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Modelling and visualising traces for reflexivity in synchronous collaborative systems Damien CLAUZEL, Karim SEHABA, Yannick PRI Laboratoire dInfoRmatique en Image et Systmes dinformation (LIRIS) Universit Lyon 1, LIRIS UMR5205,

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Modelling and visualising traces for reflexivity in synchronous collaborative systems

Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ

Laboratoire d’InfoRmatique en Image et Systèmes d’information (LIRIS) Université Lyon 1, LIRIS UMR5205, F-69622 Villeurbanne, France https://liris.CNRS.fr/

InCos, november 2009

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Outline

1 Context 2 Reflexivity and traces 3 Modelled traces 4 Our trace models 5 Prototypes in progress 6 Conclusion and perspectives

Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Context

Online synchronous collaborative learning is characterized by

size: small closed group activity’s structure: teachers specify the content collaboration: strong human exchanges time: synchronicity

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Context

Our goals are

to support group activity to support individual reflexivity to support group reflexivity to describe human activity on computer to create a memory of past interactions

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Metacognition for learning

Metacognition is important in learning, and needs reflexivity [Worrall and Bell, 2007]

Metacognition [Flavell, 1976]

[is] one’s knowledge concerning one’s own cognitive processes or anything related to them. . . For example, I am engaging in metacognition if I notice that I am having more trouble learning A than B; if it strikes me that I should double check C before accepting it as fact.

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Why reflexivity?

Reflexivity of activity allows: metacognition awareness group synchronisation We identify three levels of reflexivity: individual, extended and group.

Let’s have a look at them!

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Why reflexivity?

Reflexivity of activity allows: metacognition awareness group synchronisation We identify three levels of reflexivity: individual, extended and group.

Let’s have a look at them!

Damien CLAUZEL, Karim SEHABA, Yannick PRIÉ

  • Model. and visu. traces for reflex. in sync. coll. act.

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Basic synchronous collaborative activity

Situation of synchronous collaboration: 3 users working together

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Different levels of reflexivity

Individual reflexivity: me, watching myself

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Different levels of reflexivity

Extended reflexivity: me, watching you and myself together

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Different levels of reflexivity

Group reflexivity: me, watching us

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Different levels of reflexivity

Conclusion : a need to filter and to share reflexivity within a group:

  • n an individual base
  • n a collective base

Our approach : we use modelled traces for working with reflexivity

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

What is a modelled trace?

Modelled trace

We call “modelled trace” a collection of observations, temporally situated, associated to an observation model. ⇒ for short : a modelled trace is a formal representation of user’s interactions A modelled trace can be processed, transformed, shared and visualised.

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Modelled trace

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Single user and his trace based management system

Specific trace Complete trace My dedicated activity trace

M1 M2 M3

Collecting (from app)

τ

  • visualisation
  • sharing
  • archiving
  • post-processing

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Collaboration with traces

Internet

Others Applications Others Applications Others Applications

Traces Traces Traces

Trace-based Application Others Applications Others Applications Others Applications

Traces Traces Traces

Trace-based Application Others Applications Others Applications Others Applications

Traces Traces Traces

Trace-based Application user 1 user 2 user 3 Synchronous Application Synchronous Application Synchronous Application

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Reflexivity improved by traces sharing

Internet

user 3 Individual and collective trace vizualisation and sharing Synchronous Application

TBMS

Others Applications Others Applications Others Applications user

My private trace User 2 shared trace User 1 shared trace

User - Trace base

Group shared trace Me within the group trace My dedicated activity trace My shared trace

M1 M2 M2 M3 M2 M4 M5

Collecting (from app) Sharing (to tbms) Collecting (from tbms) Collecting (from tbms)

T1 T2 T4 T3 T5 T7 T6

τ1 τ2 τ4 τ3

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Generic model of synchronous collaborative activity

Generic collaborative activity's obsel Common system obsel Interaction modes' obsel User's obsel Clipboard's

  • bsel

videoconference

  • bsel

screen sharing

  • bsel

Text chat

  • bsel

whiteboard

  • bsel

shared web browser obsel Collaborative text editor obsel Copy into the system's clipboard Paste into the system's clipboard

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Part of the specific model for text chat activity

user ID beginning of user presence Text chat obsel Generic collaborative activity's obsel Interaction modes' obsel Common system obsel User's obsel Relation Specialisation is sent by is activated by is a composition of a chat message on finishes a chat is received on sending a chat message content receiving a chat message content chat message composition channel chat channel activation chat channel closure is a validation of a chat message of i s s e n t b y

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Zoom into the text chat model

user ID beginning of user presence Text chat obsel is activated by i s a c

  • m

p

  • s

i t i

  • n
  • f

a c h a t m e s s a g e

  • n

finishes a chat channel chat channel activation chat channel closure i s s e n t b y

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Concrete example: Alice’s trace in a group activity

beginning of user presence (Alice) beginning of user presence (Bob) copy into the system clipboard paste from the system clipboard beginning of user presence (Charlie) end of user presence terminates th session of is a paste of i s u s e d i n

  • bsel

relation chat channel activation chat message composition receiving a chat message chat channel closure is a validation

  • f chat message

finishes a chat is received on is sent by is sent by is a composition

  • f chat message on

sending a chat message activating whiteboard creating text closing whiteboard terminates a whiteboard use i s a w r i t i n g

  • n

w h i t e b

  • a

r d activating shared web browser changing page is made in fi n i s h e s shared web browser closure

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Technical works on 3 axes

Development of several software, covering all aspects:

  • 1. collecting traces : instrumented applications
  • 2. processing traces : traces management system
  • 3. using traces : interactive visualisation of traces

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Instrumented chat client producing modelled traces

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

User feedback

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

Conclusion and perspectives

Theoretical work: applications models: genericity, automatic generation conception: theory of modelled trace visualisation validation: evaluating benefits in learning with our reflective system Technical work: trace visualisation: software for interactive visualisation of traces trace manipulation: sharing, processing traces management system: extending core functionalities

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Context Reflexivity and traces Modelled traces Our trace models Prototypes in progress Conclusion and perspectives

References

Flavell, J. (1976). Metacognitive aspects of problem solving, chapter 12, pages 231–236. Routledge, Pittsburg. Worrall, L. and Bell, F. (2007). Metacognition and Lifelong E-learning: a contextual and cyclical process. E-Learning, 4:161. And of course : Google: “trace modélisée interaction”

  • ur research team: https://liris.CNRS.fr/silex (French and

English)

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