Incorporating functionalities of expert medical critiquing dialogues in the design of a graphical interface

Baker, Michael; Charnay, Laurent; Joab, Michèle; Lemaire, Benoı̂t; Safar, Brigitte; Schlienger, Dominik

doi:10.1109/tai.1996.560442

Cited by 2 publications

(1 citation statement)

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“…Over the past 10 years I realised that the knowledge co-elaboration processes described in the NTD model were not specific to educational situations, but rather could occur in any Bepistemic situation^, i.e., where it is necessary, in order to carry out a task, to elaborate new knowledge, in everyday life and especially at work. I therefore extended the application of the model to problems of (negotiated) explanation generation in human-machine dialogues (e.g., Baker et al 1996) and to co-design situations. In the former case, I realised that negotiation, argumentation and explanation were intimately linked (Baker 2000): one may need to argue for explanations, to explain in arguing, and in both cases to negotiate meaning.…”

Section: Extending To Other Epistemic Domains: Explanation Co-designmentioning

confidence: 99%

The Negotiation of Meaning in Epistemic Situations

Baker

2015

Int J Artif Intell Educ

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This article is a commentary on a model for negotiation in teaching-learning dialogues (Baker 1994) that traces its origins and developments over the past 20 years. The first main section of the paper describes the research background out of which the model arose, within the credo of individualised tutoring of the 1980s. This is followed by a summary of the main elements of the model, then a presentation of its subsequent developments. These comprise the analysis of argumentation dialogue and its potential for collaborative learning, the analysis of interpersonal relations in relation to the interactive regulation of affect, and extensions of the model to other epistemic situations such as explanation generation, co-design, online epistemic discussions and use of communication interfaces in computer-supported collaborative learning environments. On these bases, the object of study of this research is defined as the processes of negotiation of meaning in epistemic situations. It is concluded that the main core of the model was retained, throughout its deepening and extension, but the underlying theory was radically changed, from cognitivist belief-systems to a view of dialogue itself as collective thinking. Two challenges for artificial intelligence and education research are raised: the formalisation of interpersonal relations as they are played out in social interaction, and the analysis of the processes of appropriation of discourse genres.

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Section: Extending To Other Epistemic Domains: Explanation Co-designmentioning

confidence: 99%