I thought I would share this paper I’ve put together on an experimental project that uses speech recognition in the classroom. Enjoy!
Using Speech Recognition Technology in the Classroom: An Experiment in Computer-Supported Collaborative Learning
This paper will report on a design and development project that aims to enrich face-to-face classroom contexts using the latest developments in information and communications technology. The Meety project, when used by students in a classroom with laptop computers, captures the verbal utterances of the classroom context and uses it to supply real-time information resources to the students in the classroom. Students have the option of contributing to the information resources and rating the utility of the resources supplied. This project discusses the design and development of the project as well as a simulated trial to test its efficacy.
I thought I would post one of the papers I have been working on:
Cocciolo, A. (2008). Participatory Culture, Web 2.0, and Communities of Practice: A Design-Based Research Investigation.
The purpose of this thesis is to explore the relationship amongst participatory culture (Jenkins, 2006), Web 2.0 technologies, and communities of practice. Specifically, this study will address the following questions: what are the effects of introducing a Web 2.0 technology into a pre-existing learning environment, and how can such technologies aid (or inhibit) the emergence of a participatory culture? To address these questions, a design-based research project was undertaken where a Web 2.0 technology was iteratively designed and developed, rolled-out to a graduate school community of 5,000 members, and its impact studied over a one-year period. The study uses a variety of methods to triangulate the impact of this Web 2.0 technology. In particular, the study employs a longitudinal social network analysis, a latent semantic analysis, a cross-comparison analysis, and an ethnographic analysis. Results indicate the Web 2.0 environment provides a forum for community members to play-out the tension between reaffirming pre-existing socio-cultural norms and a desire to break free from such structures. Specifically, the analysis reveals that the Web 2.0 technology allows for new forms of participation that were not possible with earlier ICTs as well as opportunities for radical interaction networks to form. However, the study also indicates how the initial radicalism the Web 2.0 technology allowed for is tempered over-time to better conform to pre-existing socio-cultural norms. In sum, participatory culture is made possible by the innovations in ICTs; however, sustaining the culture must be the undertaking of the community. Implications are made for organizations that may be interested in deploying Web 2.0 technologies to accomplish a variety of goals.
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In preparing for the doctoral certification exam in CCTE, I took the time to articulate my perspective on technology, learning and society. I first elucidate the notion of situated learning, followed by how technology works in relationship with this theoretical prospective, followed by ways of intervening to take advantage of this relationship.
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I am currently working on a project for the Consumer Behavior course I am taking at Columbia Business School which looks to understand the factors that influence consumption in Second Life. Unfortunately, I have no data yet (this should be the mantra for all research projects related to Second Life!). However, with some hard work over the next few weekends, I will by the end of the semester.
I thought I would share my project for Prof. Kinzer’s course on the Possibilities of Virtual Worlds. The name of the project is Second Look, which is a research platform for Second Life. Between the NED project that Matthew is leading up, and the smarter survey tool that Nabeel is heading up, surveys have been on my mind!
To use Second Look, drop the Second Look plaque onto your space in Second Life, and click on it to begin designing the survey. After you have designed your survey, users can click the plaque and begin taking the survey. The owner of the survey can click on it to view the participant results.
Below is the Powerpoint from my presentation to the class on Second Look:
It is official now, all of my blogging energies are going into my blog on the EdLab website. I’ll have to remember to blog some things I am up to here as well. In the spirt of my own blog, I figured I would post the slides to the presentation Hui Soo and I did at the Harvard GSE Student Research Conference. Here are the slides (Flash paper is pretty cool):
I thought I might share my final paper for Prof. Tversky’s class, Using Network Visualizations as Knowledge Communicators. The paper asks the question, in what circumstances are network visualizations an effective tool for transferring knowledge?
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My colleagues and I, Hui Soo Chae and Gary Natriello, have submitted a short paper to the Computer Supported Collaborative Learning (CSCL) 2007 Conference. We hope to be accepted! I’ve posted our paper here for anyone who is interested in what we’re up to:
Using Social Network Analysis to Highlight an Emerging Online Community of Practice
Abstract: In this exploratory study, Cocciolo, Chae and Natriello investigate the extent to which the communicative processes exhibited within a large digital repository illustrate the emergence of an online community of practice (CoP). In order to make this claim, we present a method for identifying the emergence of an online CoP using Social Network Analysis (SNA) on communication data (i.e., uploads and downloads) and institutional role (i.e., expert/faculty vs. novice/student). The analysis reveals that the online repository provides opportunities for novices to perform the role of the expert knowledge facilitator. We posit that these conditions constitute a necessary element for the emergence of an online CoP.
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I’ve had the pleasure of presenting at the Sloan-C conference this past Friday in Orlando. I thought I would share the basic premise of my presentation here on my blog.
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