Affiliations: Psychology, Volen Center for Complex Systems
Waltham, MA 02454
- University of California, Berkeley (1984-1986), Research Associate, Computer Science Division; Member, Cognitive Science Group, UC Berkeley
- University of Texas, Austin (1977-1982) Computer Science, Ph.D.
- University of California, Berkeley (1970-1974), Computer Science and Mathematics, B.A.
- Cognitive engineering; Educational technology; Computer Supported Cooperation; Learning sciences; Text, discourse, and communication; Cognitive Science
Abstracts of recent papers:
- PARTICIPATION AND COMMON KNOWLEDGE IN A CASE STUDY OF STUDENT BLOGGING (Alterman & Larusson, 2013, Int'l Journal of Computer-Supported Collaborative Learning, 1-39)
The interaction between participation and the emergence of common knowledge is the subject
matter of this paper. A case study of a single class provides the focal point of analysis. During
the semester the students participated in a blogging activity. As a result of their participation,
the students create and distribute knowledge. The online efforts of the students can be described
as participation in both a discourse and knowledge community. At one level, blogging is an
activity composed of writing, reading, and commenting, and at a second level, the students
share their thoughts in their own voices. At a third level, over the course of the semester,
the student posts and commentary form a commons of information that can be mined later
in the semester for other kinds of learning activities. Knowledge creation, distribution, and
accumulation are analyzed in terms of student participation at both the level of individual
events and from the perspective of an ongoing community.
- UNDERSTANDING PROMOTIONS IN A CASE STUDY OF STUDENT BLOGGING (Gunnarsson & Alterman, 2013, Third International Conference on Learning Analytics and Knowledge)
Promoting blog content is a social activity; it is a means of
communicating one student’s appreciation of another stu-
dent’s work. This paper explores the feasibility of using
student promotions of content, in a blogosphere, to identify
quality content, and implications for instructors. We show
that students actively and voluntarily promote content, use
promotion data to select which posts to read, and with con-
siderable accuracy identify quality material. We explore the
benefits of knowing which students are good and poor pre-
dictors of quality content, and what instructors can do with
this information in terms of feedback and guidance.