Abstract
One of the characteristics of collaborative learning is that it offers opportunities for learners to reflect and justify their work, to compare, understand and criticize their peers' work, and to iterate through these processes as needed. This paper presents a design of a system that supports learners in taking advantage of these collaboration affordances in the context of collaborative modeling. The main focus is the automatic generation of adaptive interventions for the process of qualitative modeling of physical phenomena. Students interact with the learning environment by running a simulation, using visual tools for qualitative modeling, and communicating with each other through special tools and free text. The system tracks and analyses learners' activities that relate to the subject matter tasks as well as to the communication between the learners and generates interventions accordingly. The layered interventions are designed also to integrate communication and content issues.
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Or-Bach, R., Van Joolingen, W.R. Designing Adaptive Interventions for Online Collaborative Modeling. Education and Information Technologies 9, 355–375 (2004). https://doi.org/10.1023/B:EAIT.0000045293.75519.98
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DOI: https://doi.org/10.1023/B:EAIT.0000045293.75519.98