A case-based approach to collaborative learning for systems analyst education

  • Takashi Fuji
  • Takeshi Tanigawa
  • Masahisa Kozeni
  • Masahiro Inui
  • Takeo Saegusa
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 1086)


In the Business Systems Design learning environment, there may be more than one solution to any given problem. We have developed CAMELOT (Collaborative and Multimedia Environment for Learners on Teams) [10] using the Nominal Group Technique for group problem solving. This paper describes the basic framework of the collaborative learning system, the effectiveness of collaborative learning in designing the Data Model, and how to apply AI technologies such as rule-based and case-based reasoning to the system. By using CAMELOT, each learner learns how to analyze through case studies and how to cooperate with a group in problem solving. Learners come to a deeper understanding from using CAMELOT than from studying independently because they can reach better solutions through discussion, tips from other learners, examination of one another's individual works, and pedagogical actions using case-based reasoning.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    Vergas, J.E. & Kee, C.J.: Improving the Scope of Intelligent Tutoring by Adapting a Case-Based Methodology through a Distributed Architecture. Applied Artificial-Intelligence, USA, 1994.Google Scholar
  2. 2.
    Brightman, H.J.: Group Problem Solving: An Improved Managerial Approach. College of Business Administration, Georgia State University, 1988.Google Scholar
  3. 3.
    Woolf, B.P.: Context Dependent Planning in a Machine Tutor. COINS Technical Report, 84-21. Cambridge, MA: University of Massachusetts, 1984.Google Scholar
  4. 4.
    Katz, S. & Lesgold, A.: The Role of the Tutor in Computer-based Collaborative Learning Situations. The Report of the University of Pittsburgh. Pittsburgh, PA: the Univ. of Pittsburgh, 1992.Google Scholar
  5. 5.
    Koschmann, T.D.: Toward a Theory of Computer Support for Collaborative Learning. The Journal of the Learning Sciences, 3(3), 219–225, NewJersey, 1994.Google Scholar
  6. 6.
    Rumbaugh, J.E., et al.: Object-Oriented Modeling and Design. Englewood Cliffs, NJ: Prentice-Hall International, 1991.Google Scholar
  7. 7.
    Fujikawa, K., Shimojo, S., et al.: Multimedia Presentation System Harmony with Temporal and Active Media. USENIX-Summer91, 75–93, 1991.Google Scholar
  8. 8.
    Conklin, J., Begeman, K.L.: gIBIS: A Hypertext Tool for Exploratory Policy Discussion. ACM Transactions on Office Information Systems (Vol. 6), 4, 303–331, 1988.CrossRefGoogle Scholar
  9. 9.
    Fuji, T., et al.: Prototype System of Advanced and Individualized CAI with OMT. IPSJ SIG Notes 93-SE-92, Vol.93. No.44, 17–26, 1993.Google Scholar
  10. 10.
    Fuji, T., et al.: CAMELOT: Collaborative and Multimedia Environment for Learners on Teams. Conference Abstracts sixth IFIP World Conference on Computers in Education, pp.104, 1995.Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 1996

Authors and Affiliations

  • Takashi Fuji
    • 1
  • Takeshi Tanigawa
    • 1
  • Masahisa Kozeni
    • 1
  • Masahiro Inui
    • 2
  • Takeo Saegusa
    • 3
  1. 1.Software Research LaboratoryHokkaidoJapan
  2. 2.OGIS Research Institute Co., LTDOsakaJapan
  3. 3.Hokkaido Information UniversityHokkaidoJapan

Personalised recommendations