Role-based integration of evaluation and regulation in collaborative learning environments
Résumé
Interaction analysis has become a basic function in the field of collaborative learning, as a means for supporting both self-regulation for the students and formative evaluation for the teachers. In spite of the fact that these processes rely on the same basic functionalities, there is a lack of proposals or systems that integrate them. This paper presents a research proposal that argues for a role-based approach for the integration of these functions. The experience of awareness systems in CSCW that use roles to decide the type and amount of information they show suggests that this is an appropriate approach. A review of the concept of role in CSCL environments has shown a lack of common vocabulary to describe it and a great diversity of classifications. In order to solve these problems, we have begun to design a framework for the description of roles and we have proposed a new classification of roles which takes into account the dynamic nature of interactions in real collaborative systems. We plan to apply this framework and concepts to the definition of a tool for the analysis of interactions, able to adapt to the changing needs of roles at a given moment. This will eventually lead to the integration of evaluation and regulation support functions in a single tool.
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