No abstract

This paper investigates the use of conversational agents to scaffold online collaborative learning discussions through an approach called academically productive talk (APT). In contrast to past work on dynamic support for collaborative learning, which has involved using agents to elevate the conceptual depth of collaborative discussion by leading students in groups through directed lines of reasoning, this APT-based approach lets students follow their own lines of reasoning and promotes productive practices such as explanation of reasoning and refinement of ideas. Two forms of support are contrasted, namely, Revoicing support and Feedback support. The study provides evidence that Revoicing support resulted in significantly more intensive reasoning exchange between students in the chat and significantly more learning during the chat than when that form of support was absent. Another form of support, namely, Feedback support increased expression of reasoning while marginally decreasing the intensity of the interaction between students and did not affect learning.

No abstract

No abstract

No abstract

Abstract. In this paper, we explore using an intelligent dialogue tutor to influence student academic self-efficacy, as well as its interaction with group selfefficacy composition in a dyadic learning environment. We find providing additional tutor prompts encouraging to students to participate in discussion may have unexpected negative effects on self-efficacy, especially on students with low self-efficacy scores who have partners with low self-efficacy scores.

No abstract

These include applying data mining techniques to help understand how people learn and collaborate, empowering people with emerging technologies, combining available technologies for capturing traces of collaboration and helping teachers to orchestrate their classroom through the use of interactive tabletops. Peter Reimann is working at the Faculty of Education and as senior researcher at the CoCo Research Centre in Australia and in Europe as a Scientific Coordinator of Next-Tell, a large research project funded by the European Commission in the area of educational technology. His primary research areas are cognitive learning research with a focus on educational computing, multimedia-based and knowledge-based learning environments, e-learning, and the development of evaluation and assessment methods for the effectiveness of computer-based technologies. Dewa Wardak is a Postdoctoral Research Associate at the Centre for Research on Computer Supported Learning and Cognition (CoCo), University of Sydney. Her research interests include design for learning, design of online learning environments, learning by design, collaborative learning, online learning communities, and knowledge visualization. AbstractThe aims of the Synthesis and Scaffolding Project were to understand: the role of specific scaffolds in relation to the activity of learners, and the activity of learners during a collaborative design task from multiple perspectives, through the collection and analysis of multiple streams of data and the adoption of a synthesis approach to the research. The Synthesis Approach to Analysing Educational Design (SAAED) dataset is