<?xml version="1.0" encoding="UTF-8"?><lom xmlns="http://ltsc.ieee.org/xsd/LOM" xmlns:lomfr="http://www.lom-fr.fr/xsd/LOMFR" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://ltsc.ieee.org/xsd/LOM http://www.lom-fr.fr/xsd/lomfrv1.0/std/lomfr.xsd">
<general>
<identifier>
<catalog>Canal-U_Ocms</catalog>
<entry>9978</entry>
</identifier>
<title><string language="fre"><![CDATA[Computational Analysis of Social Positioning in Collaborative Learning Interactions - Penstein-Rosé]]></string></title>
<language>FRE</language><language>ENG</language>
<description>
<string language="fre"><![CDATA[In this talk I will present recent work on computational modeling of social positioning in conversational interactions, or leadership
taking in collaborative learning interactions more specifically. Basic 
concepts of power and social distance from psychology explain social 
processes operating in conversational interactions.  This theoretical
foundation explains how we gain influence within interactions through 
our manipulation of horizontal and vertical social distance through a 
variety of types of signaling, which may or may not be linguistic. Research in sociolinguistics illustrates and describes how these signals are encoded in language at various levels, from pronunciation, to lexical choice, to rhetorical strategies at the discourse level. Thus, this work describes how social processes are reflected through patterns of language variation.  If we can understand the connection between social processes and language by means of these signals, we can structure computational models of language interactions more effectively. Models
that incorporate these structures should be capable of making 
predictions about the presence of social processes from interaction data
and can then be used to monitor collaborative learning processes in 
real time.  Two specific operationalizations of leadership
will be addressed conceptually as well as computationally, which are 
referred to as Authoritativeness and Transactivity. In addition, Rosé 
will show and comment on a short Wiseman clip from the documentary High 
School I from the point of view of social positioning, as it is related 
to authority.]]></string></description>
<keyword><string language="fre"><![CDATA[Education]]></string></keyword><keyword><string language="fre"><![CDATA[Apprendre]]></string></keyword>
<lomfr:documentType>
<lomfr:source>LOMFRv1.0</lomfr:source>
<lomfr:value>image en mouvement</lomfr:value>
</lomfr:documentType>
</general><lifeCycle>
<contribute>
<role>
<source>LOMv1.0</source>
<value>content provider</value>
</role>
<entity><![CDATA[BEGIN:VCARD
VERSION:3.0
CLASS:PUBLIC
REV:2021-07-06 15:29:48
FN:Luc TROUCHE
N:TROUCHE;Luc;;;
URL;TYPE=work:https://www.canal-u.tv/auteurs/trouche_luc
ROLE:content provider
NOTE:Luc Trouche is professor of didactics of mathematics in the French Institute of Education, École Normale Supérieure de Lyon, France. Interested in studying the role of tools in the learning of mathematics (Monaghan, Trouche &amp; Borwein 2016), he has contributed to develop the notion of instrumental orchestration (Trouche &amp; Drijvers 2014) for modeling the management, by a teacher, of available tools in the classroom. He focuses now on resource use/design and teacher professional development in the time of digitalization. This has led him to contribute to develop the documentational approach to didactics (Gueudet, Pepin &amp;Trouche 2012). In this perspective, the notion of teacher resource system appears crucial in order to understand teacher (developing) knowledge and the coherence of his/her activity. Studying the interactions between individual and collective teachers’ resource systems gives means for understanding the dynamics of these collectives, and for rethinking the way of supporting teacher development at a time of the ‘metamorphosis’ of teaching environments. Gueudet, G., Pepin, B., &amp; Trouche, L. (eds.) (2012). From Text to ‘Lived’ Resources: Mathematics Curriculum Materials and Teacher Development, New York, Springer Monaghan, J., Trouche, L., &amp; Borwein, J. (2016). Tools and Mathematics: Instruments for Learning, New York, Springer. Trouche, L., &amp; Drijvers, P. (2014). Webbing and orchestration. Two interrelated views on digital tools in mathematics education, Teaching Mathematics and Its Applications: International Journal of the Institute of Ma’thematics and its Applications, 33(3), 193-209. Luc Trouche est professeur de didactique des mathématiques à l’IFÉ – Institut Français de l’éducation, École Normale Supérieure de Lyon, France. Intéressé par l’étude du rôle des outils pour l’apprentissage des mathématiques (Monaghan, Trouche &amp; Borwein 2016), il a contribué à développer la notion d’orchestration instrumentale (Trouche &amp; Drijvers 2014) pour modéliser la gestion, par un professeur, des outils disponibles dans sa classe. Il s’intéresse désormais aux usages et à la conception de ressources par les enseignants, en relation avec leur développement professionnel dans cette période de numérisation des supports. Cela l’a conduit à contribuer à développer une approche documentaire du didactique (Gueudet, Pepin &amp; Trouche 2012). Dans cette perspective, la notion de système de ressources apparaît critique pour comprendre le développement des connaissances des enseignants et la cohérence de leur activité. Etudier les interactions entre les systèmes de ressources individuels et collectifs des enseignants donne des moyens pour comprendre la dynamique de ces collectifs, et pour repenser la manière de soutenir le développement professionnel des enseignants dans un temps de métamorphose des environnements pour apprendre. Gueudet, G., Pepin, B., &amp; Trouche, L. (eds.) (2012). From Text to ‘Lived’ Resources: Mathematics Curriculum Materials and Teacher Development, New York, Springer Monaghan, J., Trouche, L., &amp; Borwein, J. (2016). Tools and Mathematics: Instruments for Learning, New York, Springer. Trouche, L., &amp; Drijvers, P. (2014). Webbing and orchestration. Two interrelated views on digital tools in mathematics education, Teaching Mathematics and Its Applications: International Journalof the Institute of Ma’thematics and its Applications, 33(3), 193-209. 
TZ:+0200
END:VCARD
]]></entity>
<date><dateTime>2012-06-08</dateTime></date>
</contribute>
<contribute>
<role>
<source>LOMv1.0</source>
<value>publisher</value>
</role>
<entity><![CDATA[BEGIN:VCARD
VERSION:3.0
CLASS:PUBLIC
REV:2021-07-06 15:29:48
FN:ENS de Lyon
N:ENS de Lyon;;;;
URL;TYPE=work:https://www.canal-u.tv/auteurs/ens_de_lyon
ROLE:publisher
TZ:+0200
END:VCARD
]]></entity>
<date><dateTime>2012-06-08</dateTime></date>
</contribute>
<contribute>
<role>
<source>LOMv1.0</source>
<value>content provider</value>
</role>
<entity><![CDATA[BEGIN:VCARD
VERSION:3.0
CLASS:PUBLIC
REV:2021-07-06 15:29:48
FN:Christian Bailly
N:Bailly;Christian;;;
URL;TYPE=work:https://www.canal-u.tv/auteurs/bailly_christian
ROLE:content provider
TZ:+0200
END:VCARD
]]></entity>
<date><dateTime>2012-06-08</dateTime></date>
</contribute>
<contribute>
<role>
<source>LOMv1.0</source>
<value>author</value>
</role>
<entity><![CDATA[BEGIN:VCARD
VERSION:3.0
CLASS:PUBLIC
REV:2021-07-06 15:29:48
FN:Carolyn Penstein-Rosé
N:Penstein-Rosé;Carolyn;;;
URL;TYPE=work:http://www.cs.cmu.edu/~cprose/
ROLE:author
NOTE:Dr. Penstein-Rosé is an Associate Professor of Language Technologies and Human-Computer Interaction in the School of Computer Science at Carnegie Mellon University. Her research program is focused on better understanding the social and pragmatic nature of conversation, and using this understanding to build computational systems that can improve the efficacy of conversation between people and computers. In order to pursue these goals, she invokes approaches from computational discourse analysis and text mining, conversational agents, computer supported collaborative learning. She serves on the executive committee of the Pittsburgh Science of Learning Center and the co-leader of its Social and Communicative Factors of Learning research thrust. She also serves as the Secretary / Treasurer of the international Society of the Learning Science and Associate Editor of the International Journal of Computer Supported Collaborative Learning. To learn more about her. 
TZ:+0200
END:VCARD
]]></entity>
<date><dateTime>2012-06-08</dateTime></date>
</contribute>
</lifeCycle>
<metaMetadata>
<metadataSchema>LOMv1.0</metadataSchema>
<metadataSchema>LOMFRv1.0</metadataSchema>
</metaMetadata>
<technical>
<format>video/mp4</format>
<location><![CDATA[https://www.canal-u.tv/video/ecole_normale_superieure_de_lyon/computational_analysis_of_social_positioning_in_collaborative_learning_interactions_penstein_rose.9978]]></location>
<location><![CDATA[https://streaming-canal-u.fmsh.fr/vod/media/canalu/videos/groupe_ens_lsh/.penstein.ros.computational.analysis.of.social.positioning.in.collaborative.learning.interactions_9978/2012.06.08_e.sa_carolyne_penstein_rose.canalu_bd.mp4]]></location>
<size>77446830</size>
<duration><duration>PT0H50M37S</duration></duration>
</technical>
<educational>
<learningResourceType>
<source>LOMv1.0</source>
<value>lecture</value>
</learningResourceType>
<context>
<source>LOMv1.0</source>
<value>higher education</value>
</context>
</educational>
<rights>
<cost>
<source>LOMv1.0</source>
<value>no</value>
</cost>
<copyrightAndOtherRestrictions>
<source>LOMv1.0</source>
<value>no</value>
</copyrightAndOtherRestrictions>
<description>
<string language="fre"><![CDATA[Droits réservés à l'éditeur et aux auteurs. 
]]></string>
</description>
</rights>
<relation>
<kind>
<source>LOMv1.0</source>
<value>ispartof</value>
</kind>
<resource>
<identifier>
<catalog>URI</catalog>
<entry>https://www.canal-u.tv/producteurs/ecole_normale_superieure_de_lyon/colloques_seminaires_et_workshop/ife_bull_education_et_sciences_de_l_apprendre/session_3_bull_ete_2012</entry>
</identifier>
<description>
<string language="fre"><![CDATA[Session 3 • été 2012]]></string>
</description>
</resource>
</relation>
<classification>
<purpose>
<source>LOMv1.0</source>
<value>discipline</value>
</purpose>
<taxonPath>
<source>
<string language="fre"><![CDATA[Universités Numériques Thématiques 2009 http://www.universites-numeriques.fr]]></string>
</source>
<taxon>
<id/>
<entry>
<string language="fre"/>
</entry>
</taxon>
</taxonPath>
</classification>
<classification>
<purpose>
<source>LOMv1.0</source>
<value>discipline</value>
</purpose>
<taxonPath>
<source>
<string language="fre">CDD 22e éd.</string>
<string language="eng">DDC 22nd ed.</string>
</source>
<taxon>
<id>370</id>
<entry>
<string language="fre"><![CDATA[Éducation]]></string>
</entry>
</taxon>
</taxonPath>
</classification> </lom>