This work-in-progress paper previews how we can design interfaces and interactions for multi-view TVs, enabling users to transition between independent and shared activities, gain casual awareness of others’ activities, and collaborate more effectively. We first compare an Android-based multi-user TV against both multi-screen and multi-view TVs in a collaborative movie browsing task, to determi...

Within communicative language teaching, “natural” language has had a privileged position, and a focus on form has been seen as something inauthentic or as something that is inconsequential for learning (for a critique, cf. Kramsch and Sullivan 1996; Cook 1997, 2001). Yet, in the present study of an immersion classroom, it was found that children with limited L2 proficiency recurrently employed ...

We present a stable and autonomous system based on a strong interaction between visual cognitive inference and actions executed. Mapping, Vision and Navigation are all collaborative agents that work together sharing data to accomplish to complex identification and mapping tasks. The visual process reacts to interesting features in the arena trying to approach the focused area in order to achiev...

One unique characteristic of learning systems that support peer collaboration is that these systems have the potential to supplement or replace softwarebased representations of domainand learner-models with the representations implicitly formed by peers. In order to realize this potential, a collaborative activity must sufficiently motivate peers to reflect, collect, and communicate these menta...

This research explored how between-group eollaboration enhanced the co-construction of knowledge and performance on project-based learning tasks of collaborative learning groups. The findings of 2 case studies, one that focused on between-group mentoring and one that focused on between-group project review, revealed that both strategies were perceived favorably by the students and had a positiv...

Language teachers usually face issues regarding the most effective methods of teaching. Teaching language to nonnative speakers of English involves certain problems and challenges at all levels of instruction. Due to the unsatisfactory results of focus on forms and focus on meaning instructions and their inevitable inadequacies, focus on form instruction along with its multiple techniques are r...

12 Abstract In this paper we present a framework for analyzing when and how students 13 engage in a specific form of interactive knowledge elaboration in CSCL environments: 14 broadening and deepening understanding of a space of debate. The framework is termed 15 “Rainbow,” as it comprises seven principal analytical categories, to each of which a color is 16 assigned, thus enabling informal vis...

This study examined the development of global intelligibility in one’s spontaneous workplace spoken ESL response to form-focused instruction (FFI) through analyses comments from both learner and tutor subjective listeners’ impressionistic judgments. The feedback individuals who worked with Malcolm showed perceived improvement Malcolm’s intelligibility, while no statistically significant change ...