Baker, M.J. and Lund, K. Flexibly structuring the interaction in a CSCL environment. In P. Brna, A. Paiva & J. Self (Eds), Proceedings of the European Conference on Artificial Intelligence in Education. Lisbon, Portugal, Sept. 20 - Oct. 2, 1996, pp. 401-407.  Home/Search   Document Not in Database   Summary   Related Articles   Check

....por parte del usuario a travis de interfaces estructuradas, como las que utilizan aperturas de sentencia (sentence openers) que ayu dan a estructurar el diAlogo a la vez que permiten analizarlo automAticamente. Existen muchos ejemplos de sistemas que implementan esta aproximaci6n, como C CHENE [18] o EPSILON [19] Una idea ligeramente distinta es la propuesta en DEGREE [20] donde los usuarios califican sus intervenciones con arreglo a una serie de categorfas preestablecidas. Otra alternativa a la imposibilidad de categorizar automAticamente el discurso es la post codificaci6n realizada por ....

M.J. Baker y K. Lund, "Flexibly structuring the interaction in a CSCL environment," en Proceedings of the European Conference on Artificial Intelligence in Education, Lisbon, Portugal, sept. 1996, Disponible en http://www. cbl. leeds. ac. uk/~euroaied/ se ss ions. html.

....3 4 5 6 7 8 C: Postponement Directive Figure 1: Conversation net for student A requesting student C to explain something Our approach to diagnosis of group work processes is based on the recognition of the current state within conversation nets. We use a structured user interface such as in [1]. That means that the communication is not chat oriented but our interface offers phrases which can be chosen for communication. We assign a speech act category to each phrase communication content. An example for a concrete conversation between learners within an IDLE is given in figure 2 ....

Baker, M.; Lund, K.: Flexibly structuring the interaction in a CSCL environment. In Brna, P.; Paiva, A.; Self, J., editors, Proc. EuroAIED'96 Lisbon, Portugal, 1996.

.... Keywords: problem based learning, computer mediated communication, discourse analysis Introduction Recently, the nature of collaboration for learning and the dynamics of group interactions in learning environments have gained considerable interest (Dillenbourg, Baker, Blaye O Malley, 1995, Baker Lund, 1996, Burton, Brna, Pilkington, 1997) For single user learning environments, Akhras Self (1996) have laid out a formal framework for modeling the process of learning on the basis of a micro analysis of user environment interactions. We propose an approach for the detailed assessment of group ....

....they still have to be developed for multi user task analysis. Recently, work has begun on models of collaborative task oriented discourse. These models put emphasis on group oriented notions such as initiative changes (Guinn, 1998) and focus shifts in dialogues (Burton, Brna, Pilkington, 1997) Baker Lund (1996) investigated the implications of different communication interface layouts on collaboration and problem solving. Moreover, models of human collaboration form a basis for methodologies in distributed artificial intelligence and multi agent systems and influence the design of communication ....

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Baker, M. J. & Lund, K. (1996). Flexibly structuring the interaction in a CSCL environment.

....comprises three components #see #gure 2#, i.e. a mediator interface #5.1#, an analyzer #5.4#, and a visualizer #5.7#. Assessing Collaboration Recently, the nature of collaboration for learning and the dynamics of group interactions in student s environments have gained considerable interest #Baker Lund, 1996; Burton, Brna, Pilkington, 1997#. For single user learning environments, Akhras and Self #1996# have laid out a formal framework for modelling the process of learning on the basis of a micro analysis of user#environmentinteractions. We propose an approach for the detailed assessmentofgroup ....

Baker, M. J., & Lund, K. #1996#. Flexibly structuring the interaction in a CSCL environment. In P. Brna, A. Paiva, & J. Self #Eds.#, Proceedings of the European ConferenceonArti#cial Intelligence in Education #pp. 401#407#. Lisbon, Portugal.

....contribution, verbatim, is not necessary. Previous work has established promising research directions based on approaches that adopt this idea. These approaches make use of structured communication interfaces that require users to make the intention of their conversational contributions explicit (Baker and Lund, 1996; Flores et al. 1988; McManus and Aiken, 1995; Soller, Linton, Goodman, and Lesgold, 1999) It would be impossible to enumerate and assess the effectiveness of all possible interaction patterns. Simple statistical, categorical, or rule based approaches may work well for some domains (including ....

Baker, M. and Lund, K. (1996). Flexibly structuring the interaction in a CSCL environment. Proceedings of the European Conference on Artificial Intelligence in Educa- tion (EuroAIED '96), 401-407.

....quantitative for the moment, but we expect, in future work, to analyse qualitatively the information contained in communications (question, suggestion, reply, etc. We will use a method to structure the communication such as Sentence Openers [McManus and Aiken 1995] or Communicative Acts [Baker and Lund 1996]. Finally, the Analyser of Cooperative Tasks agent warns the Project Manager agent about the tasks accomplished by the groups of the team. Thus, the Project Manager agent can detect the contradictions between the different learners groups. These contradictions can lead to conflicts, then ....

M. J. Baker, K. Lund, Flexibly structuring the interaction in a CSCL environment, EuroAIED'96, Lisbonne (1996).

.... while solving objectoriented design problems using Object Modeling Technique (OMT) Rumbaugh et al. 1991) the same object oriented modeling and design methodology students used in the first study (Soller et al. 1996) The CL Interface is a structured, sentence opener based communication interface (Baker and Lund 1996; Jermann and Schneider 1997; Robertson, Good, and Pain 1998) with a dynamic tagging and logging facility. It contains groups of sentence openers organized in categories that are easy to understand. The sentence openers and communication categories represent the Collaborative Learning Conversation ....

Baker, M., and Lund, K. 1996. Flexibly structuring the interaction in a CSCL environment. In Proceedings of the European Conference on Artificial Intelligence in Education, 401-407.

.... There are generally two reasons for this: first, the computer mediator is doing more than just passing messages; it is also trying to do some analysis or updating of state, and thus the designers want to restrict the flexibility of communication to what the interface can handle (e.g. [17]) Another reason is to actually force explicitness, under the theory that this will make cooperation more productive [108] 5.3 Discussion A number of issues arise in the attempt to bypass language interpretation and determine the speech act type directly from surface features of the message, ....

M. Baker and C. Lund. Flexibly structuring interaction in a CSCL environment. In Proceedings of the European Conference on AI in Education., pages 401--407, 1996.

....management (See Coding section) The communication interface allows two modes of expression, free and structured (See Interface design section) Our hypothesis is that there is a preference to use a particular interface mode when expressing a particular content type. Previous work by Baker Lund (1996) has shown that when using a chat interface only subjects showed up more off task contributions than if they used a semi structured, so called dedicated interface. In our case, subjects have to choose a mode when producing an utterance. We have also computed a monotony index which reflects the ....

.... prefer the free section of the interface also tend to produce management utterances with a higher frequency and that pairs who tend to prefer the structured interface, produce task and strategy related utterances with a relatively higher frequency (See Table 1: Expression mode and content type ) Baker Lund (1996) showed that more off task utterances were produced by subjects using a chat interface than by subjects using a structured, dedicated interface. Monotonic reasoning We computed a monotony index which reflects the amount of tuning actions necessary to put an event in the right place once it ....

Baker, M. & Lund, K. (1996) - Flexibly structuring the interaction in a CSCL environment. Proceedings of EuroAIED 96, Lisbon, September-October 1996.

....with the resources necessary to get some benefit from communication repairs. These resources can be external representations to which both agents can refer and can use to check to which extent they really agree [ Roschelle, 1990 ] or structured communicative interfaces which support negotiation [ Baker and Lund, 1996 ] We also consider how the resources in our domain (the shared whiteboard systems and various advanced MOO commands, as described in section 4) are used by the agents to repair dialogue in collaborative problem solving. However, providing external resources (such as the notebook, or the ....

M. Baker and C. Lund. Flexibly structuring interaction in a CSCL environment. To be presented at European Conference on AI in Education. Lisbon, Spetember, 1996.

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Baker, M.J. and Lund, K. Flexibly structuring the interaction in a CSCL environment. In P. Brna, A. Paiva & J. Self (Eds), Proceedings of the European Conference on Artificial Intelligence in Education. Lisbon, Portugal, Sept. 20 - Oct. 2, 1996, pp. 401-407.

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Baker, M.J. and Lund, K. Flexibly structuring the interaction in a CSCL environment. In P. Brna, A. Paiva & J. Self (Eds), Proceedings of the European Conference on Artificial Intelligence in Education. Lisbon, Portugal, Sept. 20 - Oct. 2, 1996, pp. 401-407.

No context found.

Baker, M. & Lund, K. (1996). Flexibly structuring the interaction in a CSCL environment. Proceedings of the European Conference on Artificial Intelligence in Education (EuroAIED '96), 401-407.

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M. J. Baker, K. Lund, Flexibly structuring the interaction in a CSCL environment, EuroAIED'96, Lisbonne (1996).

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