My research and professional interests include the design and use of online environments to support regulation of learning as a dynamic and social process
This conceptual paper addresses the need to design tools for supporting regulation in computer su... more This conceptual paper addresses the need to design tools for supporting regulation in computer supported collaborative learning (CSCL). First, we extend previous work articulating the important role of self-regulation, co-regulation, and shared-regulation in successful collaboration (Hadwin, Järvelä, & Miller, 2011; Järvelä & Hadwin, 2013). Second, we draw on this theoretical framework to address the capacity of CSCL environments to support regulation of collaboration in the form of two types of tools: (a) Scripting tools that structure and sequence collaborative interactions, and (b) group awareness tools that collect, aggregate and reflect information back to learners to facilitate collaboration. Finally, directions for future research of regulation of collaboration and CSCL regulation tools are discussed.
This paper addresses the paucity of computer supported collaborative learning (CSCL) tools and re... more This paper addresses the paucity of computer supported collaborative learning (CSCL) tools and research that focus on actual computer embedded supports, guides, and scaffolds to effectively support the collaborative process. This paper: (a) explores the potential of support in the form of roles, scripts, and prompts to scaffold collaborative engagement in computer-based learning environments, (b) explores ways these supports might be implemented in a CSCL learning environment, namely gStudy, (c) describes how collaborative supports in gStudy might enhance opportunities for students to learn to self-regulate collaborative activity, and (d) uses examples from our research to propose ways these types of support tools might advance research in CSCL.
Proceedings of the Seventeenth Western Canadian Conference on Computing Education - WCCCE '12, 2012
In today's knowledge economy, graduate students in the field of Computer Science are... more In today's knowledge economy, graduate students in the field of Computer Science are increasingly required to develop sophisticated, multi-faceted knowledge of conducting research across multiple contexts and countries. This paper reports the experience of teaching a course to prepare Computer Science graduate students for conducting research in the international community. The course emphasized development of skills critical for a successful research career in computer science, and included construction of knowledge as well as hands-on application of instructional content. The intended learning outcomes included (a) gaining familiarity with research design and methodologies in computer science, (b) preparing and delivering research presentations, (c) reviewing the literature, (d) reading and writing research papers, (e) writing and evaluating research proposals, and (f) networking in the international research community. In this paper, we describe an innovative instructional design that emphasized international collaboration with graduate students from another university on a different continent, namely the Open University in the UK. Our instructional strategies included (a) remote participation of graduate students across universities and countries using technologies for computer mediated communication, (b) incorporation of collaborative activities using online tools scaffolding students' construction of sophisticated knowledge of key research activities, and (c) providing students with opportunities for hands-on practical application of concepts in collaborative research activities.
Understanding assigned tasks is an important skill for academic success. However, few studies hav... more Understanding assigned tasks is an important skill for academic success. However, few studies have explored the accuracy of task understanding as it develops over the duration of a complex assignment. This study examined explicit, implicit, and socio-cultural aspects of task understanding in the context of an design project assigned to a third year class of Mechanical Engineering students. Specifically, this study examined: (1) the agreement between student and instructors task perceptions for the same complex engineering design task, and (2) changes in both instructor's and students' task perceptions from the beginning to the end of the task. Findings indicate that: (1) students' and instructor task-perceptions generally became more attuned over time, (2) instructor task-understanding evolved over time, and (3) socio-contextual aspects of task-understanding were highly correlated with task and course academic achievement.
This conceptual paper addresses the need to design tools for supporting regulation in computer su... more This conceptual paper addresses the need to design tools for supporting regulation in computer supported collaborative learning (CSCL). First, we extend previous work articulating the important role of self-regulation, co-regulation, and shared-regulation in successful collaboration (Hadwin, Järvelä, & Miller, 2011; Järvelä & Hadwin, 2013). Second, we draw on this theoretical framework to address the capacity of CSCL environments to support regulation of collaboration in the form of two types of tools: (a) Scripting tools that structure and sequence collaborative interactions, and (b) group awareness tools that collect, aggregate and reflect information back to learners to facilitate collaboration. Finally, directions for future research of regulation of collaboration and CSCL regulation tools are discussed.
This paper addresses the paucity of computer supported collaborative learning (CSCL) tools and re... more This paper addresses the paucity of computer supported collaborative learning (CSCL) tools and research that focus on actual computer embedded supports, guides, and scaffolds to effectively support the collaborative process. This paper: (a) explores the potential of support in the form of roles, scripts, and prompts to scaffold collaborative engagement in computer-based learning environments, (b) explores ways these supports might be implemented in a CSCL learning environment, namely gStudy, (c) describes how collaborative supports in gStudy might enhance opportunities for students to learn to self-regulate collaborative activity, and (d) uses examples from our research to propose ways these types of support tools might advance research in CSCL.
Proceedings of the Seventeenth Western Canadian Conference on Computing Education - WCCCE '12, 2012
In today's knowledge economy, graduate students in the field of Computer Science are... more In today's knowledge economy, graduate students in the field of Computer Science are increasingly required to develop sophisticated, multi-faceted knowledge of conducting research across multiple contexts and countries. This paper reports the experience of teaching a course to prepare Computer Science graduate students for conducting research in the international community. The course emphasized development of skills critical for a successful research career in computer science, and included construction of knowledge as well as hands-on application of instructional content. The intended learning outcomes included (a) gaining familiarity with research design and methodologies in computer science, (b) preparing and delivering research presentations, (c) reviewing the literature, (d) reading and writing research papers, (e) writing and evaluating research proposals, and (f) networking in the international research community. In this paper, we describe an innovative instructional design that emphasized international collaboration with graduate students from another university on a different continent, namely the Open University in the UK. Our instructional strategies included (a) remote participation of graduate students across universities and countries using technologies for computer mediated communication, (b) incorporation of collaborative activities using online tools scaffolding students' construction of sophisticated knowledge of key research activities, and (c) providing students with opportunities for hands-on practical application of concepts in collaborative research activities.
Understanding assigned tasks is an important skill for academic success. However, few studies hav... more Understanding assigned tasks is an important skill for academic success. However, few studies have explored the accuracy of task understanding as it develops over the duration of a complex assignment. This study examined explicit, implicit, and socio-cultural aspects of task understanding in the context of an design project assigned to a third year class of Mechanical Engineering students. Specifically, this study examined: (1) the agreement between student and instructors task perceptions for the same complex engineering design task, and (2) changes in both instructor's and students' task perceptions from the beginning to the end of the task. Findings indicate that: (1) students' and instructor task-perceptions generally became more attuned over time, (2) instructor task-understanding evolved over time, and (3) socio-contextual aspects of task-understanding were highly correlated with task and course academic achievement.
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Papers by Mariel Miller