Modelling dialogue and beliefs as a basis for generating guidance in a CSCL environment

Abstract

Existing approaches to integrating ITS and CSCL environments have not attempted to model the collaborative interaction between human learners in order to exploit its pedagogical potential. We present an approach to modelling such interactions and students' underlying beliefs, within the framework of a CSCL environment designed for learning the concept of energy in physics (C-CHENE). The environment is based on flexible structuring of the collaborative interaction using a specially designed communication interface, and a dialogue grammar. We propose three types of automatic guidance that could be provided on this basis.

Using Dialogue Features to Predict Trouble During Collaborative Learning

“…Our work is an outgrowth of research in both the intelligent tutoring system (ITS) and computer-supported collaborative learning (CSCL) communities (Collins, 1991;Lesgold et al, 1992;Lund et al, 1996). As a first step, we have built and studied a progression of peer agents.…”

Group Learning of Programming by means of Real Time Distributed Collaboration Techniques

“…This system proposes a semi-structured interaction model for the synchronous collaborative resolution of design problems, following techniques such as Collaboration Protocols [9] to structure the learning process, the Language/Action Perspective [12] to arrange the execution of certain tasks, and the Flexible Structuring [6] to build effective tools of communication and coordination.…”

“…Communication is materialised by means of a Structured Chat, which is based on the Flexible Structuring for communication proposed by Lund et al [6], which allows the exchange of text messages among the learners. This chat is structured because it offers a preestablished set of communication acts.…”

“…The students can see the participants connected to a session by clicking on the session in the list. (2), as well as the three areas for the proposition processes (3,4,5), the Session Panel (6) and the Structured Chat (7) can be seen. In the figure the students are elaborating a program to solve second degree equations.…”

Collaborative Environments through Dialogues and PBL to Encourage the Self-directed Learning in Computational Sciences

“…The C-CHENE CSCL system was designed to facilitate computer-mediated interaction between human learners. The specific task studied requires students to construct qualitative models for energy storage, transfer and transformation using a specially designed graphical interface [23], [24]. C-CHENE uses two different communication interfaces to examine reflective interactions.…”