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Classchat a Tool for Visualizing Backchannel Discussions ClassChat A Tool for Visualizing Backchannel Discussions Steve Chan Sarai Mitnick Sarita Yardi Final Project Submitted to UC Berkeley’s School of Information for the Requirements for the Masters in Information Management and Systems May 2006 Table of Contents ABSTRACT .................................................................................................................................................................3 INTRODUCTION .......................................................................................................................................................3 RELATED WORK......................................................................................................................................................4 BACKGROUND WORK............................................................................................................................................6 ISCHOOL ’S INTERNET RELAY CHAT BACKCHANNEL ..................................................................................................6 PRE -INTERVIEWS .......................................................................................................................................................7 First Round Interviews: Needs Assessment..........................................................................................................7 Second Round Interviews: Prototype Testing ......................................................................................................7 SOCIAL NETWORK VISUALIZATIONS .........................................................................................................................8 DESIGNING THE TOOL ..............................................................................................................................................13 TESTING CLASSCHAT..........................................................................................................................................15 EXPERIMENT DESIGN ...............................................................................................................................................16 EXPERIMENT RESULTS .............................................................................................................................................16 Comparison of iSchool Chat and ClassChat......................................................................................................18 CODING THE RESULTS .............................................................................................................................................19 POST -INTERVIEWS ...................................................................................................................................................24 Laptop usage......................................................................................................................................................24 Attitudes toward the backchannel ......................................................................................................................25 Relationship to iSchool social community..........................................................................................................25 DISCUSSION.............................................................................................................................................................26 WHAT WORKS .........................................................................................................................................................26 Peer to Peer Learning and Seeking Help...........................................................................................................26 Increased Interactivity and Discourse ...............................................................................................................28 Classroom Environment.....................................................................................................................................29 Social Motivations..............................................................................................................................................30 Identity, Reputation, and Trust...........................................................................................................................32 Rules and Moderating........................................................................................................................................32 Central and Peripheral Participation................................................................................................................33 WHAT DOESN ’T.......................................................................................................................................................33 Multi-Tasking and Cognitive Overload..............................................................................................................33 Too Distracting ..................................................................................................................................................34 Second Order On-Topic Discussions .................................................................................................................35 Disrespectful to Teacher ....................................................................................................................................38 USABILITY ...............................................................................................................................................................40 LOG ANALYSIS ........................................................................................................................................................40 INTERVIEWS .............................................................................................................................................................41 HEURISTIC EVALUATION .........................................................................................................................................41 RECOMMENDATIONS ..........................................................................................................................................42 THE BACKCHANNEL WILL VARY ACROSS DIFFERENT CONTEXTS AND DOMAINS .......................................................42 TEACHING STYLES SHOULD TAKE ADVANTAGE OF THE SOCIAL AND EDUCATIONAL AFFORDANCES ........................42 CHATROOMS SHOULD ENABLE TEACHER SELF -ASSESSMENT ...................................................................................43 A BACKCHANNEL SHOULD ENCOURAGE SOCIAL INTERACTIONS AND COMMUNITY BUILDING ..................................44 THERE NEEDS TO BE A BACKCHANNEL ETIQUETTE ...................................................................................................44 REFERENCES ..........................................................................................................................................................45 APPENDICES............................................................................................................................................................48 2 Abstract Since the fall of 2004, students at the University of California Berkeley's School of Information (iSchool) 1 have engaged in online discussions in a synchronous chatroom backchannel. Interactions occur both inside and outside of class, when users are co-present or in separate physical locations. Conversations sometimes augment class discussion, allowing for different types of in-class participation, as well as the sharing of relevant material and resources. We have created a web-based software visualization chatroom tool in order to explore the benefits of such a tool for both students and teachers. Students can learn from one another through a different communication medium while educators can use the tool to gain more insight into what and how their students are learning. Some questions we have addressed include: • What can chat data say about classroom interactions? • How can this information be used by educators? • In what ways does chat augment class discussion? • Which dimensions of chat are most useful for learning? Introduction Over the past year, leaders in education, academia, and mainstream media have discussed the role of the backchannel in presentations, conferences, and the classroom. Internet Relay Chat (IRC) is an online, synchronous chat environment that enables groups of people to collaborate and chat from any physical location in the world (Harris, 1995; Dewes, Wichmann, & Feldmann, 2003). The definition of the term backchannel varies with context and usage. To some it suggests an intangible, clandestine community. To others, it suggests an empowering toolkit for participation, collaboration, and interaction. The central function of the backchannel is its use as a secondary or background complement to an existing frontchannel. The frontchannel may consist of a professor, teacher, speaker, lecturer, conference panel, or other similar environment containing a centralized discussion leader. The frontchannel usually implies a single focus of attention. The backchannel is then designed to enhance the frontchannel discussion by encouraging user participation and interaction. The backchannel changes the dynamics of the room from a strictly one to many interaction to a many to many interaction. Activities in the backchannel may include establishing guidelines, inviting
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