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Toward Supporting Collaborative Discussion in an Ill-Defined Domain

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Intelligent Tutoring Systems (ITS 2008)

Part of the book series: Lecture Notes in Computer Science ((LNPSE,volume 5091))

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Abstract

It is important to investigate what tutoring paradigms are appropriate for ill-defined domains. We focus on teaching intercultural competence, where asynchronous online discussion is a typical instructional task. We explore two methods of assessing student contributions and delivering feedback: an adaptive support system that provides individual feedback, and a peer moderator from the class supported by adaptive assistance.

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References

  1. Beaudin, B.P.: Keeping online asynchronous discussions on topic. Journal of Asynchronous Learning Network 3(2), 41–53 (1999)

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  2. Ogan, A., Aleven, V., Jones, C.: Pause, predict, and ponder: Use of narrative videos to improve cultural discussion and learning. In: Proceedings of Computer Human Interaction conference (CHI 2008) (to appear, 2008)

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Authors and Affiliations

  1. Carnegie Mellon University, Pittsburgh, PA, USA

    Amy Ogan, Erin Walker, Vincent Aleven & Chris Jones

Authors
  1. Amy Ogan
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  2. Erin Walker
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  3. Vincent Aleven
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  4. Chris Jones
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Editor information

Beverley P. Woolf Esma Aïmeur Roger Nkambou Susanne Lajoie

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© 2008 Springer-Verlag Berlin Heidelberg

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Ogan, A., Walker, E., Aleven, V., Jones, C. (2008). Toward Supporting Collaborative Discussion in an Ill-Defined Domain. In: Woolf, B.P., Aïmeur, E., Nkambou, R., Lajoie, S. (eds) Intelligent Tutoring Systems. ITS 2008. Lecture Notes in Computer Science, vol 5091. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-69132-7_120

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  • DOI: https://doi.org/10.1007/978-3-540-69132-7_120

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-540-69130-3

  • Online ISBN: 978-3-540-69132-7

  • eBook Packages: Computer ScienceComputer Science (R0)

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