables students to assess and reflect over their discussion, to understand the condition, and to reorganize their commitment in a discussion reflecting their learning activity.

Promotion of self-assessment for learners in online discussion using the visualization software

Assessment of Collaborative Learning for Students: Making the State of Discussion Visible for their Reflection by Text Mining of Electronic Forums

A Principle for CSCL Design: Emergent Division of Labor

This study investigates how puppetry-based tabletop microteaching systems can contribute to student teacher training compared with normal microteaching. The study analyzes student teachers’ discourse using a puppetry-based microteaching system called “EduceBoard” introduced to a university class. The analysis included an epistemic network analysis to identify the specific features that influence changes and clarify particular discourse patterns that were found and a qualitative analysis of the discourse data. Results indicate that the puppetry-based microteaching and improvisational dialogs that it elicited enhanced student teachers’ practical insights and gave them the opportunity to develop their students’ learning and run the class smoothly.

Student Teachers’ Discourse During Puppetry-Based Microteaching

Perspective-taking of a wide variety of pupils or students is fundamental in designing a dialogic classroom. As a vehicle of perspective-taking, a tangible puppetry CSCL can create a learning environment that reduces the participants’ anxiety or apprehension toward evaluation and elicits various types of pupils or students, allowing them to learn various perspectives. The CSCL also provides a 3D animation that records the puppetry for prompting perspective-taking of a variety of pupils in mutual feedback discussions. A comparative experiment, which comprised of a self-performed, a puppetry, and a second self-performed microteachings, showed a relatively stable impact of the puppetry microteaching in the mutual feedback discussions on the second self-performed. This paper discusses the potential effectiveness of puppetry as a catalyst of perspective-taking to learn a variety of pupils’ viewpoints through their possible reactions in undergraduate teacher education.

Toshio Mochizuki

Papers

Promotion of self-assessment for learners in online discussion using the visualization software

Assessment of Collaborative Learning for Students: Making the State of Discussion Visible for their Reflection by Text Mining of Electronic Forums

A Principle for CSCL Design: Emergent Division of Labor

Student Teachers’ Discourse During Puppetry-Based Microteaching

Effects of Perspective-Taking Through Tangible Puppetry in Microteaching and Reflection on the Role-Play with 3D Animation