multidiscplinary - echoes

Porayanska -Pomsta et al

Key features, benefits challenges of a multi-disciplinary approach

Journal of Personal and ubiquitous Computing

Literature

22. - emotion recognition

25, 40 - understanding the mental states of others

6,18 - LFA engage with robots more than humans (shared attention, turn taking), fail to generalise to a real world context

37, 38,29 - wearables

42 - abilities of autism

46 importance of reciprocity

ECHOES a socio- cognitive intervention

Multidisciplinary - theories, practices, methods, scientific tradition. Establish common ground and draw on strengths p2 Novelty of the approach lies in the way in which different methods and techniques are combined and applied.

Goal- enable social interaction skills.

Aim - develop tools for research in this area

Affective system for an agent - emotion regulation, recognise emotions, categorise emotions, express emotions

Objects in a garden as the focus of joint attention

Monitors - head posture, eye gaze, facial expression, screen touch data

Retain the development of resources within the users community of practice

Pilot - as a small scale intervention. Subjective also contributes to the design of the resource

Theory of mind - impute others mental state

Joint attention - there is a strong visual component , both the object and the other

How are objects in ECHOES linked into a narrative?

Two challenges p122 SCERTS, on which ECHOES as an intervention is based was developed for a human-human intervention context, in which practitioners use their long term experiences. Multiple data sources on which to base the decision. ' Another challenge relates to whether the child perceives the agent as an intentional being or merely an inanimate object' reciprocity is important 

Dirkx & SmithCase study, group work online

Dirkx, J.M. & Smith, R.O. (2004) p132-159

Thinking out of a bowl of spaghetti: Learning to Learn in online collaborative groups

Chapter 6 in Roberts, T.S. Online collaborative learning: theory and Practice

Students need orientation in how to do collaborative learning, and the value of it, and how to do it online.

Cooperative v collaborative learning

Coop, p137 – ‘learning is regarded as an individual effort that is facilitated by participation in the group’

Collaborative, p 137 ‘In collaborative learning, students call into question, through self-reflective & self critique, assumptions, values, beliefs, symbols and rules of conduct that characterise their existing way of meaning making’  teachers de-authorize themselves p142 ‘ group members are encouraged to assume responsibility for their own structure and direction’

Methods

Case study approach

26 students assigned to small groups. Well defined task.  Allowed to meet f-f only one group did so.  Orientation for 2 weeks, group work for 16 weeks.  Experienced tutor available. 

Source of data.  Interviews, student journals, discussion and chat transcripts.

Findings

‘the students in our case described powerful emotional responses to what was occurruing with their small groups’

p144

two orientations to authrority emerge, one remains with the tutor the other to the group

p145

‘the gradual development of interdependence and intersubjectivity requires the cultivation of a culture of intimacy within the group. Intimacy involves an ability to open oneself up to another, as well as being receptive to otherness’

p148

quote from a student about feeling that you are meeting all the time ‘ you are never not meeting with your group. You turn on the computer and the group is there. In the form of email messages and postings to the discussion board’

Conclusions about CSCL

Subjectivity and intersubjectivity p151 ‘ need for group members to reconstruct a sense of identity that is grounded in the intersubjective realities of their group contexts’

Associated emotional dynamics

Have to reach concensus and this is not always easy

P155 ‘ Implementation of collaborative learning ….., will not be successful unless the broader contextual and systematic issues are also attended to’

p155  there is 'a psychological resistance to the need to move from a subjective to a more intersubjective form of identity'