The computer as a tool for learning through reflection
Learning Issues for Intelligent Tutoring Systems
Awareness and coordination in shared workspaces
CSCW '92 Proceedings of the 1992 ACM conference on Computer-supported cooperative work
Building the data warehouse (2nd ed.)
Building the data warehouse (2nd ed.)
Dynamics between Contextual Knowledge and Proceduralized Context
CONTEXT '99 Proceedings of the Second International and Interdisciplinary Conference on Modeling and Using Context
Context and Decision Graphs for Incident Management on a Subway Line
CONTEXT '99 Proceedings of the Second International and Interdisciplinary Conference on Modeling and Using Context
A framework for awareness support in groupware systems
Computers in Industry - Special issue: Knowledge sharing in collaborative design environments
Representation of procedures and practices in contextual graphs
The Knowledge Engineering Review
Context in problem solving: a survey
The Knowledge Engineering Review
Human-Computer Interaction
A machine learning approach to assessing knowledge sharing during collaborative learning activities
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Mediating collective discussions using an intelligent argumentation-based framework
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
Context dynamic and explanation in contextual graphs
CONTEXT'03 Proceedings of the 4th international and interdisciplinary conference on Modeling and using context
Demonstratives, reference, and perception
CONTEXT'03 Proceedings of the 4th international and interdisciplinary conference on Modeling and using context
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Collaborative learning can be motivated through environments that provide tools for communication. However, most available environments do not provide support neither for the students' reflection and self-regulation processes, nor to the teachers' activities. This support could be provided through the analysis of the interactions occurred within the CSCLE and stored in a group memory. The main weakness of the approaches up to now is to neglect the context where the interactions occur and the inadequate mechanism of the interactions' persistence. In this light, we propose the creation of a Learning Interaction Memory (LIM) to store the learning interactions. It will be modelled in a multidimensional structure and included in its model contextual elements to enrich and qualify the stored knowledge. By including contextual elements in the LIM, it will be possible to adapt dynamically its information to the concrete current situation, in order to provide more useful just-in-time feedback.