The following is a summary of Supporting Scientific Learning and Research
Review Using COREVIEW
by Wan and Johnson (1992-1993?) Proceedings(?): Dept. of Information and Computer Sciences, U of Hawaii
Summary
The paper presents an artifact-based system called COREVIEW to be used in
the domain of research seminars. This system is designed to support
collaborative learning and research review for seminars and was developed as
a result of the authors' perception of a growing trend towards textualized
("embodiment of both processes and outcomes in written artifacts") group
activities. The authors focus on the collaborative requirements of research
seminars. They emphasize two points; 1) collaborative learning takes place
on two levels a) domain-specific involving the subject matter and b)
domain-independent involving the process of collaboration and 2) the
structure and process governing collaborative learning in a research seminar
will evolve during the course of the semester. Some Barriers to
collaborative learning are discussed. The artifact-based approach is
described, "The basic premise of the arifact-base approach is that written
records are primary objects around which seminar activities are organized".
It is the break down of these artifacts into meaningful pieces and
organizing them in ways that aid learning and research activities that is
cited as an essential representation requirement. A system capable of
addressing this requirement is discussed, Representation Schema of Research
Artifacts (RESRA). This system is composed of entities and relations. Nine
entity types are defined. No fixed set of relationship types is mentioned
(idiosyncratic links, Lambiotte, Dansereau, Cross and Reynolds;
"Multirelatinal Semantic Maps"). An example of on session of RESRA use is
given. This example points out the effectiveness of RESRA in facilitating
the review of existing literature and in the construction of new research
artifacts. The example shows a single-user case but it is stated that RESRA
is capable of representing the same artifact in different ways as inputted
by multiple users and the integrations of these through such activities such
as discussion and presentation. COREVIEW implements RESRA and is designed
to overcome the barriers to collaborative learning discussed earlier in the
paper. A discussion of related work follows. A primary difference is the
fact that the COREVIEW work attempts to bridge the gap between synchronous
and asynchronous interactions using a structured system whereas most of the
other work used loosely structured, asynchrounous messaging and computer
conferencing systems.
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