The main goal of this document is to describe the implementation of each component of the colMOOC platform and the integration stage of the operational platform as a whole. Additionally, a first simple operational scenario that has been implemented is also being described, in order to demonstrate the interoperability of the platform. Finally, this paper presents a positive technical assessment of the 1st version of colMOOC platform through performance benchmarking experiments performed on system's components in order to verify its correct operation and interoperability of the different integrated modules to meet the requirements of the use cases for the end users.

The paper explores the potential of usage and ranking information in increasing student engagement in a double-blinded peer review setting, where students are allowed to select freely which/how many peer works to review. The study employed 56 volunteering sophomore students majoring in Informatics and Telecommunications Engineering. We performed a controlled experiment, grouping students into 3 study conditions: control, usage data, usage and ranking data. Students in the control condition did not receive additional information. Students in the next two conditions were able to see their usage data (logins, peer work viewed/reviewed, etc.), while students in the last group could additionally see their ranking in their group according to their usage data. Results showed that while the three groups were comparable, a range of different attitudes were visible in the Ranking group. Students with more positive attitude towards ranking were more engaged and outperformed their fellow students in their group.

This paper presents the design and a pilot study of a real-time response system for Android mobile devices, created to enhance active learning methods and assess students' understanding. The prototype system named Quiz It, consists of a lecturer mobile application, a student mobile application and a supportive lecturer administration web environment. Quiz It can be used by Android mobile phones or tablets with access to the Internet. In order to investigate whether Quiz It responds sufficiently under real conditions and get an overview about students' attitude towards its use, we conducted a pilot study with 23 students who used the application during a laboratory lecture. The results indicated that no problems were encountered in use and students reported that they had a positive experience with the application.

This study presents a technological solution for the visualization of peer interaction data in mobile widget format. Peer interaction is the key learning mechanism in collaborative learning situations and providing peers with feedback on their interaction is expected to help improve the outcomes of the activity at all levels. The showcased mobile application employs the IMS-LD standard to facilitate visualization of a peer interaction (PI) model of the collaborative activity within a Moodle forum. In the paper we present and discuss (a) the standards-based system architecture comparing it also to other similar efforts, and (b) the design and implementation decisions during the mobile widget development, considering mainly the peer interaction information model, the flexible representation of visualization artefacts and the pedagogical support objectives for learners and teachers.

Recent research has provided evidence that conversational agents can effectively be used to trigger and scaffold peer discource in computer-supported collaborative learning (CSCL) settings. In this study, we use a prototype conversational agent system named Mentor Chat to explore the impact of two different intervention modes on inducing beneficial students' interactions, following the Academically Productive Talk (APT) perspective. We analyze the effects of (a) unsolicited agent interventions, which are automatically initiated and displayed by the agent, as compared to (b) solicited agent interventions, which are initiated automatically but only displayed upon students' request. The outcomes indicate that an unsolicited intervention mode can be more effective than a solicited one by means of increasing the level of explicit reasoning displayed in students' dialogues.

Although educational robotics (ER) is considered an innovative and engaging technology for teaching and learning, certain studies emphasize the lack of a coherent and well elaborated pedagogical framework for its implementation. This work contributes toward the development of such a framework by presenting evidence from three case studies implementing ER activities in the school context. The objective has been to explore the impact of various collaboration scripts when used as tools to guide students' groupwork during the ER activity. ER activities have been conducted in three secondary education schools (one lower and two higher) employing the TAPPS, Jigsaw and “Send a problem” collaboration techniques and assigning specific roles to students. Key results (based on observation, students' questionnaire and interviews) include the following: (a) combining the Jigsaw and “Send a problem” scripts had the greatest impact on increasing students' interest and active participation; (b) students' subjective impression of improved learning was generated by structured collaboration, (c) students reported improved understanding of programming structures already known from other contexts, (d) the motive “help my group learn based on my expertise” was rated higher by students. Overall, this study presents and discusses field evidence that contribute to an improved pedagogical framework of in-school ER activities.

The use of micro-scripts that support students develop argumentation skills has been proved to be effective in the domain of computer-supported collaborative learning (CSCL). Researchers suggest that micro-scripts should also withdraw (fade out) allowing students to practice their skills; however, studies that explore the impact of fading are scarce in the current literature. In order to explore the influence of fading on argumentation-based learning outcomes, we implemented two experimental research studies, using iArgue, a web-based argumentation tool. In our studies we implemented fading and also peer-monitoring as an additional technique to enhance domain-specific learning outcomes. The results from both studies revealed the value of this latter technique as students implementing peer-monitoring outperformed those in the control and the fading groups in knowledge acquisition. Overall, this paper provides evidence that by implementing the peer-monitoring technique during online collaborative argumentation activities, instructors can substantially improve learning outcomes, while simply fading out the micro-script does not seem to have any beneficial impact.

This study presents how the degree of script coercion can affect the learning outcome in a setting for computer-supported collaborative learning. In the study, 42 junior students majoring in Informatics were randomly assigned into two study conditions: High Coercion (n=22), and Low Coercion (n=20). Initially, students worked individually, studying material and answering ill-structured problems on the Software Project Management domain in a technology-enhanced learning environment. Next, students worked in pairs reviewing each other's answers, following a review microscript. Eventually, the students had to collaborate and agree on a final common answer. Post-test result analysis showed that students obligated to submit their review comments as deliverables back into the learning environment (High Coercion) far surpassed those for whom review submission as deliverables was optional. This outcome is in line with studies emphasizing that learning is improved when technology tools require that learners make their thinking explicit.

This paper presents design guidelines for implementing a free-selection peer review protocol. "Free-selection" (FS) refers to the ability of students freely access all available peer work and choose which of them to read and review. A series of two studies on the free-selection protocol has provided evidence on the efficiency of the method. In the First study, the FS protocol was compared against the widely used assigned-pair (AP) one, where students work in instructor-defined dyads. In the Second study, further issues of the FS approach were evaluated, with our attention focused on students who, due to the freedom element of the protocol, do not receive reviews. Both studies paint a very promising picture of free-selection. However, several issues were also raised on how to effectively apply such a protocol. As the use of technology is necessary in the FS approach, we provide in this paper the design implications derived from the two studies regarding various aspects of the protocol.

This paper investigates children preferences regarding tangible and graphical tools for introductory programming. The study makes use of the PROTEAS (PROgramming TangiblE Activity System) kit, an ensemble including one graphical and two tangible programming tools. The kit was designed to operate as a user friendly introductory programming tool even for children of pre-school age. Using the tangible programming tool of PROTEAS children can develop their code by arranging real cube-shaped blocks that represent simple programming commands. Alternatively they may create programs by dragging programming commands with mouse in an isomorphic graphical computer environment. In our study, 27 children (7-8 years old) used both tangible and graphical tools to program the actions of a LEGO robot. Using questionnaires we evaluated children's first sight preference, enjoyment and easiness in the use of the two interfaces. Moreover, we measured children's preference in relation to the type of activity, team or stand alone play. The results showed that the tangible subsystem was selected for team play was easier to be used and simultaneously more enjoyable than the graphical one.

In this paper, we describe a dialogue-based system that utilizes a teacher-configurable conversational agent to trigger students' discourse in collaborative activities. This prototype web-based system, named MentorChat, aims to induce learning-generating cognitive activity by prompting online learners' discussions. We evaluated the effect of the conversational agent on student learning in a collaborative context by conducting an experimental lab study. Two conditions were contrasted: (1) students who discussed online and provided an answer to a key domain issue guided only by a collaboration script (control condition), and (2) students who, along with the collaboration script, were prompted by the agent during their discussion, to elaborate on key domain concepts (treatment). Our findings suggest a positive learning effect of the treatment condition. They also indicate that the agent unsolicited prompts can improve students' ability to recall important domain concepts in a post-test control instrument.

In this work we present empirical data on the impact of implementing (a) micro-script fade-out and (b) peer monitoring techniques in the context of a web-based argumentation activity in a computer science course. We used the iArgue tool which is a web tool for argumentation incorporating collaboration scripts to structure peer interaction. Additionally, it supports fade-out and peer-monitoring techniques. During the activity students followed the phases of a jigsaw script while micro script support on argumentation faded-out and prompts were activated to remind students to check the validity of their partners' contributions (peer-monitor). Our results demonstrate the feasibility of incorporating argumentation in computer science courses and provide useful information for improved design of fade-out and peer monitoring techniques to support students' argumentation.

This work presents a CSCL case study, for evaluating the Collage editor (an IMS-LD compliant authoring tool for collaboration scripts). 21 postgraduate students were guided to work in dyads and design their own CLFP-based collaboration scripts using Collage editor. The study objective was to provide additional evaluation data regarding the usability and efficiency of Collage editor as a tool for supporting beginner CSCL script designers. Students evaluated Collage as a user-friendly and intuitive tool (even for non-experienced users), while also suggesting a number of additions that could further improve its pedagogical usefulness and flexibility.

This study explores students' attitudes regarding the use of e-lectures for introducing a blended mode of instruction in a multimedia programming course. In the context of a sixth-month course we supplemented students with e-lectures, available asynchronously from the course website. Most e-lectures presented multimedia programming techniques already been taught in the laboratory; but two of them presented more advanced topics completely new to the students. The results of a questionnaire-based evaluation showed that the students were quite positive about the use of e-lectures as a supporting material to the traditional laboratory course. The e-lectures helped them to better comprehend multimedia programming concepts and procedures, and to develop their projects successfully. However, the e-lectures on new subjects did not support all students effectively to advance their project. Also, half of the students stated that that they would still prefer to attend the traditional face-to-face laboratory sessions than being supported from distance using e-lectures as primary learning material. Developing e-lectures may have certain benefits for programming courses, however shifting such a course toward a blended mode entails more complex issues that demand further exploration.

Collaboration scripts are didactic scenarios that guide and support groups of learners in collaborative learning. Adaptive collaboration scripting is the idea that collaboration scripts can be adapted during run time in several of their aspects, to provide learning experiences tailored to individual and group characteristics. In order to build systems that support this type of adaptation, one needs to implement adaptation models that consider both the user characteristics (at individual and/or group level) and the script features. Especially for the latter, it is important to distinguish between ldquointrinsicrdquo and ldquoextrinsicrdquo aspects of the script, identifying what aspects should be considered as non-adaptable core script features and what aspects are negotiable and adaptable. Within this context, the scope of this work is twofold: (a) to provide an introductory conceptual framework for adaptive collaboration scripting, and (b) to present a case study on the design of a Web-based system for supporting the adaptive operation of a ldquopyramidrdquo type collaboration script.

In this work we present the architecture of a Web-based system for argumentation (iArgue) that couples collaboration scripts with argumentation. The system takes into account latest research on collaboration scripts and implements script mechanisms for fading, rotation and repetition. The main goal of building this system is to investigate the fading mechanism and its impact on micro-script internalization and acquisition of argumentation skills.

This work concerns the design of script supported algorithm visualization systems for educational purposes, focusing on the support and the enhancement that those systems provide in the process of teaching of an abstract subject such as algorithms. Research on algorithm visualization (AV) systems indicates that their use can improve the understanding of algorithms when compared with the traditional ways of teaching. However, the design of AV systems does not reflect current research-based guidelines regarding productive pedagogical methods for algorithm learning. We suggest that the effectiveness of AV systems as e-learning tools can be improved by facilitating scripted collaboration of learners when working with visual representation of algorithms. This work in progress presents the architecture of AlCoLab, an AV system that also implements collaboration scripts as a tool to guide students in creative teamwork.

In this work we present the early design steps of a system for supporting person-centered learning (PCL), focusing on the process of transforming PCL principles into system specifications. Although person centered learning has gained significant attention in higher education, it is not clear how the instructor can be efficiently supported to manage the additional workload emerging from the effort to promote PCL and address individual studentspsila learning traits and preferences. To cope with this issue we argue that specific technology systems can be built for supporting students and instructors in implementing various PCL-related tasks. In our approach we develop a pedagogical model based on common PCL principles, which will be supported by a Web-based system and will be used to help students and teachers in tasks like: identifying learning and teaching preferences, increasing their meta cognitive awareness, defining homogeneous or heterogeneous workgroups and negotiating their preferences.

Software project management (SPM) is an ill-structured domain, where past experiences of project management can become valuable learning resources for novices. To support instruction in the domain, we have developed the eCASE-SPM Web environment, for engaging students in case-based instruction and help them develop SPM related problem solving skills. This work presents major design issues of the environment and initial research results regarding (a) a student-based evaluation, connecting also students' attitudes to their learning styles, and (b) the learning effectiveness of the environment, investigating the use of embedded question prompts as students' cognitive scaffolds. Results so far reveal interesting interactions between students' learning styles and their attitudes towards learning in the eCASE-SPM environment. Furthermore, there is strong indication that using question prompts may have beneficial effect on students' learning and problem solving abilities, although fading out of the scaffolding should be implemented to moderate students' workload.

Case-based learning is expected to enhance students' awareness of the various contextual factors, which affect problem solving in ill structured domains. An interesting question is always how to engage students in efficient processing of the case-based learning material. In this paper, we present the design and preliminary evaluation results of the eCASE environment, a generic Web-based environment for supporting case-based instruction. eCASE allows instructors to develop appropriate study paths for students to criss-cross the case-based information landscape. Furthermore, it supports students' study by providing scripts, which scaffold them when processing the learning material. A script in eCASE models the cognitive processes related to context awareness and guides students to focus on important events, recall relative cases and reach useful conclusions. First evaluation results indicate that students acknowledge the learning efficiency of scripted material. However, design improvements are also necessary to make scripts more appealing and less monotonous for students

Recently, many Participatory Design (PD) methodologies have been successfully applied to the design of educational applications with students as participants. However, most of the proposed methodologies have exacting requirements that make their deployment quite difficult. In this paper, we propose a student-centered methodology, named We!Design, which aims at designing applications that support content-independent learning processes and that can be easily applied in real educational contexts. The methodology consists of two phases. During the first phase, a number of design sessions take place with the participation of small groups of students. Students cooperatively formulate needs and design suggestions for the educational application. In the second phase, the designers analyze the products of the first phase and synthesize them in a single application. The We!Design methodology was applied for the design of a course website. Twelve design sessions were conducted with the participation of 46 undergraduate students. No significant impediments were identified during the methodology’s application, and it was characterized as pleasant and interesting by the students. Furthermore, the students evaluated positively the usefulness and ease of use of the designed website.

Multimedia offer a variety of coding formats for presenting information and this variability is generally valued as a positive characteristic of any multimedia learning environment. This study investigates the idea that students' attitudes concerning the use of multiple media for learning exhibit a considerable variability (different feelings, modes of use, preferences and dislikes) and information about these various stances may help designers and educators to better integrate and use multiple media for educational purposes. Employing a phenomenographic research methodology students' attitudes were recorded, categorised and related to parameters such as their learning styles. Results of the study indicate that a) visual dynamic media (animation and digital movies) capture students' interest and generate subjective feelings of better learning, b) digital movies may enhance the perceived authenticity of the educational setting and this also increases students' interest, c) students transfer to the digital medium the need for learning techniques that they use in the printed medium and experience feelings of restriction if the environment does not adequately support the same techniques or satisfactory alternatives, d) acceptance of audio varies significantly depending on perceptual preferences of students and e) students displaying a high abstract conceptualisation learning style express preference for studying more abstract content using printed matter.