Providing Cognitive and Social Networking Assessment to Virtualized Collaborative Learning in Engineering Courses

Abstract

In previous research we proposed a new type of learning resource named Collaborative Complex Learning Resource (CC-LR) in support for teaching and learning engineering education by the virtualization of live collaborative sessions, with the aim to leverage the knowledge elicited during the collaboration and produce interactive and attractive resources to be played by engineering learners. We claimed this type of pedagogically and technologically augmented learning resources is able to overcome endemic problems found in collaborative learning of on-line engineering courses, such as lack of authentic interactivity, user empowerment, social identity and challenge, thus having a positive effect in learner engagement. In order to enhance further learning engagement we endowed CC-LR with a multifold cognitive assessment approach that provided effective awareness and constructive feedback to learners from both the live collaborative interaction amongst group members (deferred or retrospective assessment) and the immediate assessment of the learners consuming the CC-LR. In this paper we focus and concentrate in deferred assessment and extend it with innovative assessment indicators from analyzing and representing social network interaction during the live collaboration. These new indicators are integrated into our multi-fold assessment approach to produce a personalized assessment feedback to ultimately enhance and improve the collaborative learning experience with CC-LRs.