Supporting reflection-in-action in the Janus design environment
The electronic design studio
The role of critiquing in cooperative problem solving
ACM Transactions on Information Systems (TOIS) - Special issue on computer—human interaction
An Adaptive User Interface Based On Personalized Learning
IEEE Intelligent Systems
Representational Talkback: An Approach to Support Writing as Design
APCHI '98 Proceedings of the Third Asian Pacific Computer and Human Interaction
Epistemology of scientific inquiry and computer-supported collaborative learning
Epistemology of scientific inquiry and computer-supported collaborative learning
Summary street: an intelligent tutoring system for improving student writing through the use of latent semantic analysis
Making critiquing practical: incremental development of educational critiquing systems
Proceedings of the 9th international conference on Intelligent user interfaces
Making sense of shared knowledge
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
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In this paper we investigate the use of Latent Semantic Analysis (LSA), Critiquing Systems, and Knowledge Building to support computer-based teaching of English composition. We have built and tested an English Composition Critiquing System that make use of LSA to analyze student essays and compute feedback by comparing their essays with teacher's model essays. LSA values are input to a critiquing component to provide a user interface for the students. A software agent can also use the critic feedback to coordinate a collaborative knowledge building session with multiple users (students and teachers). Shared feedback provides seed questions that can trigger discussion and extended reflection about the next phase of writing. We present the first version of a prototype we have built, and report the results from an informal experiment. We end the paper by describing our plans for future work.