| Orden | Autores | Nombre Artículo | Resumen |
| FURU02 | nobuko furugori,
hirotaka sato,
hiroaki ogata,
yoji ochi,
yoneo yano | coale: collaborative and adaptive learning environment | this paper proposes a new adaptive wbt (web based training) environment for collaborative learning named coale: collaborative and adaptive learning environment. coale is an integrated environment of collaborative learning into individual learning based wbt with active personalized awareness provider. we propose a personalized active recommendation system, which gives proper awareness at right timing for each learner in order to support dynamic course organization aimed at effective and efficient learning. the recommendations are generated based on learners' dynamic learning activities. the prototype system for our environment was developed using
object oriented database system, java serve let, and web server system. experimental learning session was performed at a university class for the evaluation. results show the effectiveness of our proposed environments. |
| SOLL00 | amy soller,
kwang-su cho,
alan lesgold | adaptive support for collaborative learning on the internet | the rapid advance of networking technology has enabled universities and corporate training programs to reach out and educate students who, because of schedule or location constraints, would not otherwise be able to take advantage of many educational opportunities. this new technological capability demands software that can support structured, on-line learning activities; thus we have recently seen the rapid development of computer-supported collaborative learning (cscl) systems (jermann and dillenbourg, 1999; suthers, weiner, connelly, and paolucci, 1995). cscl systems offer web-based software replicas of many of the classic classroom resources and activities. they may provide on-line presentations, lecture
notes, reference material, quizzes, student evaluation scores, and facilities for chat or on-line discussions. successful distance learning programs around the globe have proven almost all of these tools successful. all but one – the support for on-line learning communication. chat tools and bulletin boards enable students to participate in on-line discussions, but provide no guidance or direction to students during or after these learning sessions. students learning via cscl technology need guidance and support on-line, just as students learning in the classroom need support from their instructor (brown and palincsar, 1989). educational environments that embrace intelligent assistance, designed using a sound psychological model of social interaction, free the instructor from having to coach students both on-line and in the classroom. the
epsilon (encouraging positive social interaction while learning on-line) project is an interdisciplinary initiative to develop a smart software agent that can intelligently and adaptively provide sound pedagogical support to students learning collaboratively on-line. in the remainder of this section, we motivate our
research through an example scenario. |
| WASS00 | barbara wasson,
anders i. morch | identifying collaboration patterns in collaborative telelearning scenarios | project docta focuses on understanding interaction in a set of collaborative telelearning scenarios aimed at teacher training. rooted in a sociocultural perspective, two scenarios were studied from thirteen views including ethnographic flavoured studies focused on understanding work organisation, usability studies of groupware systems, evaluations of computer logs, and questionnaire studies. these exploratory studies provide us with insight into the processes of collaboration enabling us to identify collaboration patterns and further our understanding of how geographically distributed instructors, students and other learning facilitators organise their learning and work. in this paper introduce four collaboration patterns we have identified: adaptation, coordinated desynchronization, informal language, and constructive commenting. |