Media Research Center

About: Media Research Center is a based out in . It is known for research contribution in the topics: Collaborative learning & Educational technology. The organization has 491 authors who have published 950 publications receiving 28581 citations. The organization is also known as: MRC.

SCAN tools for collaborative learning

Abstract: SCAN tools (Social and Cognitive Awareness and Navigation tools) inform participants about social and/or cognitive variables with respect to a group and its members. This paper describes how SCAN tools facilitate and "institutionalize" the natural processes of becoming aware about social and cognitive variables, thereby leading to adaptive behavior in collaboration. The notion of person-object relations (PORs) is introduced as the basic building block underlying both group awareness and social navigation. Four design principles of SCAN tools (response formatting, juxtaposition, aggregation/transformation, and prediction/recommendation) are discussed, and their application in CSCL scenarios is described. Finally, issues for both practical implications and use-inspired basic research on SCAN mechanisms will be explored.

How Popper's 'Three Worlds Theory' Resembles Moscovici's 'Social Representations Theory' But Why Moscovici's Social Psychology of Science Still Differs From Popper's Critical Approach

Abstract: This paper is to my best of knowledge the first to discuss similarities and differences between Karl Popper’s ‘three worlds theory’ and Serge Moscovici’s ‘theory of social representations’. Karl Popper maintained that to be subject to criticism, and hence to falsification attempts and subsequent improvement, scientific theories must first be formulated, disseminated, perceived, and understood by others. As a result, such a theory becomes a partially autonomous object of world 3, the “world of products of the human mind” in contrast to world 1, the “world of things”, and world 2, the “world of mental states” (Popper, 1978, p. 144). Popper’s three worlds theory resembles Moscovici’s social representations theory insofar as social representations / world 3 objects cannot be reduced to individual states of minds, are embedded in interactions between people and objects, and are always rooted in previous representations / knowledge. Hence, Popper – who was very skeptical of the usefulness of a ‘psychology of science’– did in fact employ elements of a ‘social’ social psychology of science in his later works. Moscovici himself in turn may have failed to notice that to Popper science does not take place within a separate ‘reified universe’ in his ‘Social Psychology of Science’ (1993). Although to Popper science aims at increasing objectivity and reification, it is still a part of the social world and the ‘consensual universe’.

Implementation of a tabletop 3D display based on light field reproduction

Abstract: A tabletop is a useful shared space for diverse collaborative tasks. If the tabletop is considered to be interface, then expression through visual sensation, especially 3D images, is an important way to engage the principal human sense. Many 3D displays that can be observed from any direction have been proposed in recent years. However, some techniques force to wear special glasses and restrict the positions from which 3D images can be viewed [Kitamura et al. 2001]. Other glasses-free 3D displays employ obstructive apparatus on the table [Jones et al. 2007].

Future-looking conversations in CSCL

Abstract: In this issue of the journal, we have several new initiatives that we want to promote. The four articles consist of a new review study, a conceptual discussion with critical responses about the concept of scripts in Computer-Supported Collaborative Learning (CSCL), and two articles with new insight about designs for low achievers and learning with epistemic games. We will also share some of the ideas, reflections, and stances in our field from the invited symposium that we organized at the 12th International Conference of the Learning Sciences in Singapore in June. Finally, the journal will launch a new format for contributions called Squibs (see the description at the end of this editorial). The intention with this format is that we as a community can engage in writing shorter contributions that raise awareness of competing theoretical or methodological developments, shortcomings, or new and emerging topics or issues in our field that we should address. As you see in the list of authors for this editorial, the former president of ISLS and associate editor in this journal, Carolyn P. Rose, has become one of the executive editors. We warmly welcome her in this position. The expertise that she brings to the Intern. J. Comput.-Support. Collab. Learn (2016) 11:255–262 DOI 10.1007/s11412-016-9242-6

Enhancing Computer Assisted Assessment Using Rubrics in a QTI Editor

Abstract: With the aim of facilitating teachers the use of good techniques in computer assisted assessment, this paper proposes the integration of rubric functionalities in an editor compliant with the IMS Question and Test Interoperability specification (QTI). Teachers can organize the information of an eQuestionnaire using the QTI-rubric approach. They canuse (and reuse) QTI elements without having a technical background or knowledge of the specification. The QTIrubric enables automatic formative feedback for learners and the results can serve them as a personal evidence of their knowledge and capabilities.