2. Pierre.Dillenbourg@tecfa.unige.ch Campus Virtual No Problem ? DISCLAIMER The abusive usage of PowerPoint may seriously damage your understanding of a pedagogical relationship.

3. Pierre.Dillenbourg@tecfa.unige.ch What's a virtual campus? a web site for higher education + a spatial metaphor covers a curriculum + student managment distance & présence an opportunity to change education

4. Pierre.Dillenbourg@tecfa.unige.ch Master degree based on the Web since 1994 RESEARCHRESEARCHTEACHINGTEACHING C S C L Computer Supported Collaborative Learning

5. Pierre.Dillenbourg@tecfa.unige.ch @university@home/@work Structure of our Master Degree

6. Pierre.Dillenbourg@tecfa.unige.ch Cumulated overload “install” effect “back home” effect Technical bases Projects Problems & Solutions

7. Pierre.Dillenbourg@tecfa.unige.ch Flexibity versus Workload Time is our bottleneck (more than bandwidth)

8. Pierre.Dillenbourg@tecfa.unige.ch Integrate time in the design of the virtual campus - Add time managment tools - Time in datastructures

9. Pierre.Dillenbourg@tecfa.unige.ch Too much teaching during presential periods @university@home/@work Projects

10. Pierre.Dillenbourg@tecfa.unige.ch Is the Web constructivist?

11. Pierre.Dillenbourg@tecfa.unige.ch Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text To much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much Too much text Too much text Too text Too much text Too much text Too much text Too much text Too much text Too much text much text Too much text Too much text Too text Too much text Too much text Too much text Too much text Too much text Too much text oo much text Too much text Too much text Too much text Too much text Too muh text Too much text much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much txt Too much text Too much textToo much text Too much text Too much text Too much text Too much ext Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too uch text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text text Toomuch text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much txt Too much text Too much text Too much text Too much text Too much text oo much text Too much text Too much text Too much text Too much text Too much text Too text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much Too much text Too much text Too much text Too much text Too much text Too much text Too mch text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too uch text Too much text Too much text Too much text Too much text Too much text Too much text Too much ext Too much text Too much text Too much text Too muc text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too text Too much text Too much text Too much text Too much text Too much text Toomuch text Too much text Too much text Toomuch textToo much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text Too much text

12. Pierre.Dillenbourg@tecfa.unige.ch Would you go on board if pilots were trained on the Web ?

13. Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much TextToo Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Too Much Text Many Web Sites are less interactive than old ugly CBT!

14. Pierre.Dillenbourg@tecfa.unige.ch Constructivism versus Learner Control Deep versus shallow Interactivity

15. Pierre.Dillenbourg@tecfa.unige.ch The Problem is : What else ? Creativity is our bottleneck (especially for presence activities)

16. Pierre.Dillenbourg@tecfa.unige.chArgueGraphPhase1

17. ArgueGraph Phase 2

18. Pierre.Dillenbourg@tecfa.unige.chArgueGraph Phase 3

19. Pierre.Dillenbourg@tecfa.unige.ch Design choices Immediate FB Delayed FB Microworld FB Theories Behavioursim Constructivism MetacognitionArgueGraph Phase 4

20. Pierre.Dillenbourg@tecfa.unige.ch ArgueGraph Data (Exp.3) Reformulation Justification Solo57 % 43 % Duo15 % 85 %

21. Pierre.Dillenbourg@tecfa.unige.ch AcceptCondition Discard No Conflict28 13 Conflict23 111 "We answer 3 because motivation is important" "We answer 3 because motivation is important" "We choose 3 because 2 does not work" "We choose 3 because 2 does not work" ArgueGraph Data (Exp.3) "We answer 2 if the learner is a child but we answer 3 for adult learners" "We answer 2 if the learner is a child but we answer 3 for adult learners"

22. Pierre.Dillenbourg@tecfa.unige.ch NewUnion Victory No Conflict6 1610 Conflict14 813 X 2 =6.2, p<.05) ArgueGraph Data (Exp.3) Arg(AB) <> Arg(A) & Arg(AB) <> Arg(B) Arg(AB) <> Arg(A) & Arg(AB) <> Arg(B) Arg(AB) =Arg(A) or Arg(AB) =Arg(B ) Arg(AB) =Arg(A) or Arg(AB) =Arg(B ) Arg(AB)=Arg(A) U Arg(B )

23. Pierre.Dillenbourg@tecfa.unige.ch New version of ArgueGraph

24. Pierre.Dillenbourg@tecfa.unige.ch What's the problem with exp 4 ? pseudo-task debriefing Coffee-break 1 week Exp 1-3 Exp 4 pseudo-task

25. Pierre.Dillenbourg@tecfa.unige.ch Debriefing collectively remote individual/collaborative work (Again, timing is difficult to tune )

26. Pierre.Dillenbourg@tecfa.unige.ch Resources VERSUS Activities

27. Pierre.Dillenbourg@tecfa.unige.ch Balance knowledge magagement & pedagogical diversity Participatory Design + Apply standards (ARIADNE, IMS, IEEE)

28. Pierre.Dillenbourg@tecfa.unige.ch Virtual Space & Learning Communities

29. Pierre.Dillenbourg@tecfa.unige.ch Space => Navigation (?)

30. Pierre.Dillenbourg@tecfa.unige.ch Space => Group Coordination 20 pairs on 20 distributed their work spatially Collaborative problem solving in a MUD virtual space

31. Pierre.Dillenbourg@tecfa.unige.ch Acknowledgment Delay: Acknowledgment Rate: 39 sec 50% 59 sec. 34 % Space => Group Communication

32. Pierre.Dillenbourg@tecfa.unige.ch Could you help me on exercice 4.3? 123456 TECFA Virtual Campus, Zone 12, Building 1209. Exercices 1.1-1.9 Exercices 2.1-2.7 Exercices 3.1-3.9 Exercices 4.1-4.6 Exercices 5.1-5.8 Exercices 6.1-6.3 Room 123456 Exercices 1.1-1.9 Exercices 2.1-2.7 Exercices 3.1-3.9 Exercices 4.1-4.6 Exercices 5.1-5.8 Exercices 6.1-6.3 Room

33. Pierre.Dillenbourg@tecfa.unige.ch Space => Grounding He lies!

34. Pierre.Dillenbourg@tecfa.unige.ch.206** Ott, 1999 Space => Grounding

35. Pierre.Dillenbourg@tecfa.unige.ch It's a social space Spatial awareness provides implicit coordination Co-presence narrows down conversational context Place versus Space

36. Pierre.Dillenbourg@tecfa.unige.ch But: These observations from synchronous interactions do no transfer well to asynchronous environments It’s not any space, effects are bound to some specific design.

37. Pierre.Dillenbourg@tecfa.unige.ch E-Mail does not per se produce learning! Subject: SmartMail Date: Mon, 26 Jun 2000 11:31:27 +0200 From: Pierre Dillenbourg Organization: TECFA (Educational Technology Unit) To: professor@tecfa.unige.ch Dear Professor, Following the Nasdaq crisis, my grandmother's dog is very depressive......................................................….........................................................…............................................... Hence, I will only be able to send you my work next week............ Student Subject: SmartMail Date: Mon, 26 Jun 2000 11:31:27 +0200 From: Pierre Dillenbourg Organization: TECFA (Educational Technology Unit) To: professor@tecfa.unige.ch Dear Professor, Following the Nasdaq crisis, my grandmother's dog is very depressive......................................................….........................................................…............................................... Hence, I will only be able to send you my work next week............ Student

38. Pierre.Dillenbourg@tecfa.unige.ch Video is not much better! EyeContact regulationturn taking Head turns "I could readily tell when my partner was concentrating on what I was saying” (Watts, Monk and Daly-Jones; 1996). mutuality

39. Pierre.Dillenbourg@tecfa.unige.ch The more F2F-like is not necessarily the better ! Phillips B., Should we take Turns ?, CHI2000

40. Pierre.Dillenbourg@tecfa.unige.ch The more F2F-like is not necessarily the better ! Phillips B., Should we take Turns ?, CHI2000

41. Pierre.Dillenbourg@tecfa.unige.ch The more F2F-like is not necessarily the better ! Phillips B., Should we take Turns ?, CHI2000

42. Pierre.Dillenbourg@tecfa.unige.ch Interwoven Turns 88.5r1Hpage sherlock but what about the gun? 88.8PrivS'Hercule which motive jealousy? He would have killed hans no? 89.3PrivS'Hercule he stole it when the colonel was in the bar 90.3r1Hpage sherlock Giuzeppe wanted to avoid that one discovers that the painting was fake. HSSH turns (from Pair 11, translated ) 43.5BarHWhy does Heidi have a motive ? 43.6BarSHow do you propose we should go further? 43.9BarHShould we merge our note books? 44.1BarSShe said that she didn't like her (and Hans) HSHS turns (from Pair 12 )

43. Pierre.Dillenbourg@tecfa.unige.ch Low acknowledgers: 0.9 High acknowledgers: 0.9 Index of complexity Bootnap experiments, Dillenbourg & Traum, 1997

44. Pierre.Dillenbourg@tecfa.unige.ch PersistentNon-Persistent Persistent Non Persistent Display Knowledge MOO dialogues Whiteboard

45. Pierre.Dillenbourg@tecfa.unige.ch Hpage sherlock but what about the gun? S'Hercule which motive jealousy? He would have killed hans no? S'Hercule he stole it when the colonel was in the bar Hpage sherlock Giuzeppe wanted to avoid that one Persistency Contexuality Reflexivity CMC is a different system from F2F

46. Pierre.Dillenbourg@tecfa.unige.ch CMC is a different system from F2F Persistency Contexuality Reflexivity

47. Pierre.Dillenbourg@tecfa.unige.ch Persistency Contexuality Reflexivity CMC is a different system from F2F E. Churchill et al, FX Palo Alto Lab

48. Pierre.Dillenbourg@tecfa.unige.ch Persistency Contexuality Reflexivity CMC is a different system from F2F ArgueGraph

49. Pierre.Dillenbourg@tecfa.unige.ch Persistency Contexuality Reflexivity CMC is a different system from F2F Lehtinen et al. (1999)

50. Pierre.Dillenbourg@tecfa.unige.ch Persistency Contexuality Reflexivity CMC is a different system from F2F R. Rodenstein & J. Donath, MIT Media Lab

51. Pierre.Dillenbourg@tecfa.unige.ch Persistency Contexuality Reflexivity CMC is a different system from F2F Patrick Jermann (TECFA/LRDC)

52. Pierre.Dillenbourg@tecfa.unige.ch Persistency Reflexivity Contextuality Tool features Group memory Group regulation Group understanding Distributed Cognitive System The CMC tools is a part of the distributed cognitive system

53. Pierre.Dillenbourg@tecfa.unige.ch Explanation Grounding Argumentation Mutual Regulation Mutuality Structuration Regulation WYSIWIS Awareness Semi-structured interfaces Persistency Reflectivity Contextuality COMPUTER SUPPORTED COLLABORATIVE LEARNING

54. Pierre.Dillenbourg@tecfa.unige.ch There is no guarantee that collaborative learning works CSCL > students + Internet (Design environment = Structure teamwork )

55. Pierre.Dillenbourg@tecfa.unige.ch « Courseware Design Studio »

56. Pierre.Dillenbourg@tecfa.unige.ch New CSCL Book Series (Kluwer) Antarctica project Euro-CSCL Conference: Maastricht, NL, March 2001 Jobs @ Geneva Interaction Lab